AdamsM. J. (1990). Beginning to read: Thinking and learning about print. Cambridge, MA: MIT Press.
2.
AndersonR. C.FreebodyP. (1983). Reading comprehension and the assessment and acquisition of word knowledge. In HutsonB. (Ed.), Advances in reading/language research (pp. 231–256). Greenwich, CT: JAI Press.
3.
BeckI.JuelC. (1995). The role of decoding in learning to read. American Educator19, 8, 21–25, 39–42.
4.
BeckI.McKeownM. G.KucanL. (2002). Bringing words to life: Robust vocabulary development. New York: Guilford Press.
5.
BerningerV. W.AbbottR. D.BillingsleyF.NagyW. (2001). Processes underlying timing and fluency of reading: Efficiency, automaticity, coordination, and morphological awareness. In WolfM. (Ed.), Dyslexia, fluency, and the brain (pp. 383–414). Timonium, MD: York Press.
6.
BeronK. J.FarkasG. (2004). Oral language and reading success: A structural equation modeling approach. Structural Equation Modeling, 11(1), 110–131.
7.
BowersP. G. (2001). Exploration of the basis for rapid naming's relationship to reading. In WolfM. (Ed.), Dyslexia, fluency, and the brain (pp. 41–64). Timonium, MD: York Press.
8.
BrazeD.TaborW.ShankweilerD.MenclW. E. (2007). Speaking up for vocabulary: Reading skills differences in young adults. Journal of Learning Disabilities, 40(3), 226–243.
9.
BreznitzZ. (2006). Fluency in reading: Synchronization of processes. Mahwah, NJ: Lawrence Erlbaum Associates.
10.
ByrneB. (2001). Structural equation modeling with AMOS. Mahwah, NJ: Lawrence Erlbaum Associates.
11.
CattsH.AdlofS.WeismerS. (2006). Language deficits in poor comprehenders: A case for the simple view of reading. Journal of Speech, Language, and Hearing Research, 49, 278–293.
12.
ChallJ. S. (1983). Stages of reading development. New York: McGraw-Hill.
DickinsonD. K.McCabeA.EssexM. (2001). A window of opportunity we must open to all: The case for preschool with high-quality support for language and literacy. In DickinsonD. K.NeumanS. B. (Eds.), Handbook of early literacy research, Vol. II (pp. 11–28). New York: Guilford Press.
15.
DoehringD. G. (1976). The acquisition of rapid reading responses. Monographs of the Society of Research in Child Development, 41(2).
16.
DunnL.DunnL. (1997). Peabody picture vocabulary test III. Circle Pines, MN: American Guidance Service.
17.
EhriL.WilceL. (1985). Movement into reading: Is the first stage of printed word learning visual or phonetic?Reading Research Quarterly, 20, 163–179.
18.
FrithU.SnowlingM. (1983). Reading for meaning and reading for sound in autistic and dyslexic children. British Journal of Developmental Psychology, 1, 329–342.
19.
GibsonE. J. (1965). Learning to read. Science, 148, 1066–1072.
20.
GoswamiU. (2001). Early phonological development and the acquisition of literacy. In NeumanS. B.DickinsonD. K. (Eds.), Handbook of early literacy research (pp. 111–125). New York: Guilford Press.
21.
GoughP. B.HillingerM. L. (1980). Learning to read: An unnatural act. Bulletin of the Orton Dyslexia Society, 30, 179–196.
22.
GoughP. B.TumnerW. E. (1986). Decoding, reading, and reading disability. Remedial and Special Education, 7, 6–10.
23.
HartB.RisleyT. R. (1995). Meaningful differences in the everyday experience of young American children. Baltimore, MD: Paul H. Brookes.
24.
HooverW.GoughP. (1990). The simple view of reading. Reading and Writing, An Interdisciplinary Journal, 2(2), 127–160.
25.
HornJ. L. (1965). A rationale and a test for the number of factors in factor analysis. Psychometrika, 30, 179–185.
26.
HuisinghR.BarrettM.ZachmanL.BlagdenC.OrmanJ. (1990). The elementary word-r test: A test of expressive vocabulary and semantics. East Moline, IL: Lingui Systems, Inc.
27.
JenkinsJ. R.FuchsL. S.van den BroekP.EspinC.DenoS. L. (2003). Sources of individual differences in reading comprehension and reading fluency. Journal of Educational Psychology95, 719–729.
28.
JoshiR. M.AaronP. G. (2000). The component model of reading: Simple view of reading made a little more complex. Reading Psychology, 21(2), 85–97.
29.
JuelC. (1991). Beginning reading. In BarrR.KamilM. L.MosenthalP. B.PearsonP. D. (Eds.), Handbook of reading research (pp. 759–788). New York: Longman.
30.
JuelC.BiancarosaG.CokerD.DeffesR. (2003). Walking with Rosie: A cautionary tale of early reading instruction. Educational Leadership, 60(7), 12–18.
31.
JuelC.GriffithP. L.GoughP. B. (1986). Acquisition of literacy: A longitudinal study of children in first and second grade. Journal of Educational Psychology78(4), 243–255.
32.
KaiserH. F.RiceJ. (1974). Little Jiffy Mark IV. Journal of Educational and Psychological Measurement, 34, 111–117.
33.
KameenuiE.CarnineD.FreschiR. (1982). Effects of text construction and instructional procedures for teaching word meanings on comprehension and recall. Reading Research Quarterly, 17(3), 367–388.
34.
