Beck, I.L., McKeown, M.G., & Kucan, L. (2002). Bringing words to life: Robust vocabulary instruction. New York, NY: Guilford Press.
Berninger, V.W., Vermeulen, K., Abbott, R.D., McCutchen, D., Cotton, S., Cude, J., . . . Sharon, T. (2003). Comparison of three approaches to supplementary reading instruction for low-achieving second-grade readers. Language, Speech, and Hearing Services in Schools, 34, 101–116.
Bost, L.W., & Riccomini, P.J. (2006). Effective instruction: An inconspicuous strategy for dropout prevention. Remedial and Special Education, 27, 301–311. doi:10.1177/07419325060270050501
Bowey, J.A. (2002). Reflections on onset–rime and phoneme sensitivity as predictors of beginning word reading. Journal of Experimental Child Psychology, 82, 29–40. doi:10.1006/jecp.2002.2671
Bowey, J.A. (2005). Grammatical sensitivity: Its origins and potential contribution to early word reading skill. Journal of Experimental Child Psychology, 90, 318–343. doi:10.1016/j.jecp.2004.12.002
Bowey, J.A. (2006). Need for systematic synthetic phonics teaching within the early reading curriculum. Australian Psychologist, 41, 79–84. doi:10.1080/00050060600610334
Bowyer-Crane, C., & Snowling, M.J. (2005). Assessing children's inference generation: What do tests of reading comprehension measure? British Journal of Educational Psychology, 75, 189–201. doi:10.1348/000709904X22674
Bradley, L., & Bryant, P.E. (1983). Categorizing sounds and learning to read: A causal connection. Nature, 301, 419–421. doi:10.1038/301419a0
Broom, Y.M., & Doctor, E.A. (1995). Developmental surface dyslexia: A case study of the efficacy of a remediation programme. Cognitive Neuropsychology, 12, 69–110. doi: 10.1080/02643299508251992
Brunsdon, R.K., Hannan, T.J., Nickels, L., & Coltheart, M. (2002). Successful treatment of sublexical reading deficits in a child with dyslexia of the mixed type. Neuropsychological Rehabilitation, 12, 199–229. doi:10.1080/09602010244000048
Brynner, J. (2008). Illuminating disadvantage. Education Journal, 2008 (110), 34–35.
Byrne, B., & Fielding-Barnsley, R. (1989). Phonemic awareness and letter knowledge in the child's acquisition of the alphabetic principle. Journal of Educational Psychology, 81, 313–321. doi:10.1037/0022-06184.108.40.2063
Campbell, T.C. (2005). An introduction to clinical significance: An alternative index of intervention effect for group experimental designs. Journal of Early Intervention, 27, 210–227. doi:10.1177/105381510502700307
Carnine, D.W. (1976). Similar sound separation and cumulative introduction in learning letter-sound correspondences. Journal of Educational Research, 69, 368–72.
Castles, A., & Coltheart, M. (2004). Is there a causal link from phonological awareness to success in learning to read? Cognition, 91, 77–111. doi:10.1016/S0010-0277(03)00164-1
Castles, A., Coltheart, M., Larsen, L., Jones, P., Saunders, S., & McArthur, G. (2009). Assessing the basic components of reading: A revision of the Castles and Coltheart test with new norms. Australian Journal of Learning Difficulties, 14, 67–88. doi:10.1080/19404150902783435
Chall, J.S. (1967). Learning to read: The great debate: An inquiry into the science, art, and ideology of old and new methods of teaching children to read, 1910–1965. New York, NY: McGraw-Hill.
Clarke, P.J., Snowling, M.J., Truelove, E., & Hulme, C. (2010). Ameliorating children's reading-comprehension difficulties: A randomized controlled trial. Psychological Science, 21, 1106–1116. doi:10.1177/0956797610375449
Cohen, J. (1992). A power primer. Psychological Bulletin, 112, 155–159. doi:10.1037/0033-2909.112.1.155
Coltheart, M., Rastle, K., Perry, C., Langdon, R., & Ziegler, J. (2001). DRC: A dual route cascaded model of visual word recognition and reading aloud. Psychological Review, 108, 204–256. doi:10.1037/0033-295X.108.1.204
Department of Education, Science and Training (2005). Teaching reading: Report and recommendations: National inquiry into the teaching of literacy. Canberra: Commonwealth of Australia. Retrieved August 27, 2012, from http://research.acer.edu.au/tll_misc/5/
Ehri, L.C. (1987). Learning to read and spell words. Journal of Literacy Research, 19, 5–31.
