A Bibliography on Decoding and Reading


(1990). Computer Speech Devices for Adult Literacy Skills, Saint Paul Technology for Literacy Center.

Adams, M. J. and M. Bruck (1993). "Word recognition: The interface of educational policies and scientific research." Reading and Writing 5(2): 113-139.

Adams, M. J. and M. Bruck (1995). "Resolving the "Great Debate." American Educator 19(2): 10-20.

Adrian, J., J. Alegria, et al. (1995). "Metaphonological abilities of Spanish illiterate adults." International Journal of Psychology 30(3): 329-353.

Barker, T. A. and J. K. Torgesen (1995). "An evaluation of computer-assisted instruction in phonological awareness with below average readers." Journal of Educational Computing Research 13(1): 89-103.

Beck, I. L. and P. A. Carpenter (1986). "Cognitive approaches to understanding reading: Implications for instructional practice. Special Issue: Psychological science and education." American Psychologist 41(10): 1098-1105.

Beck, I. L. and C. Juel (1995). "The role of decoding in learning to read." American Educator 19(2): 21-25.

Bell, L. C. and C. A. Perfetti (1994). "Reading skill: Some adult comparisons." JEP 86(2): 244-255.

Bertelson, P., B. de Gelder, et al. (1989). "Metaphonological abilities of adult illiterates: New evidence of heterogeneity." European Journal of Cognitive Psychology 1(3): 239-250.

Biemiller, A. (1994). "Some observations on beginning reading instruction." EP 29(4): 203-209.

Boraks, N. (1978). Word recognition strategies of adult beginning readers. Annual Meeting of the Eastern Educational Research Association, Williamsburg, Virginia.

Bunner, L. G. (1983). "The remediation of a graphophonic decoding deficit in an adult." Journal of Reading 27(2): 145-151.

Byrne, B. (1992). "Longitudinal data on the relations of word reading strategies to comprehension, reading ttime, and phonemic awareness." Reading Research Quarterly 27(2): 140-151.

Byrne, B. and R. Fielding-Barnsley (1995). "Evaluation of a program to teach phonemic awareness to young children: A 2- and 3-year follow-up and a new preschool trial." Journal of Educational Psychology 87(3): 488-503.

Chall, J. S. (1984). New views on developing basic skills with adults. National Adult Literacy Conference, Washington, DC.

Chall, J. S. (1987). "Adult literacy: New and enduring problems." Phi Delta Kappan 69(3): 190-196.

Chall, J. S. (1987). "Reading development in adults." Annals of Dyslexia 37: 240-251.

Chall, J. S. (1989). The Role of Phonics in the Teaching of Reading: A Position Paper Prepared for the Secretary of Education.

Chall, J. S. (1994). "Patterns of adult reading." Learning Disabilities: A Multidisciplinary Journal 5(1): 29-33.

Cunningham, A. E. and K. E. Stanovich (1993). "Children's literacy environments and early word recognition subskills. Special Issue: The role of decoding in reading research and instruction." Reading and Writing 5(2): 193-204.

Cunningham, A. E., K. E. Stanovich, et al. (1990). Cognitive variation in adult college students differing in reading ability. Reading and its development: Component skills approaches.. T. H. Carr and B. A. Levy. San Diego, CA., Academic Press: 129-159.

Dymock, S. (1993). "Reading but not understanding." Journal of Reading 37(2): 86-91.

Ehri, L., C. (1989). "The development of spelling knowledge and its role in reading acquisition and reading disability." Journal of Learning Disabilities 22(6): 356-365.

Ehri, L.-C. and L.-S. Wilce (1987). "Cipher versus cue reading: An experiment in decoding acquisition." Journal of Educational Psychology 79(1): 3-13.

Ehri, L. C. (1986). "Sources of difficulty in learning to spell and read." Advances in developmental and behavioral pediatrics 7: 121-195.

Ehri, L. C. (1991). Development of the ability to read words. Handbook of reading research, Vol. 2.. R. Barr, M. L. Kamil, P. B. Mosenthal and P. D. Pearson. Mahwah, NJ., Lawrence Erlbaum Associates, Inc: 383-417.

Ehri, L. C. (1991). Learning to read and spell words. Learning to read: Basic research and its implications. L. Rieben and C. A. Perfetti. Hillsdale, NJ, Lawrence Erlbaum Associates: 57-73.

Ehri, L. C. (1992). Reconceptualizing the development of sight word reading and its relationship to recoding. Reading acquisition. P B. Gough, L. C. Ehri and R. Treiman. Hillsdale, NJ, Lawrence Erlbaum Associates: 107-143.

Ehri, L. C. (1993). How English orthography influences phonological knowledge as children learn to read and spell. Literacy and language analysis.. R. J. Scholes. Hillsdale, NJ, Lawrence Erlbaum Associates: 21-43.

Ehri, L. C. (1995). "Phases of development in learning to read words by sight." Journal of Research in Reading 18(2): 116-125.