KatzirT.KimY.WolfM.MorrisR.LovettM. (2008). The varieties of pathways to dysfluent reading: Comparing subtypes of children with dyslexia at letter, word, and connected text levels of reading. Journal of Learning Disabilities, 41(1), 47–66.
35.
KlaudaS. L.GuthrieJ. T. (2008). Relationships of three components of reading fluency to reading comprehension. Journal of Educational Psychology, 100(2), 310–321.
36.
LaBergeD.SamuelsS. J. (1974). Toward a theory of automatic information processing in reading. Cognitive Psychology, 6, 293–323.
37.
LovettM. W. (1984). A developmental perspective on reading dysfunction: Accuracy and rate criteria in the subtyping of dyslexic children. Brain and Language, 22, 67–91.
38.
LyonG. R.MoatsL. C. (1997). Critical conceptual and methodological considerations in reading intervention research. Journal of Learning Disabilities, 30(6), 578–588.
39.
McCandlissB. D.CohenL.DehaeneS. (2003). The visual word form area: Expertise for reading in the fusiform gyrus. Trends in Cognitive Sciences, 7(7), 293–299.
40.
MehtaP. D.FoormanB. R.Branum-MartinL.TaylorW. P. (2005). Literacy as a unidimensional multilevel construct: Validation, sources of influence, and implications in a longitudinal study in grades 1–4. Scientific Studies of Reading, 9(2), 85–116.
41.
MetsalaJ. L.WalleyA. C. (1998). Spoken vocabulary growth and the segmental restructuring of lexical representations: Precursors to phonemic awareness and early reading ability. In MetsalaJ. L.EhriL. C. (Eds.), Word recognition in beginning literacy (pp. 89–120). Mahwah, NJ: Erlbaum.
42.
MortonJ. (1969). The interaction of information in word recognition. Psychological Review, 76, 165–178.
43.
National Assessment of Educational Progress. (2007, September). The nation's report card: Reading 2007. Washington, DC: The National Center for Education Statistics.
44.
NeumanS. B. (2001). The knowledge gap: Implications for early education. In DickinsonD. K.NeumanS. B. (Eds.), Handbook of early literacy research, Vol. II (pp. 29–40). New York: Guilford Press.
45.
NoamG.WolfM.KatzirT. (2003). The new 3R's—reading, resilience, and relationships in afterschool programs: A systematic research intervention to increase academic performance. Grant proposal submitted to Interagency Education Research Initiative.
46.
O'ConnorB. P. (2000). SPSS and SAS programs for determining the number of components using parallel analysis and Velicer's MAP test. Behavior Research Methods, Instrumentation, and Computers, 32, 396–402.
47.
OlsonR.ForsbergH.WiseB.RackJ. (1994). Measurement of word recognition, orthographic, and phonological skills. In LyonG. R. (Ed.), Frames of reference for the assessment of learning disabilities: New views on measurement issues (pp. 243–277). Baltimore, MD: Paul H. Brookes.
48.
ParisS. G. (2005). Reinterpreting the development of reading skills. Reading Research Quarterly, 40(2), 184–202.
49.
PerfettiC. A. (1985). Reading ability. Oxford, UK: Oxford University Press.
50.
PierceM. E.KatzirT.WolfM.NoamG. (2007). Clusters of second and third grade dysfluent urban readers. Reading and Writing: An Interdisciplinary Journal, 20(9), 885–907.
51.
PinnellG. S.PikulskiJ. J.WixsonK. K.CampbellJ. R.GoughP. B.BeattyA. S. (1995). Listening to children read aloud. Washington, DC: U.S. Department of Education, National Center for Education Statistics.
52.
SavageR. (2006). Reading comprehension is not always the product of nonsense word decoding and linguistic comprehension: Evidence from teenagers who are extremely poor readers. Scientific Studies of Reading, 10(2), 143–164.
53.
ShaywitzS. E.ShaywitzB. A.PughK. R.FulbrightR. K.ConstableR. T.MenclW. E. (1998). Functional disruption in the organization of the brain for reading in dyslexia. Proceedings of the National Academy of Sciences, 95, 2636–2641.
54.
SnowC. E.BurnsM. S.GriffinP. (Eds.). (1998). Preventing reading difficulties in young children. Washington, DC: National Academy Press.
55.
StanovichK. E. (1980). Toward an interactive-compensatory model of individual differences in the development of reading fluency. Reading Research Quarterly, 16, 32–71.
56.
StanovichK. E. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21, 360–406.
57.
TabachnickB. G.FidellL. S. (2001). Using multivariate statistics (4th ed.). Needham Heights, MA: Allyn and Bacon.
58.
TorgesenJ. K.WagnerR. K.RashotteC. A. (1999). Test of word reading efficiency. Austin, TX: Pro-Ed.
59.
TuckerL. R.MacCallumR. C. (1997). Exploratory factor analysis. Unpublished manuscript, Ohio State University, Columbus.
60.
U. S. Department of Education. (2000). A practical guide to reading assessments. Newark, DE: (Health Communications, Inc.) A joint project of the U.S. Department of Education, the International Reading Association, and HCI The Life Issues Publisher.
61.
VellutinoF. R.TunmerW. E.JaccardJ. J.ChenR. (2007). Components of reading ability: Multivariate evidence for a convergent skills model of reading development. Scientific Studies of Reading, 11(1), 3–32.
62.
WagnerR.TorgesenJ.RashotteC. (1999). Comprehensive test of phonological processing. Circle Pines, MN: American Guidance Service.
63.
WashingtonJ. A. (2001). Early literacy skills in African-American children: Research considerations. Learning Disabilities Research & Practice, 16(4), 213–221.