Read Live :: Bibliography :: Read Naturally, Inc.

Read Naturally Live Bibliography

Abbott, M., Wills, H., Miller, A., & Kaufman, J. (2012). The relationship of error rate and comprehension in second and third grade oral reading fluency. Reading Psychology, 33(1-2), 104–132.

Althoff, S. E., Linde, K. J., Mason, J. D., Nagel, N. M., & O’Reilly, K. A. (2007). Learning objectives: Posting & communicating daily learning objectives to increase student achievement and motivation (Unpublished master’s thesis). Saint Xavier University, Chicago, IL.

Carbo, M. (1978). Teaching reading with talking books. The Reading Teacher, 32(3), 267–273.

Chard, D. J., Vaughn, S., & Tyler, B. J. (2002). A synthesis of research on effective interventions for building reading fluency with elementary students with learning disabilities. Journal of Learning Disabilities, 35(5), 386–406.

Chomsky, C. (1976). After decoding: What? Language Arts, 53(3), 288–296.

Daane, M. C., Campbell, J. R., Grigg, W. S., Goodman, M. J., & Oranje, A. (2005). Fourth-grade students reading aloud: NAEP 2002 special study of oral reading. Washington, D.C.: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics. Retrieved from http://nces.ed.gov/nationsreportcard/pdf/studies /2006469.pdf

Dahl, P. R. (1979). An experimental program for teaching high speed word recognition and comprehension skills. In J. E. Button, T. Lovitt, & T. Rowland (Eds.), Communications research in learning disabilities and mental retardation (pp. 33–65). Baltimore: University Park Press.

Dowhower, S. L. (1987). Effects of repeated reading on second-grade transitional readers’ fluency and comprehension. Reading Research Quarterly, 22(4), 389–405.

Eldredge, J. L., & Quinn, D. W. (1988). Increasing reading performance of low-achieving second graders with dyad reading groups. Journal of Educational Research, 82(1), 40–46.

Fuchs, L. S., Fuchs, D., Hamlett, C. L., Walz, L., & Germann, G. (1993). Formative evaluation of academic progress: How much growth can we expect? School Psychology Review, 22(1), 27–48.

Fuchs, L. S., Fuchs, D., Hamlett, C. L., & Whinnery, K. (1991). Effects of goal line feedback on level, slope, and stability of performance within curriculum-based measurement. Learning Disabilities Research and Practice, 6(2), 66–74.

Fuchs, L. S., Fuchs, D., Hosp, M. K., & Jenkins, J. R. (2001). Oral reading fluency as an indicator of reading competence: A theoretical, empirical, and historical analysis. Scientific Studies of Reading, 5(3), 239–256.

Hasbrouck, J., & Tindal, G. (2017). An update to the compiled ORF norms (Technical Report No. 1702). Eugene, OR: Behavioral Research and Teaching, University of Oregon.

Heckelman, R. G. (1969). A neurological-impress method of remedial-reading instruction. Academic Therapy Quarterly, 5(4), 277–282.

Hollingsworth, P. M. (1978). An experimental approach to the impress method of teaching reading. The Reading Teacher, 31(6), 624–626.

Jenkins, J. R., Fuchs, L. S., van den Broek, P., Espin, C., Deno, S. L. (2003). Sources of individual differences in reading comprehension and reading fluency. Journal of Educational Psychology, 95(4), 719–729.

Klauda, S. L., & Guthrie, J. T. (2008). Relationships of three components of reading fluency to reading comprehension. Journal of Educational Psychology, 100(2), 310–321.

Kim, Y., Petscher, Y., Schatschneider, C., & Foorman, B. (2010). Does growth rate in oral reading fluency matter in predicting reading comprehension achievement? Journal of Educational Psychology, 102(3), 652–667.