Ehri, L.C. (2003). Systematic phonics instruction: Findings of the national reading panel. Paper presented at the invitational seminar organised by the Standards and Effectiveness Unit, Department for Education and Skills, British Government, London, UK. Retrieved November 4, 2011, from http://www.eric.ed.gov:80/PDFS/ED479646.pdf
Ehri, L.C., Nunes, S.R., Stahl, S.A., & Willows, 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, 393–447. doi:10.3102/00346543071003393
Ehri, L.C., Nunes, S.R., Willows, D.M., Schuster, B.V., Yaghoub-Zadeh, Z., & Shanahan, T. (2001). Phonemic awareness instruction helps children learn to read: Evidence from the National Reading Panel's meta-analysis. Reading Research Quarterly, 36, 250–287. doi:10.1598/RRQ.36.3.2
Ensminger, M.E., & Slusarcick, A.L. (1992). Paths to high school graduation or dropout: A longitudinal study of a first-grade cohort. Sociology of Education, 65, 95–113. doi:10.2307/2112677
Fielding, L., Kerr, N., & Rosier, P. (2007). Annual growth for all students, catch-up growth for those who are behind. Kennewick, WA: New Foundation Press.
Frith, U. (1986). A developmental framework for developmental dyslexia. Annals of Dyslexia, 36, 67–81. doi:10.1007/BF02648022
Goswami, U. (1986). Children's use of analogy in learning to read: A developmental study. Journal of Experimental Child Psychology, 42, 73–83. doi:10.1016/0022-0965(86)90016-0
Goswami, U. (1993). Phonological skills and learning to read. Annals of the New York Academy of Sciences, 682, 296–311. doi:10.1111/j.1749-6632.1993.tb22977.x
Gough, P.B., & Hillinger, M.L. (1980). Learning to read: An unnatural act. Annals of Dyslexia, 30, 179–196. doi:10.1007/BF02653717
Hatcher, P.J., Hulme, C., Miles, J.N.V., Carroll, J.M., Hatcher, J., Gibbs, S., . . . Snowling, M.J. (2006). Efficacy of small group reading intervention for beginning readers with reading-delay: A randomised controlled trial. Journal of Child Psychology and Psychiatry, 47, 820–827. doi:10.1111/j.1469-7610.2005.01559.x
Kazdin, A.E. (1999). The meanings and measurement of clinical significance. Journal of Consulting and Clinical Psychology, 67, 332–339. doi:10.1037/0022-006X.67.3.332
Klein, C., Wendling, K., Huettner, P., Ruder, H., & Peper, M. (2006). Intra-subject variability in attention-deficit hyperactivity disorder. Biological Psychiatry, 60, 1088–1097. doi:10.1016/j.biopsych.2006.04.003
Kohnen, S., Nickels, L., Brunsdon, R., & Coltheart, M. (2008). Patterns of generalisation after treating sub-lexical spelling deficits in a child with mixed dysgraphia. Journal of Research in Reading, 31, 157–177. doi:10.1111/j.1467-9817.2007.00366.x
Marinus, E., & de Jong, P.F. (2010). Variability in the word-reading performance of dyslexic readers: Effects of letter length, phoneme length and digraph presence. Cortex, 46, 1259–1271. doi:10.1016/j.cortex.2010.06.005
Masterson, J., Stuart, M., Dixon, M., Lovejoy, D., & Lovejoy, S. (2003). The Children's Printed Word Database. Retrieved November, 3, 2010, from University of Essex, Department of Psychology website: http://www.essex.ac.uk/psychology/cpwd/
Mathes, P.G., Denton, C.A., Fletcher, J.M., Anthony, J.L., Francis, D.J., & Schatschneider, C. (2005). The effects of theoretically different instruction and student characteristics on the skills of struggling readers. Reading Research Quarterly, 40, 148–182. doi:10.1598/RRQ.40.2.2
Morrison, F. J., Bachman, H. J., & Connor, C. M. (2005). Improving literacy in America: Guidelines from research. New Haven, CT: Yale University Press.
Muter, V., Hulme, C., Snowling, M., & Taylor, S. (1998). Segmentation, not rhyming, predicts early progress in learning to read. Journal of Experimental Child Psychology, 71, 3–27. doi:10.1006/jecp.1998.2453
National Institute of Child Health and Human Development. (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: Reports of the subgroups (NIH Publication No. 00-4754). Washington, DC: U.S. Government Printing Office.
Neale, M. D. (1999). Neale Analysis of Reading Ability (3rd ed.). Melbourne, Australia: ACER Press.
Pressley, M. (2002). Reading instruction that works: The case for balanced teaching (2nd ed.). New York, NY: Guilford Press.
Reynolds, M., Wheldall, K., & Madelaine, A. (2010). Components of effective early reading interventions for young struggling readers. Australian Journal of Learning Difficulties, 15, 171–192. doi:10.1080/19404150903579055
Ritter, G.W., Barnett, J.H., Denny, G.S., & Albin, G.R. (2009). The effectiveness of volunteer tutoring programs for elementary and middle school students: A meta-analysis. Review of Educational Research, 79, 3–38. doi:10.3102/0034654308325690
Rose, J. (2006). Independent review of the teaching of early reading. Nottingham, UK: Department for Education & Skills Publications.
