Below are recommended readings, organized by category. This is not a complete list and for now it primarily addresses decoding. Come back often as these lists will be updated continually.
Also, if you are looking for something you don't see here (or are unable to get it),
message us at email@example.com and we will be happy to begin a new category or send you something you need.
DECODABLE TEXT SOURCES
Best for Young Readers (Grades K-2)
• Abeka Basic Phonics Readers
• Abeka Little Books
• Abeka Animal Friends Books
• BOB Books
• Primary Phonics Storybook Sets
• Voyager Sopris Power Readers
• Little Learners Love Literacy (AUS)
• High Noon Dandelion Launchers
• EPS Phonics Plus Readers
• Half Pint Readers
• Dr. Maggie’s Phonic Readers
• Modern Curriculum Press Phonics Readers
• Usborne Phonics Readers
Best for Older Readers (Grades 3-8)
• High Noon Sound Out Chapter Books
• High Noon Sound Out Nonfiction Series
• High Noon Fantasy Series
• High Noon Moon Dog Series
Levels for All Ages
• S.P.I.R.E Decodable Readers
• Flyleaf Decodable Literature Library
• All About Reading
• Reading Rods Readers
• Wonder Books Nonfiction Phonics Readers
• Spalding Readers
• Go Phonics Readers
Just for Teens!
• High Noon Decode! Series
• High Noon Develop! Series
Adams, M. (1990). Beginning to read: Learning about print. Cambridge, MA: MIT Press.
Beck, I. L., & Beck, M. (2013). Making sense of phonics: The hows and whys. New York, NY: Guilford Press.
Birsh, J. R. (Ed.) (2011). Multisensory teaching of basic language skills. Baltimore, MD: Brookes Publishing.
Kilpatrick, D. A. (2015) Essentials of assessing, preventing, and overcoming reading difficulties. Hoboken, NJ: John Wiley and Sons, Inc.
Moats, L. (2010). Speech to print: Language essentials for teachers. Baltimore, MD: Brookes Publishing.
Munger, K. A. (Ed.). (2016). Steps to Success: Crossing the Bridge Between Literacy Research and Practice. Geneseo, NY: Open SUNY Textbooks. Available online at: http://textbooks.opensuny.org/steps-to-success/
Shaywitz, S. (2003). Overcoming dyslexia: A new and complete science-based program for reading problems at any level. New York: Random House.
Wolf, M. (2007). Proust and the squid: The story and science of the reading brain. New York, NY: Harper.
Beck, I. L., & Juel, C. (1995). The role of decoding in learning to read. American Educator, 19, 8-25. Retrieved from http://www.scholastic.com/Dodea/Module_2/resources/ dodea_m2_pa_roledecod.pdf
Murray, M. S., Munger, K. A., & Clonan, S. (2012). Assessment as a strategy to increase oral reading fluency, Intervention in School and Clinic, (47). 144-151. Available from http://issuu.com/mariasabenemurray/docs/murray__munger__clonan__2012__asses?e=22464175/31891235
Murray, M. S., Munger, K. A., & Hiebert, E. H. (2014). An analysis of two reading intervention programs: How do the words, texts, and programs compare? Elementary School Journal. (114), 479-500. Available from http://issuu.com/mariasabenemurray/docs/murray_munger_hiebert__2014__an_ana?e=22464175/31891364
- Foorman, B., & Al Otaiba, S. (2009). Reading remediation: State of the art. In K. Pugh & P. McCardle (eds.), How children learn to read: Current issues and new directions in the integration of cognition, neurobiology and genetics of reading and dyslexia research and practice (pp. 257-274). New York, NY: Psychology Press.
KILPATRICK PAST(Phonological Awareness Screening Test) MATERIALS
VIDEO LINKS / BLOGS AND MORE
BLOGS AND MORE
- Blachman, B., & Murray, M. S. (2012). Decoding instruction. Teaching Tutorial, 7, 1-27. Available from http://issuu.com/mariasabenemurray/docs/blachman_murray__2012__tutorial?e=22464175/31891504
A practitioner-friendly, scientifically based curricular supplement designed to develop and strengthen young children’s early foundations in language and literacy. Lessons are organized around adult-child readings of high-quality storybooks and supplement – not replace – an educator’s instruction. The curricular was developed through a two-year collaborative effort in which CCEC researchers worked closely with early childhood educators, state-level policy-makers, and speech-language pathologists.
It includes two lessons per week, approximately 20-30 minutes which can be implemented using whole-class, small-group, or one-on-one instruction. Findings show that children in classrooms using Read It Again-PreK! outperformed children in comparison classrooms in grammar, vocabulary, print knowledge and rhyming skills.https://earlychildhood.ehe.osu.edu/research/practice/read-it-again-prek/