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SELECTED READINGS FOR STAGE 1 : INITIAL READING & DECODING

Typically between 6 to 7 years old

Stage Description: in Stage 1, the child is learning the relation between letters and sounds and between print and spoken words. The child is able to read simple texts containing high frequency words and phonically regular words, and uses skills and insight to “sound out” new words. In relation to writing, the child is moving from scribbling to controlled scribbling to nonphonemic letter strings. Adults are encouraging the child to write about known words and use invented spellings to encourage beginning writing, which can be extended through assisted performance. In this stage, the main aims are to further develop children’s phonological awareness, letter-sound knowledge, and ability to manipulate phonemes and syllables (segmentation and blending). (See Stages of Development essay for more information.)

GENERAL

Adams, M. J. (1990). Beginning to read: Thinking and learning about print. Cambridge, MA: Harvard University Press.

Alexander, P. A. (2005). The path to competence: a lifespan developmental perspective on reading. Journal of Literacy Research, 37(4), 413–436.

Appleyard, J. (1991). Becoming a reader: the experience of fiction from childhood to adulthood. Cambridge: Cambridge University Press.

EFFECTIVE CLASSROOM INSTRUCTION

Allington, R. L. (2002). What I’ve Learned about Effective Reading Instruction from a Decade of Studying Exemplary Elementary Classroom Teachers. The Phi Delta Kappan, 83(10), 740–747. Retrieved from http://www.jstor.org/stable/20440246

Foorman, B. R., & Torgesen, J. (2001). Critical elements of classroom and small-group instruction promote reading success in all children. Learning Disabilities Research & Practice, 16(4), 203–212.

Gambrell, L. B., Malloy, J. A., & Mazzoni, S. A. (2011). Evidence-based best practices in comprehensive literacy instruction. In L. M. Morrow & L. B. Gambrell (Eds.), Best practices in literacy instruction (4th ed.). New York: Guilford Press.

Girolametto, L., Weitzman, E., & Greenberg, J. (2000). Teacher Interaction and Language Rating Scale. Toronto, ON: The Hanen Centre.

Hoffman, J., Sailors, M., Duffy, G., & Beretvas, S. N. (2004). The effective elementary classroom literacy environment: examining the validity of the TEX-IN3 observation system. Journal of Literacy Research, 36(3), 303–334. doi:10.1207/s15548430jlr3603_3

Morrow, L. M. (2002). The literacy centre: Contexts for reading and writing (2nd ed.). Portland, ME: Stenhouse.

Reutzel, D. R., & Wolfersberger, M. E. (1996). An environmental impact statement: Designing supportive literacy classrooms for young children. Reading Horizons, 36, 266-282.

Taylor, B. M. (2007) The what and the how of good classroom reading instruction in the primary grades. Minneapolis, MN: University of Minnesota Centre for Reading Research.

Wolfersberger, M., Reutzel, D. R., Sudweeks, R., & Fawson, P. (2004). Developing and validating the Classroom Literacy Environmental Profile (CLEP): a tool for examining the “print richness” of early childhood and elementary classrooms. Journal of Literacy Research, 36(2), 211–272. doi:10.1207/s15548430jlr3602_4

WHOLE OF SCHOOL PLANNING

Au, K. H.-P., & Raphael, T. E. (2011). The staircase curriculum: whole-school collaboration to improve literacy achievement. New England Reading Association Journal, 46(2), 1–8.

Au, K. H.-P., Raphael, T. E., & Mooney, K. C. (2008). Improving Reading Achievement in Elementary School: Guiding Change in a Time of Standards. In S. B. Wepner & D. S. Strickland (Eds.), Supervision of Reading Programs (4th ed., pp. 71–89). New York: Teachers College Press.

Au, K. H.-P., Strode, E. V., Vasquez, J. M., & Raphael, T. E. (2014). Improving literacy achievement in elementary schools: the standards-based change process and the common core. In S. B. Wepner, D. S. Strickland, & D. J. Quatroche (Eds.), The Administration and Supervision of Reading Programs (pp. 74–83). New York: Teachers College Press.

Justice, L. M. (2006). Evidence-based practice, response to intervention, and the prevention of reading difficulties. Language, Speech, and Hearing Services in Schools, 37(4), 284–297. doi:10.1044/0161-1461(2006/033)

Martin, M., Fergus, E., & Noguera, P. (2010). Responding to the needs of the whole child: a case study of a high-performing elementary school for immigrant children. Reading & Writing Quarterly, 26(3), 195–222. doi:10.1080/10573561003769582

Tivnan, T. & Hemphill, L. (2005). Comparing four literacy reform models in high-poverty schools: patterns of first-grade achievement. In The Elementary School Journal, 105(5), 419-441

Walpole, S., Justice, L. M., & Invernizzi, M. A. (2004). Closing the Gap Between Research and Practice: Case Study of School-Wide Literacy Reform. Reading & Writing Quarterly, 20(3), 261–283. doi:10.1080/10573560490429078

PHONOLOGICAL AND PHONEMIC AWARENESS

Adams, M. J., Foorman, B. R., Lunberg, I., & Beeler, T. (1988). Phonemic awareness in young children: a classroom curriculum. Baltimore: Paul H. Brookes Publishing Company.

