Explicit, systematic instruction in the essential skills of literacy



Explicit Instruction by Anita L. Archer and Charles A. Hughes

Language at the Speed of Sight How We Read, Why So Many Can’t, and What Can Be Done About It by Mark Seidenberg

Speech to Print 3rd Edition by Louisa Moats

Proust and the Squid: The Story and Science of the Reading Brain by Maryanne Wolf

Beginning to Read: Thinking and Learning About Print by Marilyn Jager Adams

Overcoming Dyslexia, 2nd Edition by Sally Shaywitz

Articles and Research Studies

Teaching Reading is Rocket Science What Expert Teachers of Reading Should Know and be Able to Do, 2020 by Louisa Moats

How Words Cast Their Spell: Spelling is an Integral Part of Learning the Language, Not a Matter of Memorization by By R. Malatesha Joshi, Rebecca Treiman, Suzanne Carreker, and Louisa C. Moats

The Early Catastrophe: The 30 Million Word Gap by Age 3 by Betty Hart and Todd R. Risley

Meaningful Differences by Betty Hart and Todd R. Risley

Catch Them Before They Fall: Identification and Assessment to Prevent Reading Failure in Young Children by Joseph K. Torgesen

Reading Between the Lines: What the ACT Reveals About College Readiness in Reading

Converging Evidence: Reading Research: What it Takes to Read by G. Reid Lyon

Learning to Read: The Great Debate by Jeanne S. Chall

The American Way of Spelling: The Structure and Origins of American English by Richard L. Venezky

Children of the Code: The Code and the Challenge of Learning to Read It. A Social Education Project by David Boulton

Much Too Late, by Grover j. “Russ” Whitehurst


Hard Words: Why Aren’t Kids Being Taught to Read? by Emily Hanford

Shanahan on Literacy

What is Close Reading? Tim Shanahan