Additional Required Readings (found on Canvas)
Baker, Santoro, L., Ware, S., Cuéllar, D., Oldham, A., Cuticelli, M., Coyne, M. D., Loftus-Rattan, S., & McCoach, B. (2015). Understanding and implementing the Common Core vocabulary standards in kindergarten. Teaching Exceptional Children, 47(5), 264–271. https://doi.org/10.1177/0040059915580028
Block, C. C., Parris, S. R., Reed, K. L., Whitely, C. S., & Cleveland, M. D. (2009). Instructional approaches that significantly increase reading comprehension. Journal of Educational Psychology, 101, 262-281. https://doi.org/10.1037/a0014319
Board of Trustees of the Leland Stanford Junior University. (2017). EdTPA Support Guide for Success. Making good choices: A support guide for edTPA candidates.
Cahill, M.A. & Gregory, A. E. (2011). Putting the fun back into fluency instruction. The Reading Teacher, 65(2), 127-131. https://doi.org/10.1002/TRTR.01018
Caruana, V. Accessing the Common Core Standards for Students with Learning Disabilities: Strategies for writing standards-based IEP goals. Preventing School Failure, 59(4), 237-243. https://doi.org/10.1080/1045988X.2014.924088
edTPA Task 2 Rubric
edTPA. Elementary literacy: Understanding rubric level progressions for Task 2, (pp. 15-26)
Ehri, L. C., Nunes, S. R., Stahl, S. A., & Wilows, D. M. (2001). Systematic phonics instruction helps students learn to read: Evidence from the National Reading Panel’s meta-analysis. Review of Educational Research, 71(3), 393-447. https://doi.org/10.3102/00346543071003393
Ehri, L. (2005). Learning to read words: Theory, findings, and issues. Scientific Studies of Reading, 9, 167-188. https://doi.org/10.1207/s1532799xssr0902_4
Fuchs, D., Fuchs, L. S., & Compton, D. L. (2012). Smart RTI: A next generation approach to multilevel prevention. Exceptional Children, 78, 263-279. https://doi.org/10.1177/001440291207800301
Fuchs, L. S., Fuchs, D., Hosp, M. K., & Jenkins, J. R. (2001). Oral reading fluency as an indicator of reading competence: A theoretical, empirical, and historical analysis. Scientific Studies of Reading, 5, 239-256. https://doi.org/10.1207/S1532799XSSR0503_3
Gesel, S., LeJeune, L. M., & Lemons, C. J. (2021). Teaching phonological awareness to preschoolers with Down Syndrome: Boosting reading readiness. Young Exceptional Children, 24(1), 39–51. https://doi.org/10.1177/1096250619865953
Knight-McKenna, M. (2008). Syllable types: A strategy for reading multisyllabic words. Teaching Exceptional Children, 40(3), 18-24.
Kretlow, A. G., & Blatz, S. L. (2011). The ABCs of evidence-based practice for teachers. Teaching Exceptional Children, 43(5), 8-19. https://doi.org/10.1177/004005991104300501
McLeskey, J., Barringer, M-D., Billingsley, B., Brownell, M., Jackson, D., Kennedy, M., . . . Ziegler, D. (2017). High-leverage practices in special education. Arlington, VA: Council for Exceptional Children & CEEDAR Center.
Mesmer, H. A. & Griffith, P. L. (2005). Everybody’s selling it: But just what is explicit, systematic phonics instruction? International Reading Association. (pp. 366-376). https://doi.org/10.1598/RT.59.4.6
Pullen, P. C., Tuckwiller, E. D., Ashworth, K., Lovelace, S. P., & Cash, D. (2011). Implementing intensive vocabulary instruction for students as risk for reading disability. Learning Disabilities Research & Practice, 26, 145-157. https://doi.org/10.1111/j.1540-5826.2011.00334.x
Riccomini, P., Morano, S., & Hughes, C. (2017). Big ideas in special education: Specially designed instruction, High-Leverage Practices, explicit instruction, and intensive instruction. TEACHING Exceptional Children, 50(1), 20–27. https://doi.org/10.1177/0040059917724412
Rupley, W. H., Blair, T. R., & Nichols, W.D. (2009). Effective reading instruction for struggling readers: The role of direct/explicit teaching. Reading & Writing Quarterly, 25, 125-138. https://doi.org/10.1080/10573560802683523
TeachingLD.org Current Practice Alert – Phonological Awareness https://www.teachingld.org/wp-content/uploads/2019/08/original_alert10.pdf
TeachingLD.org Current Practice Alert – Phonics https://www.teachingld.org/wp-content/uploads/2019/08/original_alert14.pdf
TeachingLD.org Current Practice Alert – Fluency https://www.teachingld.org/wp-content/uploads/2019/08/original_alert15.pdf
TeachingLD.org Current Practice Alert – Vocabulary https://www.teachingld.org/wp-content/uploads/2019/08/original_DLD_Vocabulary_Alert18_rev1.pdf
TeachingLD.org Current Practice Alert – Comprehension https://www.teachingld.org/wp-content/uploads/2019/08/original_readingcompalert.pdf
Wilson, J. K. (2012). Brisk and effective fluency instruction for small groups. Intervention in School and Clinic. 47(3), 152-157. https://doi.org/10.1177/1053451211423817