Ehri, L. C. (1995). "Phases of development in learning to read words by sight. Special Issue: The contribution of psychological research." Journal of Research in Reading 18(2): 116-125.

Ehri, L. C. and C. Robbins (1992). "Beginners need some decoding skill to read words by analogy." RRQ 27(1): 12-26.

Ehri, L. C. and L. S. Wilce (1983). "Development of word identification speed in skilled and less skilled beginning readers." JEP 75(1): 3-18.

Ehri, L. C. and L. S. Wilce (1985). "Movement into reading: Is the first stage of printed word learning visual or phonetic?" RRQ 20(2): 163-179.

Ehri, L. C. W., Lee S. (1987). "Does learning to spell help beginners learn to read words?" RRQ 22(1): 47-65.

Elbro, C., S. Moller, et al. (1995). "Functional reading difficulties in Denmark: A study of adult reading of common texts." Reading and Writing 7(3): 257-276.

Elbro, C., I. Nielsen, et al. (1994). "Dyslexia in adults: Evidence for deficits in non-word reading and in the phonological representation of lexical items." Annals of Dyslexia 44: 225-226.

Felton, R. (1993). "Effects of instruction on the decoding skills of children with phonological processing problems." Journal of Learning Disabilities 26(9): 583-589.

Fowler, A. E. and H. S. Scarborough (1993). Should reading disabled adults be distinguished from other adults seeking literacy instruction?, University of Pennsylvania, National Center on Adult LIteracy.

Gaskins, R. W. (1995). "The reciprocal relationship between research and development an example involving a decoding strand for poor readers." Journal of Reading Behavior 27(3): 337-377.

Gaskins, R. W., J. C. Gaskins, et al. (1992). "Using what you know to figure out what you don't know: An analogy approach to decoding." Reading and Writing Quarterly-Overcoming Learning Difficulties 8(2): 197-221.

Gough, P. B. (1993). "The beginning of decoding." Reading and Writing: An Interdisciplinary 5(2): 181-192.

Gough, P. B. (1995). "The new literacy: Caveat emptor." Journal of Research in Reading 18(2): 79-86.

Gough, P. B. and W. E. Tunmer (1986). "Decoding, reading, and reading disability." Remedial and Special Education 7(1): 6-10.

Haenggi, D. and C. A. Perfetti (1992). "Individual differences in reprocessing of text." Journal of Educational Psychology 84(2): 182-192.

Henry, M. K. (1993). "The role of decoding in reading research and instruction." Reading and Writing: An Interdisciplinary Journal 5(2): 105-112.

Henry, M. K. (1994). "Integrating decoding and spelling instruction for the disabled reader." Reading and Writing Quarterly: Overcoming Learning Difficulties 10(2): 143-158.

Herdman, C. M. and J. A. LeFevre (1992). "Individual differences in the efficiency of word recognition." JEP 84(1): 95-102.

Hoover, W., A. and P. B. Gough (1990). "The simple view of reading." Reading and Writing: An mInterdisciplinary Journal 2(2): 127-160.

Janicke, E. M. (1981). "Massive oral decoding." Academiz Therapy 17(2): 157-161.

Juel, C. (1995). "The messenger may be wrong, but the message may be right. Special Issue: The contribution of psychological research." JRR 18(2): 146-153.

Juel, C. and D. Roper-Schneider (1985). "The influence of basal readers on first grade reading." RRQ 20(2): 134-152.

Kolinsky, R., L. Cary, et al. (1987). "Awareness of words as phonological entities: The role of literacy." Applied Psycholinguistics 8(3): 223-232.

Lewkowicz, N. K. (1987). "On the question of teaching decoding skills to older students." Journal of Reading 31: 30-57.

Lundberg, I. (1991). "Cognitive aspects of reading." International Journal of Applied Linguistics 1(2): 151-163.

Masonheimer, P. E., P. A. Drum, et al. (1984). "Does environmental print identification lead children into word reading?" Journal of Reading Behavior 16(4): 257-271.

Mattran, K. J. (1981). Breaking Through the Decoding Barrier: A Case Study in Adult Literacy. Conference of the Commission on Adult Basic Education.

McBride-Chang, C. (1995). "What is phonological awareness?" Journal of Educational Psychology 87(2): 179 - 192.

Miller, G. A. (1988). "The challenge of universal literacy." Science 241(4871): 1293-1299.

Morais, J., J. Alegria, et al. (1987). "The relationships between segmental analysis and alphabetic literacy: An interactive view." Cahiers de Psychologie Cognitive 7(5): 415-438.

Morais, J., P. Bertelson, et al. (1986). "Literacy training and speech segmentation. Special Issue: The onset of literacy." Cognition 24((1-2)): 45-64.

Morais, J., L. Cary, et al. (1979). "Does awareness of speech as a sequence of phones arise spontaneously?" Cognition 7(4): 4323-331.

Morais, J., A. Content, et al. (1988). "Is there a critical period for the acquisition of segmental analysis?" Cognitive Neuropsychology 5(3): 347-352.

