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Articles

• Dyslexia: Is It All In Your Mind?,
  by Gordon F. Sherman, Ph.D., President of The International Dyslexia Association
  
  
• About the NICHD Program of Research on Reading Development and Disorders,
  by Marilyn Jager Adams, Ph.D., IDA Board Member
  
  
• Research on the Prevention and Remediation of Phonologically Based Reading Disabilities,
  by Joseph K. Torgensen, Ph.D., Florida State University, Tallahassee, FL.
  
  
• Instructional Influences on Early Reading Success,
  by Donna M. Scanlon, Ph.D. and Frank R. Vellutino, Ph.D.
  
  
• The Phonics Revival,
  by Frank Stephenson and Andi Reynolds

Studies
Studies relating to Invervention with Reading Disorders

• Adams, M.J. (1990). Beginning to read: Thinking and learning about print. Cambridge, MA: The MIT Press.
  
  
• Anderson, R. et al. (1985). Becoming a nation of readers: The report of the Commission on Reading. Washington, D.C.: National Academy of Education, Commission on Education and Public Policy.
  
  
• Ball, E.W., & Blachman, B.A. (1991). Does phoneme awareness training in kindergarten make a difference in early word recognition and developmental spelling? Reading Research Quarterly, 26 (1), 49-66.
  
  
• Blachman, B.A. (1991). Early intervention for children's reading problems: Clinical applications of the research in phonological awareness. Topics in Language Disorders, 12 (1), 51-65.
  
  
• Blachman, B.A. (in press). Early literacy acquisition: The role of phonlogical awareness. In G. Wallach & K. Butler (Eds.), Language learning disabilities in school-age children and adolescents: Some underlying principles and applications. Columbus, Ohio: Charles Merrill.
  
  
• Blachman, B.A., Ball, E., Black, S., & Tangel, D. (1994). Kindergarten teachers develop phoneme awareness in low-income, inner-city classrooms: Does it make a difference? Reading and Writing: An Interdisciplinary Journal, (6), 1-17.
  
  
• Bryant, P. E., MacLean, M. Bradley, L.L. & Crossland, J. (1990). Rhyme and alliteration, phoneme detection, and learning to read. Developmental Psychology, (26), 429-438.
  
  
• Byrne, B. , & Fielding-Barnsley, R. (1993). Evaluation of a program to teach phonemic awareness to young children: A 1-year follow-up. Journal of Educational Psychology, (85), 104-111.
  
  
• Foorman, B. R., Francis, D.J., Novy, D. M., & Liberman, D. (1991). How letter-sound instruction mediates progress in first-grade reading and spelling. Journal of Educational Psychology, (83), 456-469.
  
• Kameenui, E. J. (1993). Diverse learners and the tyranny of time: Don't fix blame; fix the leaky roof. The Reading Teacher, (46), 376-383
  
  
• Liberman, I. Y., & Liberman, A. M. (1990). Whole language vs. code emphasis: Underlying assumptions and their implications for reading instruction. Annals of Dyslexia, (40) 51-76.
  
  
• Mather, N. (1992). Whole language reading instruction for students with learning disabilities: Caught in the crossfire. Learning Disabilities Research and Practice. 7, (2), 87-95.
  
  
• Tangel, D., & Blachman, B. A. (1992). Effect of phoneme awareness instruction on kindergarten children's invented spelling. Journal of Reading Behavior. (24) 233-261.
  
  
• Torgesen, J.K., Morgan, S.T., & Davis, C. (1992). Effects of two types of phonological awareness training on word learning in kindergarten children. Journal of Educational Psychology. (84) 364-370.
  
  
• Trachtenburg, P. (1990). Using children's literature to enhance phonics instruction. The Reading Teacher, (44). 648-654.
  
  
• Vellutino, F. R. (1991). Introduction to three studies on reading acquisition: Convergent findings on theroetical foundations of code-oriented versus whole-language approaches to reading instruction. Journal of Educational Psychology. (83). 437-443.