Savage, R., & Carless, S. (2005). Learning support assistants can deliver effective reading interventions for ‘at-risk’ children. Educational Research, 47, 45–61. doi:10.1080/0013188042000337550
Share, D.L. (1995). Phonological recoding and self-teaching: Sine qua non of reading acquisition. Cognition, 55, 151–218. doi:10.1016/0010-0277(94)00645-2
Shaywitz, S.E. (1998). Dyslexia. New England Journal of Medicine, 338, 307–312.
Slavin, R.E., Lake, C., Davis, S., & Madden, N.A. (2009, June). Effective programs for struggling readers: A best-evidence synthesis. Baltimore, MD: Johns Hopkins University, Center for Data-Driven Reform in Education. Retrieved June 17, 2009, from http://www.bestevidence.org/reading/strug/strug_read.ht
Snowling, M.J. (2000). Dyslexia. Oxford, UK: Blackwell.
Torgesen, J.K. (2000). Individual differences in response to early interventions in reading: The lingering problem of treatment resisters. Learning Disabilities Research & Practice, 15, 55–64. doi:10.1207/SLDRP1501_6
Torgesen, J.K. (2004). Lessons learned from research on interventions for students who have difficulty learning to read. In McCardle, P. & Chhabra, V. (Eds.), The voice of evidence in reading research (pp. 355–382). Baltimore, MD: Brookes.
Torgesen, J.K., Alexander, A.W., Wagner, R.K., Rashotte, C.A., Voeller, K.K.S., & Conway, T. (2001). Intensive remedial instruction for children with severe reading disabilities: Immediate and long-term outcomes from two instructional approaches. Journal of Learning Disabilities, 34, 33–58. doi:10.1177/002221940103400104
Torgesen, J.K., Wagner, R.K., Rashotte, C.A., Herron, J., & Lindamood, P. (2010). Computer-assisted instruction to prevent early reading difficulties in students at risk for dyslexia: Outcomes from two instructional approaches. Annals of Dyslexia, 60, 40–56. doi:10.1007/s11881-009-0032-y
Vellutino, F.R., Fletcher, J.M., Snowling, M.J., & Scanlon, D.M. (2004). Specific reading disability (dyslexia): What have we learned in the past four decades? Journal of Child Psychology and Psychiatry, 45, 2–40. doi:10.1046/j.0021-9630.2003.00305.x
Vellutino, F.R., Scanlon, D.M., Sipay, E.R., Small, S.G., Pratt, A., Chen, R., & Denckla, M.B. (1996). Cognitive profiles of difficult-to-remediate and readily remediated poor readers: Early intervention as a vehicle for distinguishing between cognitive and experiential deficits as basic causes of specific reading disability. Journal of Educational Psychology, 88, 601–638. doi:10.1037/0022-06220.127.116.111
Wasik, B.A. (1997). Volunteer tutoring programs: Do we know what works? Phi Delta Kappan, 79, 282–287.
Wechsler, D. (2003). WISC-IV technical and interpretive manual. San Antonio, TX: The Psychological Corporation.
Wechsler, D., & Naglieri, J.A. (2006). Wechsler Nonverbal Scale of Ability. San Antonio, TX: Harcourt Assessment.
Willcutt, E.G., & Pennington, B.F. (2000). Psychiatric comorbidity in children and adolescents with reading disability. Journal of Child Psychology and Psychiatry, 41, 1039–1048. doi:10.1017/S0021963099006368
Wright, C. (2011). Understanding Words (Version 2.0). Mermaid Beach, Australia: Understanding Minds Press.
Wright, C., & Conlon, E. (2009). Individual response to reading intervention. Combined Abstracts of 2009 Australian Psychology Conferences [CD-ROM].
Wright, C., & Conlon, E. (2012). The effectiveness of school-based learning support services for children with word-level reading disability. In Andrews, G. & Neumann, D. (Eds.), Beyond the lab: Applications of cognitive research in memory and learning (pp. 249–272). Hauphauge, NY: Nova Science.
Wright, C., Conlon, E.G., & Wright, M. (2011). Voice Over the Internet Protocol as a medium for delivering reading intervention: Evidence from a single case. Sage Open, 1 (3), 1–8. doi:10.1177/2158244011428159
Wright, C., Conlon, E., Wright, M., & Dyck, M. (2011a). Sub-lexical reading intervention in a student with dyslexia and Asperger's disorder. Australian Journal of Educational & Developmental Psychology, 11, 11–26.
Wright, C., Conlon, E.G., Wright, M., & Dyck, M.H. (2011b). An open, pilot trial of the Understanding Words reading intervention program. Sage Open, 1 (2), 1–11. doi:10.1177/2158244011420452