Kuhn, M. R., Schwanenflugel, P. J., & Meisinger, E. B. (2010). Aligning theory and assessment of reading fluency: Automaticity, prosody, and definitions of fluency. Reading Research Quarterly, 45(2), 230–251.

Kuhn, M. R., & Stahl, S. A. (2003). Fluency: A review of developmental and remedial practices.

Journal of Educational Psychology, 95(1), 3–21.

LaBerge, D., & Samuels, S. J. (1974). Toward a theory of automatic information processing in reading. Cognitive Psychology, 6(2), 292–323.

Lee, J., & Yoon Yoon, S. (2015). The effects of repeated reading on reading fluency for students with reading disabilities: A meta-analysis. Journal of Learning Disabilities, 50(2), 213–224.

Morgan, P. L., & Sideridis, G. D. (2006). Contrasting the effectiveness of fluency interventions for students with or at risk for learning disabilities: A multilevel random coefficient modeling meta-analysis. Learning Disabilities Research & Practice, 21(4), 191–210.

Morgan, P. L., Sideridis, G., & Hua, Y. (2011). Initial and over-time effects of fluency interventions for students with or at risk for disabilities. The Journal of Special Education, 46(2), 94–116.

National Institute of Child Health and Human Development. (2000a). Report of the National Reading Panel. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction (NIH Publication No. 00-4769). Washington, DC: U.S. Government Printing Office.

National Institute of Child Health and Human Development. (2000b). Report of the National Reading Panel. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction: Reports of the subgroups (NIH Publication No. 00-4754). Washington, DC: U.S. Government Printing Office.

Padeliadu, S., & Giazitzidou, S. (2018). A synthesis of research on reading fluency development: Study of eight meta-analyses. European Journal of Special Education Research, 3(4), 232–256.

Price, K. W., Meisinger, E. B., Louwerse, M. M., & D’Mello, S. (2015). The contributions of oral and silent reading fluency to reading comprehension. Reading Psychology, 37(2), 167–201.

Prior, S. M., Fenwick, K. D., Saunders, K.S., Ouellette, R., O’Quinn, C., & Harney, S. (2011). Comprehension after oral and silent reading: Does grade level matter? Literacy Research and Instruction, 50(3), 183–194.

Rasinski, T. V., Reutzel, D. R., Chard, D., & Linan-Thompson, S. (2011). Reading fluency. In M.L. Kamil, P.D. Pearson, E. B. Moje, & P. P. Afflerbach (Eds.), Handbook of Reading Research: Volume IV (pp. 286–319). New York, NY: Routledge.

Reschly, A. L., Busch, T. W., Betts, J., Deno, S. L., & Long, J. D. (2009). Curriculum-based measurement oral reading as an indicator of reading achievement: A meta-analysis of the correlational evidence. Journal of School Psychology, 47(6), 427–469.

Reutzel, D. R., & Hollingsworth, P. M. (1993). Effects of fluency training on second graders’ reading comprehension. Journal of Educational Research, 86(6), 325–331.

Schwanenflugel, P. J., Meisinger, E. B., Wisenbaker, J. M., Kuhn, M. R., Strauss, G. P., Morris, R. D. (2006). Becoming a fluent and automatic reader in the early elementary school years. Reading Research Quarterly, 41(4), 496–522.

Samuels, S. J. (1997). The method of repeated readings. The Reading Teacher, 50(5), 376–381. (Reprinted from The Reading Teacher, 1979, 32(4), pp. 403–408.)

Stevens, E. A., Walker, M. A., Vaughn, S. (2017). The effects of reading fluency interventions on the reading fluency and reading comprehension performance of elementary students with learning disabilities: A synthesis of the research from 2001 to 2014. Journal of Learning Disabilities, 50(5), 576–590.

Therrien, W. J. (2004). Fluency and comprehension gains as a result of repeated reading. Remedial and Special Education, 25(4), 252–261.

