Please Note: The Center does not endorse any specific program, speaker, product, or instructional material. (See bottom for full disclaimer.)

BOOKS AND ARTICLES

Beck, I.B. (2006). Making sense of phonics: The hows and whys. New York: Guilford. ISBN 978-1-59385-257-3

Beck, I.B., McKeown, M.G., and Kucan, L. (2002). Bringing words to life: Robust vocabulary instruction. New York: Guilford. ISBN 1-57230-753-6

Birsh, J.R. (2005). Multisensory teaching of basic language skills (2nd Ed.). Baltimore: Brookes ISBN 1-55766-676-8

Catts, H.W. (1996). Defining dyslexia as a developmental language disorder: An expanded view. Topics on Language Disorders, 16(2) 14-29.

Chard, D.J. and Dickson, S.V. (1999). Phonological awareness: Instructional and assessment guidelines. Intervention in School and Clinic, 34(5) 261-270.

Clark, D.B. & Uhry, J.K. (1995). Dyslexia: Theory and practice of remedial instruction. Baltimore: York Press.

Cunningham, P.M., & Allington, R.I. (1999). Classrooms that work: They can all read and write (2nd Ed.). New York: Addison-Wesley Educational Publishers. ISBN 0-321-01339-5

Curtis, M.E. & Longo, A.M. (1999). When adolescents can't read: Methods and materials that work. Cambridge, MA: Brookline Books.

Henry, M.K. (2003). Unlocking literacy: Effective decoding and spelling instruction. Baltimore: Brookes. ISBN: 55766-664-4

Moats, L.C. (2004). LETRS: Language essentials for teachers of reading and spelling. Longmont, CO: Sopris West.

Moats, L.C. (2000). Speech to print. Baltimore: Brookes

Moats, L.C. (1995). Spelling: development, disability and instruction. Baltimore: York Press.

National Research Council. (1998). Preventing reading difficulties in young children. Washington, DC: National Academy Press.

Rasinski, T.V. (2003). The fluent reader: Oral reading strategies for building word recognition, fluency, and comprehension. New York: Scholastic Professional Books. ISBN 0-439-33208-7

Scarborough, H. (1998). Early identification of children at risk for reading disabilities -- Phonological awareness and some otherpromising predictors. In B. Shapiro, P. Accardo, and A. Capute (Eds.) Specific Reading Disability: A View of the Spectrum (pp. 75-119).

Shaywitz, S. (2003). Overcoming dyslexia: A new and complete science-based program for reading problems at any level. New York: Alfred A. Knopf.

Snider, V.E. (1995). A primer on phonetic awareness: what is it, why it's important, and how to teach it. School Psychology Review, 24 443-445.

Vaughn, S. & Linan-Thompson, S. (2004). Research-based methods of reading instruction K-3. Alexandria: Association for Supervision and Curriculum Development. ISBN 0-89120-946-2

Williams, J. (1987). Educational treatments for dyslexia at the elementary and secondary levels. In R. Bowler (Ed.). Intimacy with language: A forgotten basic in teacher education. (pp. 24-32). Baltimore: The Orton Dyslexia Society.

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The Tennessee Center for the Study and Treatment of Dyslexia supports efforts to provide individuals with dyslexia with appropriate instruction and to identify these individuals at an early age. The Center, however, does not endorse any specific program, speaker, product, or instructional material noting that there are a number of such which present the critical components of instruction, as defined by the Tennessee Center for the Study and Treatment of Dyslexia and the National Reading Panel.