Videos and Resources

The following are a collection of select videos and documents that offer more information about screening and intervention. Many of the resources were used to develop the content on this website, and we especially want to thank the New Jersey Handbook for Dyslexia (2017).

Videos
How to Screen and Intervene: Preventing Reading Disabilities in K-2 Through Screening and Intervention (Gaab & Orkin, Tufts University, 2017)
A two-hour overview of the recommending screening and intervention process for young children. 

Preventing Reading Impairments: Screening Made Easy for Educators (Center for Reading and Language at Tufts University, 2017)

Articles

Smart RTI: A next-generation approach to multilevel prevention (Fuchs, Fuchs, & Compton, 2012)

Early Screening & RTI

Young Children CAN Be Screen for Dyslexia (Gaab, 2017) 

Cognitive Profiles of Difficult-to-Remediate and Readily Remediated Poor Readers: Early Intervention as a Vehicle for Distinguishing Between Cognitive and Experiential Deficits as Basic Causes of Specific Reading Disability (Vellutino, Scanlon, Sipay, Small, Pratt, Chen, & Denckla, 1996)

Using Our Current Understanding of Dyslexia to Support Early Identification and Intervention (Schatschneider & Torgesen, 2004)

Longitudinal stability of pre-reading skill profiles of kindergarten children: implications for early screening and theories of reading (Ozernov-Palchik, Norton, Sideridis, Beach, Wolf, Gabrieli & Gaab, 2017)​

Dyslexia and Language Delays

Internalizing correlates of dyslexia (Mugnaini, Lassi, La Malfa, & Albertini, 2009)

Development of children with early language delay. (Scarborough HS, Dobrich W, 1990)

Neglect dyslexia: a review of the neuropsychological literature (Vallar, Burani & Arduino, 2010)

Literacy Development in Schools

The New Jersey Dyslexia Handbook: A Guide to Early Literacy Development & Reading Struggles , 2017

Teaching Children to Read: An Evidence-Based Assessment of the Scientific Research Literature on Reading and Its Implications for Reading  Instruction  (National Reading Panel, 2000) 

Implementing a Schoolwide Literacy Framework: Improving Achievement in an Urban Elementary School (Fisher & Frey, 2007)

Robust reading instruction in the early grades: conceptual and practical issues in the integration and evaluation of Tier 1 and Tier 2 instructional supports (Baker, Fien & Baker, 2010)

Longitudinal Studies

A Prospective Longitudinal Study of High School Dropouts Examining Multiple Predictors Across Development (Jimerson, Egeland, Sroufe, & Carlson, 2000)

Intensive Reading Remediation in Grade 2 or 3: Are There Effects a Decade Later? (Blachman, Schatchneider, Fletcher, Murray, Munger & Vaughn, 2014) 

Using early standardized language measures to predict later language and early reading outcomes in children at high risk for language-learning impairments (Flax, Realpe-Bonilla, Roesler, Choudhury & Benasich, 2009) ​

Kindergarten prediction of reading skills: a longitudinal comparative analysis (Schatchneider, Fletcher, Francis, Carlson & Foorman, 2004)

Family History as an indicator of risk for reading disability (Volger, DeFries, & Decker, 1985)

Genetic bases of developmental dyslexia: a capsule review of heritability estimates (Grigorenko, 2004)

 

Family Involvement and History

Parental involvement in development of children's reading skills: a five year longitudinal study (Senechal & LeFevre, 2002) 

Language Development and literacy skills in late-talking toddlers with and without familial risk for dyslexia (Lyytinen, Eklund, & Lyytinen, 2005)

Vocabulary, Morphology and Phonics

A Focus on Vocabulary (Lehr, Osborn, & Hiebert, 2004)

Nominal versus verbal morpheme use in late talkers at ages 3 and 4 (Rescorla, 2002) 

The ABCs of the ABCs: the development of letter name and letter sound knowledge (McBride-Chang, 1999)

Longitudinal studies of phonological processing and reading (Wagner, Torgesen & Rashotte, 1994) 

Fluency & Naming Speed

Differences in the Relationship of Oral Reading Fluency and High-Stakes Measures of Reading Comprehension (Wanzek, Roberts, Linan-Thompson, Vaughn, Woodruff & Murray, 2010)

Rapid automatized naming (RAN) and reading fluency: implications for understanding and treatment of reading disabilities (Norton & Wolf, 2012) 

Does growth rate in oral reading fluency matter in predicting reading comprehension achievement? (Kim, Petscher, Schatchneider, & Foorman, 2010) 

The utility and accuracy of oral reading fluency score types in predicting reading comprehension. (Petscher & Kim, 2011). 

Nonsense Word Reading 

Good, R. H., Simmons, D., Kame’enui, E., Kaminski, R. A., & Wallin, J. (2002). Summary of decision rules for intensive, strategic, and benchmark instructional recommendations in kindergarten through third grade. Eugene, OR: University of Oregon.

Using nonsense word fluency to predict reading proficiency in kindergarten through second grade for English learners and native English speakers (Fien, Baker, Smolkowski, Smith, Kame'enui & Beck, 2008)

Books

Berninger, V. W., & Wolf, B. (2009). Helping Students with Dyslexia and Dysgraphia Make Connections: Differentiated Instruction Lesson Plans in Reading and Writing. Brookes Publishing Company. PO Box 10624, Baltimore, MD 21285.

Elliott, Julian, & Grigorenko, Elena L. (2014). The Dyslexia Debate (Cambridge studies in cognitive perceptual development ; 14).

Finucci JM, Cilds B. Dyslexia: family studies. In: Genetic Aspects of Speech and Language Disorders. (1983) New York: Academic Press; 157–167

Mather, N., & Wendling, B. J. (2012). Linking cognitive abilities to academic interventions for students with specific learning disabilities. Contemporary Intellectual Assessment. (3rd), 553-581.

Moats, L., & Tolman, C. (2009). Excerpted from Language Essentials for Teachers of Reading and Spelling (LETRS): The Speech Sounds of English: Phonetics, Phonology, and Phoneme Awareness (Module 2). Boston: Sopris West.

Pennington, B. F., & Gilger, J. W. (1996). How is dyslexia transmitted? In C. H. Chase, G. D. Rosen, & G. F. Sherman (Eds.), Developmental Dyslexia: Neural, Cognitive, and Genetic Mechanisms (pp. 41-61). Baltimore, MD: York Press.

Seidenberg, Mark (2017). Language at the Speed of Sight. Basic Books

Wolf, Maryanne, & Gottwald, Stephanie. (2016). Tales of Literacy for the 21st Century. Oxford University Press.

Wolf, Maryanne (2008). Proust and the Squid: The Story and Science of the Reading Brain. Harper Collins.

Websites 

Florida Center for Reading Research - http://www.fcrr.org/

National Center on Improved Literacy - https://improvingliteracy.org/

Understood - https://www.understood.org

University of Michigan -  dyslexiahelp.umich.edu/professionals/dyslexia-school/phonological-awareness​

University of Oregon, Center for Teaching and Learning - http://reading.uoregon.edu/