Evans, M., Fox, M., Cremaso, L. & McKinnon, L. (2004). Beginning reading: The views of parents and teachers of young children. Journal of Educational Psychology, 96, 130–141.
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, W. (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 Educational Sciences, U.S. Department of Education.
Fountas, I., & Pinnell, G.S. (2016). Literacy curriculum: A tool for assessment, planning, and teaching. Portsmouth, N.H.: Heinemann.
Gough, P.B., & Tunmer, W.E. (1986). Decoding, reading, and reading disability. Remedial and Special Education, 7(1), 6– 10.
Graham, S. (2020). The sciences of reading and writing must become more fully integrated. Reading Research Quarterly, 55(S1), S35-S44.
Halliday, M.A.K. (1978) Language as social semiotic. London: Edward Arnold.
Hanford, E. (2018, October 26). Why are we still teaching reading the wrong way? The New York Times. Retrieved from https://www. nytimes.com/2018/10/26/opinion/sunday/phonics-teaching-readingwrong-way.html
Honig, W (1996). Teaching our children to read: The role of skills in a comprehensive reading program. Thousand Oaks, CA: Corwin Press.
Hoover, W.A., & Tunmer, W.E. (2020). The cognitive foundations of reading and its acquisition. Dordrecht, Netherlands: Springer.
Kilpatrick, D.A. (2016). Equipped for reading success: A comprehensive step-by-step program for developing phonemic awareness and fluent word recognition. Syracuse, NY: Casey & Kirsch.
Knobel, M. (1999). Everyday literacies: Students, discourse, and social practice. New York: Peter Lang.
Kress, G. (1985). Linguistic processes in sociocultural practice. Victoria: Deakin University Press Lave, J., & Wenger, E. (1991). Situated cognition: Legitimate peripheral participation. New York: Cambridge University Press.
Milner, H.R. IV (2020). Disrupting racism and whiteness in researching a science of reading. Reading Research Quarterly, 55(S1), S249-S253. National Institute of Child Health and Human Development (NICHD). (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: Reports of the subgroups (NIH Publication No. 00-4754). Washington, DC: U.S. Government Printing Office. Retrieved November 11, 2005, from http://www.nichd.nih.gov/ publications/nrp/report.htm
Pearson, P.D. (2004). The reading wars. Educational Policy, 18(1), 216– 252.
Pearson, P.D., Palincsar, A.S., Biancarosa, G., & Berman, A.I. (Eds.). (2020). Reaping the rewards of the Reading for Understanding initiative. Washington, DC: National Academy of Education.
Reinking, D., & Yaden, D.B. (2020). Do we need more productive theorizing? A commentary. Reading Research Quarterly. doi:10.1002/rrq.318
Rogoff, B. (1990). Apprenticeship in thinking: Cognitive development in social context. New York: Oxford University Press.
Rumelhart, D. E. (1977). Toward an interactive model of reading. In S. Dornic (Ed.), Attention and performance, Vol. 6 (pp. 573-603). New York: Academic Press.
Rumelhart, D.E. (1980) ‘Schemata: the building blocks of cognition’, in R.J. Spiro, B.C.Bruce and W.F.Brewer (eds) Theoretical Issues in Reading Comprehension, Hillsdale, NJ: Erlbaum.
Searle, J. (1995). The construction of social reality. New York: Free Press.
Seidenberg, M. (2017). Language at the speed of light: How we read, why so many can’t, and what can be done about it. New York: Basic Books.
Scanlon, D.M., & Anderson, K.L. (2020). Using context as an assist in word solving: The contributions of 25 years of research on the interactive strategies approach. Reading Research Quarterly, 55 (S1), S19-S34.
Scarborough, H.S. (2001). Connecting early language and literacy to later reading (dis)abilities: Evidence, theory, and practice. In S. Neuman & D. Dickinson (Eds.), Handbook for research in early literacy (pp. 97-110). New York: Guilford Press.
Semingson, P. & Kerns, W. (2021). Where’s the evidence? Looking back to Jeanne Chall and enduring debates about the science of reading. Reading Research Quarterly, 56 (S1), S157-S169.
Spear-Swerling, L. (2019). Structured literacy versus typical literacy practices: Understanding differences to create instructional opportunities. Teaching Exceptional Children, 51 (3), 201-211.
Stanovich, K. E. (1980). Toward an interactive-compensatory model of individual differences in the development of reading fluency. Reading Research Quarterly, 16(1), 32-71.
Vygotsky, L. S. (1998). The collected works (Vol. 5). Plenum.
Wertsch J. (1991). Voices of the mind: A Sociocultural approach to mediated action. Cambridge, MA: Harvard University Press.
Willingham, D.T. (2017). The reading mind: A cognitive approach to understanding how the mind reads. San Francisco, CA: Jossey-Bass.
Wilson, P.G., Martens, P., Arya, P., & Altwerger, B. (2004). Readers, instruction, and the NRP. Phi Delta Kappan, 3, 242-246.
Yaden, D.B, Reinking, D., & Smagorinsky, P. (2021). The trouble with binaries: A perspective on the science of reading. Reading Research Quarterly, 56(S1), 119-129.
.