Brummitt-Yale, J. (n.d.) Phonemic Awareness vs. Phonological Awareness. Retrieved on 25 April 2015 from K12 Reader: http://www.k12reader.com/phonemic-awareness-vs-phonological-awareness/

McGee, L. M, & Dail, A. R. (2010). Phonemic awareness instruction in preschool: research implications and lessons learned from Early Reading First. In M.C. McKenna, S. Walpole, & K. Conradi (Eds) Promoting early reading: research, resources and best practices. New York: Guilford Press.

See the Phonological and Phonemic Awareness Reading List for more recommendations ...

DEVELOPING THE ALPHABETIC PRINCIPLE, DECODING & SPELLING

Bear, S., Invernizzi, M., Templeton, S., & Johnston, F. (2014). Words their way: word study for phonics, vocabulary, and spelling instruction (5th edition). Essex: Pearson.

Beck, I. & Beck, M. (2013). Making sense of phonics.: the hows and whys. New York: Guilford Press.

Cunningham, P.M., & Cunningham, J.W. (1992). Making Words: Enhancing the invented spelling-decoding connection. Reading Teacher, 46, 106-115.

Gaskins, I. W., Ehri, L. C., Cress, C., O’Hara, C., & Donnelly, K. (1996). Procedures for word learning: Making discoveries about words. The Reading Teacher, 50(4). p. 312-327

Gaskins, I. W., Ehri, L. C., Cress, C., O’Hara, C. & Donnelly, K. (1997). Analysing words and making discoveries about the alphabetic system: Activities for beginning readers. Language Arts, 74(3). p. 172-184.

Hiebert, E. H. (1994). Invented spelling. In A. Purves et al. (Eds.), Encyclopedia of English Studies Language Arts (pp. 666-668). New York: NCTE & Scholastic, Inc.

McKay, R. & Teale, W. H. (2015). No more teaching a letter a week. Portsmouth, NH: Heinemann.

Ouellette, G., Senechal, M., & Halley, A. (2013). Guiding children’s invented spellings: a gateway in literacy learning. In The Journal of Experimental Education, 81(2), 261-270.

Moats, L.C. (2006). How spelling supports reading: And why it is more regular and predictable than you may think. American Educator, Winter, 12-24.

Palmer, J. L. & Invernizzi, M. (2015). No more phonics and spelling worksheets. Portsmouth, NH: Heinemann.

See the Phonics, Spelling and Morphology Reading List for more recommendations ...

VOCABULARY

Beck, I. L., McKeown, M. G., & Kucan, L. (n.d.). Choosing Words to Teach. Reading Rockets. Retrieved August 30, 2014, from http://www.readingrockets.org/article/choosing-words-teach

Beck, I. L., McKeown, M. G., & Kucan, L. (2013). Bringing words to life: robust vocabulary instruction (2nd ed.). New York: Guilford Press..

Blachowicz, C., & Fisher, P. J. (2011). Best practices in vocabulary instruction revisited. In L. M. Morrow & L. B. Gambrell (Eds.), Best practices in literacy instruction (4th ed., pp. 224–249). New York: Guilford Press.

Christ, T., Wang, X. C., & Chiu, M. M. (2011). Using story dictation to support young children’s vocabulary development: Outcomes and process. Early Childhood Research Quarterly, 26(1), 30–41.

Coyne, M. D., Capozzoli-Oldham, A. & Simmons, D. C. (2012). Vocabulary instruction for young children at risk of reading difficulties: teaching word meanings during shared storybook readings. In E. J. Kame’enui & J. F. Baumann, Vocabulary instruction: research to practice (2nd edition). New York: Guilford Press.

McKenna, M. (2005). Vocabulary instruction (research and best practice) [PowerPoint Presentation]. Georgia’s Reading First PD Presentations. Retrieved February 21, 2015, from http://curry.virginia.edu/reading-projects/projects/garf/PowerPoints/VocabularyRF.ppt

Stahl, K. A. & Stahl, S. A. (2012). Young word wizards!: fostering vocabulary development in preschool and primary education. In E. J. Kame’enui & J. F. Baumann, Vocabulary instruction: research to practice (2nd edition). New York: Guilford Press.

EARLY COMPREHENSION AND COMPOSITION SKILLS

Adlof, S. M., Perfetti, C. A., & Catts, H. W. (2011). Developmental changes in reading comprehension: implications for assessment and instruction. In What research has to say about reading instruction (4th ed., pp. 186 – 214). Newark, DE: International Reading Association.