Morais, J., A. C. Content, et al. (1989). "Syllabic segmentation and literacy." Language and Cognitive Processes 4(1): 57-67.

Moran, C. and R. Calfee (1993). "Comprehending orthography: Social construction of letter sound systems in monolingual and bilingual programs." Reading and Writing: An Interdisciplinary Journal 5(2): 205-225.

Naslund, J. C. and S. J. Samuels (1992). "Automatic access to word sounds and meaning in decoding written text." Reading and Writing Quarterly-Overcoming Learning Difficulties 8(2): 135-156.

Norman, C. A. and G. Malicky (1987). "States in the reading development of adults." Journal of Reading 30(4): 302-307.

Paris, S. G. (1983). "Beyond decoding: Synthesis of research on reading comprehension." Educational Leadership 41(2): 78-83.

Pazzaglia, F. (1993). "Learning to read: Evidence on the distinction between decoding and comprehension skills." European Journal of Psychology of Education 8(3): 247-258.

Perfetti, C. A. and M. A. Marron (1995). Learning to read: Literacy acquisition by children and adults, National Center on Adult Literacy.

Perin, D. (1982). "Spelling strategies in good and poor readers." Applied Psycholinguistics 3(1): 1-4.

Pressley, M. and J. Rankin (1994). "More about whole language methods of reading instruction for students at risk for early reading failure." Learning Disabilities Research and Practice 9(3): 157-168.

Read, C. and L. Ruyter (1985). "Reading and spelling skills in adults of low literacy." Remedial and Special Education 6(6): 43-51.

Samuels, S. J. (1988). "Decoding and automaticity: Helping poor readers become automatic at word recognition." Reading Teacher 41(8): 756-760.

Samuels, S. J. and J. C. Naslund (1994). "Individual differences in reading: The case for lexical access." Reading and Writing Quarterly: Overcoming Learning Difficulties 10(4): 285-296.

Shafrir, U. and L. S. Siegel (1994). "Preference for visual scanning strategies versus phonological rehearsal in university students with reading disabilities." Journal of Learning Disabilities 27(9): 583-588.

Share, D. L. (1995). "Phonological recoding and self-teaching: Sine qua non of reading acquisition." Cognition 55: 151-218.

Shaywitz, B. A., T. R. Holford, et al. (1995). "A Matthew effect for IQ but not for reading: Results from a longitudinal study." Reading Research Quarterly 30(4): 894-906.

Simpson, L. and B. Byrne (1987). "Phonological awareness in reading-disabled adults: A follow-up and extension." Australian Journal of Psychology 39(1): 1-10.

Sinatra, G. M. (1990). "Convergence of listening and reading processing." RRQ 25(2): 115-130.

Slocum, T. A., E. M. Street, et al. (1995). "A review of research and theory on the relation between oral reading rate and reading comprehension." Journal of Behavioral Education 5(4): 377-398.

Snowling, M. J. (1996). "Contemporary approaches to the teaching of reading." Journal of Child Psychology & Psychiatry & Allied Disciplines 37(2): 139-148.

Stanovich, -. K.-E. (1982). "Individual differences in the cognitive processes of reading: I. Word decoding." Journal of Learning Disabilities 15(8): 485-493.

Stanovich, K. E. (1982). "Individual differences in the cognitive processes of reading: II. Text-level processes." JLD 15(9): 549-554.

Stanovich, K. E. (1994). "Constructivism in reading education. Special Issue: Implications of constructivism for students with disabilities and students at risk: Issues and directions." Journal of Special Education 28(3): 259-274.

Stanovich, K. E. and R. F. West (1989). "Exposure to print and orthographic processing." RRQ 24(4): 402-433.

Sticht, T. G. (1975). The acquisition of literacy by children and adults. Delaware Symposium on Curriculum, Instruction, and Learning: The Acquisition of Reading, Newark, Delaware.

Stothard, S. E. and C. Hulme (1992). "Reading comprehension difficulties in children: The role of language comprehension and working memory skills." Reading and Writing: An Interdisciplinary Journal 4(3): 245-256.

Stuart, M. (1995). "Through printed words to meaning: Issues of transparency. Special Issue: The contribution of psychological research." JRR 18(2): 126-131.

Tan, A., D. W. Moore, et al. (1994). "Effects of training in rapid decoding on the reading comprehension of adult ESL learners." Journal of Behavioral Education 4(2): 177-189.

Tunmer, W. E. and A. R. Nesdale (1985). "Phonemic segmentation skill and beginning reading." JEP 77(4): 417-427.

Tunmer, W. L., Herriman, M.L., & Nesdale A. R. (1988). "Metalinguistic abilities and beginning reading." RRQ 23(2): 134-158.

Vellutino, F. R. and M. B. Denckla (1991). Cognitive and neuropsychological foundations of word identification in poor and normally developing readers. Handbook of reading research, Vol. 2. R Barr, M. L. Kamil, P. B. Mosenthal and P. D. Pearson. Mahwah, NJ., Lawrence Erlbaum Associates: 571-608.