Making a Difference in the Classroom with Early Literacy Instruction

Baker S. Smith S. Kame'enui E. J. McDonnell M. Gallop S. M. (1999). A blueprint for bridging the gap between research and practice involving the Springfield Public Schools and the University of Oregon. (Final Report, U.S. Department of Education Grant H023G50021). Washington, DC: U.S. Department of Education.*

Gersten R. Chard D. Baker S. (2000). Factors that enhance sustained use of research-based instructional practices: A historical perspective on relevant research. Journal of Learning Disabilities, 33, 444–457.

Good R. H. Kaminski R. (2000). DIBELS: Dynamic Indicators of Basic Early Literacy Skills. [Online]. Available: http://dark-wing.uoregon.edu/∼rhgood/dibels_benchmark/dibels_benchmark.htm*.

Good R. H. Kaminski R. Simmons D. Kame'enui E. J. (2001). Using Dynamic Indicators of Basic Early Literacy Skills (DIBELS) in an outcomes-driven model: Steps to reading outcomes (Oregon Schools Study Council Bulletin, 44 (1), 3–24). Eugene, OR: University of Oregon.

Good R. H. Kaminski R. A. Smith S. (2000). Stepping Stones to Early Literacy for Achievement of Reading (Project STELAR). (Grant submitted to the U.S. Department of Education, Office of Special Education Programs. CFDA 84.327A). Washington, DC: U.S. Department of Education.*

Good R. H. Simmons D. C. Kame'enui E. J. (in press). The importance and decision-making utility of a continuum of fluency-based indicators of foundational skills for third-grade high-stakes outcomes. Scientific Studies of Reading.

Good R. H. Simmons D. C. Smith S. B. (1998). School psychology in the United States and effective academic interventions: Evaluating and enhancing the acquisition of early reading skills. School Psychology Review, 27 (1), 45–68. [Joint publication with Educational and Child Psychology].

Kame'enui E. Carnine D. (1998). Effective teaching strategies that accommodate diverse learners. Upper Saddle River, NJ: Prentice-Hall.*

National Reading Panel. (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. Washington, DC: National Institute of Child Health and Human Development.*

O'Connor R. E. Notari-Syverson A. Vadasy P. F. (1998). Ladders to literacy. Baltimore: Paul H. Brookes.*

Simmons D. C. Kame'enui E. J. (Eds.). (1998). What reading research tells us about children with diverse learning needs. Mahwah, NJ: Lawrence Erlbaum.*

Simmons D. C. Kuykendall K. King K. Cornachione C. Kame'enui E. J. (2000). Implementation of a schoolwide reading improvement model: “No one ever told us it would be this hard!” Learning Disabilities Research & Practice, 15 (2), 92–100.

Smith S. Simmons D. C. Kame'enui E. (1998a). Phonological awareness: Instructional and curricular basics and implications. In Simmons D. C. Kame'enui E. J. (Eds.), What reading research tells us about children with diverse learning needs (pp. 129–140). Mahwah, NJ: Lawrence Erlbaum.*

Smith S. B. Simmons D. C. Kame'enui E. J. (1998b). Phonological awareness: Research bases. In Simmons D. C. Kame'enui E. J. (Eds.), What reading research tells us about children with diverse learning needs: Bases and basics (pp. 61–127). Mahwah, NJ: Lawrence Erlbaum.*

Snow C. E. Burns M. S. Griffin P. (Eds.). (1998). Preventing reading difficulties in young children. Washington, DC: National Academy Press.*

Torgeson J. K. Bryant B. K. (1994). Phonological awareness training for reading. Austin, TX: PRO-ED.*

Yopp H. (1995). A test for assessing phonemic awareness in young children. The Reading Teacher, 49 (1), 20–29.

Baker S. Smith S. (1999). Starting off on the right foot: The influence of four principles of professional development in improving literacy instruction in two kindergarten programs. Learning Disabilities Research and Practice, 14, 239–253.

Baker S. Smith S. (in press). Using student performance data to help define research-based practices in beginning reading. Teacher Education and Special Education.

Baker S. Smith S. Kame'enui E. J. McDonnell M. Gallop S. M. (1999b). A blueprint for bridging the gap between research and practice involving the Springfield Public Schools and the University of Oregon. Abstract of Final Report, U.S. Department of Education Grant H023G50021. [Online]. Available: http://www.lsi.ukans.edu/jg/bridgap.htm.