Au, K. H. (1979). Using the Experience-Text Relationship Method with Minority Children. The Reading Teacher, (March), 677–679.

Cain, K. E., Bryant, P. E., & Oakhill, J. (2004). Children’s reading comprehension ability: Concurrent prediction by working memory, verbal ability, and component skills. Retrieved from http://dx.doi.org/10.1037/0022-0663.96.1.31

Catts, H. W., Bridges, M. S., Little, T. D., & Tomblin, J. B. (2008). Reading Achievement Growth in Children With Language Impairments. Journal of Speech, Language, and Hearing Research, 51(December), 1569–1579. doi:10.1044/1092-4388(2008/07-0259)

Christ, T., Wang, X. C., & Chiu, M. M. (2011). Using story dictation to support young children’s vocabulary development: Outcomes and process. Early Childhood Research Quarterly, 26(1), 30–41.

Catts, H. W., Fey, M. E., Tomblin, J. B., & Zhang, X. (2002). A Longitudinal Investigation of Reading Outcomes in Children With Language Impairments. Journal of Speech Language and Hearing Research, 45(6), 1142–1157. doi:10.1044/1092-4388(2002/093)

Graham, S., Bollinger, A., Booth Olson, C., D’Aoust, C., MacArthur, C., Mccutcheon, D., & Olinghouse, N. (2012). Teaching elementary school students to be effective writers: A practice guide (NCEE 2012- 4058). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Retrieved from http://ies.ed.gov/ncee/ wwc/publications_reviews.aspx#pubsearch.

McCarrier, A., Pinnell, G. S., & Fountas, I. C. (2000). Interactive Writing: How Language & Literacy Come Together, K-2. Portsmouth: Heinemann.

Scull, J., & Bremner, P. (2013). From conversation to oral composition Supporting Indigenous students ’ language for literacy. BABEL, 48(1), 20–29.

Shanahan, T., Collision, K., Carriere, C., Duke, N. K., Pearson, P. D., Schatschneider, C., & Torgesen, J. (2010). Improving reading comprehension in kindergarten through 3rd grade: A practice guide (NCEE 2010-4038). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Retrieved from whatworks.ed.gov/publications/practiceguides.

FLUENCY

Hudson, R. F., Pullen, P. C., Lane, H. B., & Torgesen, J. K. (2008). The complex nature of reading fluency: a multidimensional view. Reading & Writing Quarterly, 25(1), 4–32. doi:10.1080/10573560802491208

Kuhn, M. R. and Ravinski, T.V. (2011). Best practices in fluency instruction. In L. M. Morrow & L. Gambrell (Eds.), Best practices in literacy instruction (4th ed., pp. 276-294). New York: Guilford Press.

Kuhn, M. R., & Stahl, S. A. (2003). Fluency: A review of developmental and remedial practices. Journal of Educational Psychology, 95(1), 3–21. doi:10.1037/0022-0663.95.1.3

Samuels, S. J., Rasinski, T. V, & Hiebert, E. H. (2011). Eye Movements and Reading: What Teachers Need to Know. What Research Has to Say about Reading Instruction, 25–50.

Wolf, M., & Katzir-cohen, T. (2001). Reading Fluency and Its Intervention. Scientific Studies of Reading, 5(3), 37–41.

MOTIVATION

Furrer, C., & Skinner, E. (2003). Sense of relatedness as a factor in children’s academic engagement and performance. Journal of Educational Psychology.

McKenna, M. (2001). Development of reading attitudes. In L. Verhoeven & C. Snow (Eds.), Literacy and motivation: reading engagement in individuals and groups (pp. 135–158). Mahwah, NJ: Lawrence Erlbaum Associates.

EFFECTIVE USE OF VOLUNTEERS

Baker, S., Gersten, R., & Keating, T. (2000). When Less May Be More: A 2-Year Longitudinal Evaluation of a Volunteer Tutoring Program Requiring Minimal Training. Reading Research Quarterly, 35(4), 494–519. doi:10.1598/RRQ.35.4.3

Berrill, D. (2009). What works? research in practice: try literacy tutoring first. Research Monograph #21. Ontario

Invernizzi, M., Rosemary, C., Juel, C., & Richards, H. C. (1997). At-Risk Readers and Community Volunteers: A 3-Year Perspective. Scientific Studies of Reading, 1(3), 277–300. doi:10.1207/s1532799xssr0103_6

Wasik, B. A. (1997). Volunteer tutoring programs: a review of research on achievement outcomes. Baltimore.

Wasik, B., & Slavin, R. (1993). Preventing early reading failure with one-to-one tutoring: a review of five programs. Reading Research Quarterly, 28(3), 179 – 200.