Evans, M., Fox, M., Cremaso, L. & McKinnon, L. (2004). Beginning reading: The views of parents and teachers of young children. Journal of Educational Psychology, 96, 130–141.
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, W. (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 Educational Sciences, U.S. Department of Education.
Fountas, I., & Pinnell, G.S. (2016). Literacy curriculum: A tool for assessment, planning, and teaching. Portsmouth, N.H.: Heinemann.
Gough, P.B., & Tunmer, W.E. (1986). Decoding, reading, and reading disability. Remedial and Special Education, 7(1), 6– 10.
Graham, S. (2020). The sciences of reading and writing must become more fully integrated. Reading Research Quarterly, 55(S1), S35-S44.
Halliday, M.A.K. (1978) Language as social semiotic. London: Edward Arnold.
Hanford, E. (2018, October 26). Why are we still teaching reading the wrong way? The New York Times. Retrieved from https://www. nytimes.com/2018/10/26/opinion/sunday/phonics-teaching-readingwrong-way.html
Honig, W (1996). Teaching our children to read: The role of skills in a comprehensive reading program. Thousand Oaks, CA: Corwin Press.
Hoover, W.A., & Tunmer, W.E. (2020). The cognitive foundations of reading and its acquisition. Dordrecht, Netherlands: Springer.
Kilpatrick, D.A. (2016). Equipped for reading success: A comprehensive step-by-step program for developing phonemic awareness and fluent word recognition. Syracuse, NY: Casey & Kirsch.
Knobel, M. (1999). Everyday literacies: Students, discourse, and social practice. New York: Peter Lang.
Kress, G. (1985). Linguistic processes in sociocultural practice. Victoria: Deakin University Press Lave, J., & Wenger, E. (1991). Situated cognition: Legitimate peripheral participation. New York: Cambridge University Press.
Milner, H.R. IV (2020). Disrupting racism and whiteness in researching a science of reading. Reading Research Quarterly, 55(S1), S249-S253. National Institute of Child Health and Human Development (NICHD). (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: Reports of the subgroups (NIH Publication No. 00-4754). Washington, DC: U.S. Government Printing Office. Retrieved November 11, 2005, from http://www.nichd.nih.gov/ publications/nrp/report.htm
Pearson, P.D. (2004). The reading wars. Educational Policy, 18(1), 216– 252.
Pearson, P.D., Palincsar, A.S., Biancarosa, G., & Berman, A.I. (Eds.). (2020). Reaping the rewards of the Reading for Understanding initiative. Washington, DC: National Academy of Education.
Reinking, D., & Yaden, D.B. (2020). Do we need more productive theorizing? A commentary. Reading Research Quarterly. doi:10.1002/rrq.318
Rogoff, B. (1990). Apprenticeship in thinking: Cognitive development in social context. New York: Oxford University Press.
Rumelhart, D. E. (1977). Toward an interactive model of reading. In S. Dornic (Ed.), Attention and performance, Vol. 6 (pp. 573-603). New York: Academic Press.
Rumelhart, D.E. (1980) ‘Schemata: the building blocks of cognition’, in R.J. Spiro, B.C.Bruce and W.F.Brewer (eds) Theoretical Issues in Reading Comprehension, Hillsdale, NJ: Erlbaum.
Searle, J. (1995). The construction of social reality. New York: Free Press.
Seidenberg, M. (2017). Language at the speed of light: How we read, why so many can’t, and what can be done about it. New York: Basic Books.
Scanlon, D.M., & Anderson, K.L. (2020). Using context as an assist in word solving: The contributions of 25 years of research on the interactive strategies approach. Reading Research Quarterly, 55 (S1), S19-S34.
Scarborough, H.S. (2001). Connecting early language and literacy to later reading (dis)abilities: Evidence, theory, and practice. In S. Neuman & D. Dickinson (Eds.), Handbook for research in early literacy (pp. 97-110). New York: Guilford Press.
Semingson, P. & Kerns, W. (2021). Where’s the evidence? Looking back to Jeanne Chall and enduring debates about the science of reading. Reading Research Quarterly, 56 (S1), S157-S169.
Spear-Swerling, L. (2019). Structured literacy versus typical literacy practices: Understanding differences to create instructional opportunities. Teaching Exceptional Children, 51 (3), 201-211.
Stanovich, K. E. (1980). Toward an interactive-compensatory model of individual differences in the development of reading fluency. Reading Research Quarterly, 16(1), 32-71.
Vygotsky, L. S. (1998). The collected works (Vol. 5). Plenum.
Wertsch J. (1991). Voices of the mind: A Sociocultural approach to mediated action. Cambridge, MA: Harvard University Press.
Willingham, D.T. (2017). The reading mind: A cognitive approach to understanding how the mind reads. San Francisco, CA: Jossey-Bass.
Wilson, P.G., Martens, P., Arya, P., & Altwerger, B. (2004). Readers, instruction, and the NRP. Phi Delta Kappan, 3, 242-246.
Yaden, D.B, Reinking, D., & Smagorinsky, P. (2021). The trouble with binaries: A perspective on the science of reading. Reading Research Quarterly, 56(S1), 119-129.
.