Books
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
Blogs:
Hard Words: Why Aren’t Kids Being Taught to Read? by Emily Hanford
What is Close Reading? Tim Shanahan