Wayman, M. M., Wallace, T., Wiley, H. I., Tichá, R., & Espin, C. A. (2007). Literacy synthesis on curriculum-based measurement in reading. Journal of Special Education, 41(2), 85–120.

Yang, J. (2006). A meta-analysis of the effects of interventions to increase reading fluency among elementary school students (Unpublished doctoral dissertation). Graduate School of Vanderbilt University, Nashville, TN.

To read about the research basis of the Read Naturally Strategy, access the Read Naturally Strategy Rationale & Research Brief.

Word Warm-ups Live Bibliography

Adams, M. J. (1990). Beginning to read: Thinking and learning about print. MIT Press.

Anderson, R. C., Hiebert, E. H., Scott, J. A., & Wilkinson, I. A. G. (1985). Becoming a nation of readers: The report of the Commission on Reading. National Academy of Education.

Bhattacharya, A., & Ehri, L. C. (2004). Graphosyllabic analysis helps adolescent struggling readers read and spell words. Journal of Learning Disabilities, 37 (4), 331–348. https://doi.org/10.1177/00222194040370040501

Castles, A., Rastle, K., & Nation, K. (2018). Ending the reading wars: Reading acquisition from novice to expert. Psychological Science in the Public Interest, 19 (1), 5–51. https://doi.org/10.1177/1529100618772271

Conte, K. L., & Hintze, J. M. (2000). The effects of performance feedback and goal setting on oral reading fluency within curriculum-based measurement. Diagnostique, 25 (2), 85–98. https://doi.org/10.1177/073724770002500201

Cunningham, P. M. (1998). The multisyllabic word dilemma: Helping students build meaning, spell, and read “big” words. Reading & Writing Quarterly, 14 (2), 189–218. https://doi.org/10.1080/1057356980140204

Ehri, L. C. (2014). Orthographic mapping in the acquisition of sight word reading, spelling memory, and vocabulary learning. Scientific Studies of Reading, 18 (1), 5–21. https://doi.org/10.1080/10888438.2013.819356

Foorman, B., Beyler, N., Borradaile, K., Coyne, M., Denton, C. A., Dimino, J., Furgeson, J., Hayes, L., Henke, J., Justice, L., Keating, B., Lewis, W., Sattar, S., Streke, A., Wagner, R., & Wissel, S. (2016). Foundational skills to support reading for understanding in kindergarten through 3rd grade (NCEE 2016-4008). Washington, DC: National Center for Education Evaluation and Regional Assistance (NCEE), Institute of Education Sciences, U.S. Department of Education. Retrieved from the NCEE website: http://whatworks.ed.gov

Galuschka, K., Ise, E., Krick, K., & Schulte-Körne, G. (2014). Effectiveness of treatment approaches for children and adolescents with reading disabilities: A meta-analysis of randomized controlled trials. PLOS ONE, 9 (2), Article e89900. https://doi.org/10.1371/journal.pone.0089900

Hulme, C., Bowyer-Crane, C., Carroll, J. M., Duff, F. J., & Snowling, M. J. (2012). The causal role of phoneme awareness and letter-sound knowledge in learning to read: Combining intervention studies with mediation analyses. Psychological Science, 23 (6), 572–577. https://doi.org/10.1177/0956797611435921

Just, M. A., & Carpenter, P. A. (1987). The psychology of reading and language comprehension. Allyn & Bacon.

Kame’enui, E. J., Carnine, D. W., Dixon, R. C., Simmons, D. C., & Coyne, M. D. (2002). Effective teaching strategies that accommodate diverse learners (2nd ed.). Pearson.

Kirby, J. R., & Bowers, P. N. (2017). Morphological instruction and literacy: Binding phonological, orthographic, and semantic features of words. In K. Cain, D. L. Compton, & R. K. Parrila (Eds.), Theories of reading development (pp. 437–462). John Benjamins. https://doi.org/10.1075/swll.15.24kir

LaBerge, D., & Samuels, S. J. (1974). Toward a theory of automatic information processing in reading. Cognitive Psychology, 6 (2), 293–323. https://doi.org/10.1016/0010-0285(74)90015-2

McArthur, G., Sheehan, Y., Badcock, N. A., Francis, D. A., Wang, H.-C., Kohnen, S., Banales, E., Anandakumar, T., Marinus, E., & Castles, A. (2018.) Phonics training for English-speaking poor readers. Cochrane Database of Systematic Reviews. https://doi.org/10.1002/14651858.CD009115.pub3

Melby-Lervåg, M., Lyster, S.-A. H., & Hulme, C. (2012). Phonological skills and their role in learning to read: A meta-analytic review. Psychological Bulletin, 138 (2), 322–352. https://doi.org/10.1037/a0026744

Morais, J., Bertelson, P., Cary, L., & Alegria, J. (1986). Literacy training and speech segmentation. Cognition, 24 (1–2), 45–64. https://doi.org/10.1016/0010-0277(86)90004-1

Morais, J., Cary, L., Alegria, J., & Bertelson, P. (1979). Does awareness of speech as a sequence of phones arise spontaneously? Cognition, 7 (4), 323–331. https://doi.org/10.1016/0010-0277(79)90020-9

Nagy, W. E., & Anderson, R. C. (1984). How many words are there in printed school English? Reading Research Quarterly, 19 (3), 304–330. https://doi.org/10.2307/747823

National Early Literacy Panel. (2008). Developing early literacy: Report of the National Early Literacy Panel. National Institute for Literacy.

National Institute of Child Health and Human Development. (2000). Report of the National Reading Panel: Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction (NIH Publication No. 00-4769). U.S. Government Printing Office.

Piasta, S. B., & Wagner, R. K. (2010). Developing early literacy skills: A meta-analysis of alphabet learning and instruction. Reading Research Quarterly, 45 (1), 8–38. https://doi.org/10.1598/RRQ.45.1.2

Price, K. W., Meisinger, E. B., Louwerse, M. M., & D’Mello, S. (2016). The contributions of oral and silent reading fluency to reading comprehension. Reading Psychology, 37 (2), 167–201. https://doi.org/10.1080/02702711.2015.1025118

Reschly, A. L., Busch, T. W., Betts, J., Deno, S. L., & Long, J. D. (2009). Curriculum-Based Measurement Oral Reading as an indicator of reading achievement: A meta-analysis of the correlational evidence. Journal of School Psychology, 47 (6), 427–469. https://doi.org/10.1016/j.jsp.2009.07.001

Schunk, D. H. & Rice, J. M. (1988, August). Learning goals during reading comprehension instruction. Paper presented at the annual meeting of the American Psychological Association, Atlanta, GA.

Share, D. L., Jorm, A. F., Maclean, R., & Matthews, R. (1984). Sources of individual differences in reading acquisition. Journal of Educational Psychology, 76 (6), 1309–1324. https://doi.org/10.1037/0022-0663.76.6.1309

Shefelbine, J. (1990). A syllabic-unit approach to teaching decoding of polysyllabic words to fourth- and sixth-grade disabled readers. In J. Zutell and S. McCormick (Eds.), Literacy theory and research: Analyses from multiple paradigms (pp. 223–230). National Reading Conference.

Snow, C. E., Burns, M. S., & Griffin, P. (Eds.). (1998). Preventing reading difficulties in young children. National Academy Press. https://doi.org/10.17226/6023

Stai, C. (2020). Dyslexia and Read Naturally [White paper]. Read Naturally. https://www.readnaturally.com/knowledgebase/documents-and-resources/31/626

Swanson, H. L., Hoskyn, M., & Lee, C. (1999). Interventions for students with learning disabilities: A meta-analysis of treatment outcomes. Guilford Press.

To read about the research basis of Word Warm-ups, access the Word Warm-ups Rationale & Research Brief.

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