Structured Literacy Approach: A Bibliography

Jill Kerper Mora, Ed.D.
San Diego State University

References

Aaron, P. G., Joshi, R. M., Ayotollah, M., Ellsberry, A. H., Janet, & Lindsey, K. A. (1999). Decoding and sight-word naming: Are they independent components of word recognition skill? Reading & Writing: An Interdisciplinary Journal, 11, 89-127.

Apel, K., Henbest, V. S., & Masterson, J. (2019). Orthographic knowledge: Clarifications, challenges, and future directions. Reading & Writing, 32, 873-889.

Artiles, A. J., & Klingner, J. K. (2006). Forging a knowledge base on English language learners with special needs: Theoretical, population, and technical Issues. Teachers College Record, 108, 2187–2194.

Artiles, A. J., Rueda, R., Salazar, J. J., & Higareda, I. (2005). Within-group diversity in minority disproportionate representation: English language learners in urban school districts. Exceptional Children, 71(3), 283-300.

August, D., & Shanahan, T. (Eds.). (2006). Developing literacy in second-language learners: Report of the National Literacy Panel on Language-minority Children and Youth. Lawrence Erlbaum Associates.

Bitter, C., O’Day, J., & Gubbins, P. S., Miguel. (2009). What works to improve student literacy achievement? An examination of instructional practices in a balanced literacy approach. Journal of Education for Students Placed at Risk (JESPAR), 14, 17-44.

Bowers, J. S. (2020). Reconsidering the evidence that systematic phonics is more effective than alternative methods of reading instruction. Educational Psychology Review, 32, 681-705.

Briceño, A., & Klein, A. F. (2019). A second lens on formative reading assessment with multilingual students. The Reading Teacher, 72(5), 611-621. https://doi.org/10.1002/trtr.1774

Dehaene, S. (2009). Reading in the brain: The new science of how we read. Viking Penguin.

Dehaene, S. (2013). Inside the letterbox: How literacy transforms the human brain. Cerebrum: The Dana Forum on Brain Science, 2013.

Dehaene, S. (2015). Aprender a leer: De las ciencias cognitivas al aula [Learning to read: From the cognitive sciences to the classroom]. Siglo Veintiuno Editores.

DeKeyser, R. (2003). Implicit and explicit learning. In C. J. Doughty & M. H. Long (Eds.), The handbook of second language acquisition (pp. 313-348). John Wiley & Sons.

Ebe, A. (2008). What eye movement and miscue analysis reveals about the reading process of young bilinguals. In A. D. Flurkey, E. J. Paulson, & K. S. Goodman (Eds.), Scientific realism in studies of reading (pp. 131-149). Routledge.

Ellis, R., Loewen, S., & Erlam, R. (2006). Implicit and explicit corrective feedback and the acquisition of L2 grammar. Studies in Second Language Acquisition, 28(2), 339-369.

Fletcher, J. M., Savage, R., & Vaughn, S. (2021). A commentary on Bowers (2020) and the role of phonics instruction in reading. Educational Psychology Review, 33, 1249-1274.

Halliday, M. A. K. (1978). Language as social semiotic: The social interpretation of language and meaning. Edward Arnold.

Haynes, C. W., Smith, S. L., & Laud, L. (2019). Structured literacy approaches to teaching written expression. Perspectives on Language and Literacy, 45(3), 22-28.

Ke, S. E., Zhang, D., & Koda, K. (2023). Metalinguistic awareness in second language reading development. Cambridge University Press.

Koda, K. (2007). Reading and language learning: Crosslinguistic constraints on second language reading development. Language Learning, 57(1), 1-44.

Marks, R. A., Satterfield, T., & Kovelman, I. (2022). Integrated multilingualism and bilingual reading development. In J. MacSwan (Ed.), Multilingual perspectives on translanguaging (pp. 201-223). Multilingual Matters.

McGinty, A. S., Justice, L. M., Piasta, S. B., Kaderavek, J., & Fan, X. (2012). Does context matter? Explicit print instruction during reading varies in its influence by child and classroom factors. Early Childhood Research Quarterly, 27, 77-89.

Moats, L. C. (2001). Speech to print: Language essentials for teachers. Paul H. Brookes.

Moore, B. A., & Klinger, J. K. (2014). Considering the needs of English Language Learner populations: An examination of the population validity of reading intervention research. Journal of Learning Disabilities, 47(5), 391-408.

Noguerón-Liu, S. (2020). Expanding the knowledge base in literacy instruction and assessment: Biliteracy and translanguaging perspectives from families, communities, and classrooms. Reading Research Quarterly, 55(S1), S307-S318.

Odegard, T. N. (2020). Structured Literacy is exemplified by an explicit approach to teaching. Perspectives on Language and Literacy, 46(1), 21-23.

O’Day, J. (2009). Good instruction is good for everyone–or is it? English language learners in a balanced literacy approach. Journal of Education for Students Placed at Risk (JESPAR), 14, 97-119.

Paris, S. G. (2005). Reinterpreting the development of reading skills. Reading Research Quarterly, 40(2), 184-2020.

Reutzel, D. R., Child, A., Jones, C. D., & Clark, S. K. (2014). Explicit instruction in core reading programs. The Elementary School Journal, 114(3), 406-430.

Spear-Swerling, L. (2019). Structured literacy and typical literacy practices: Understanding differences to create instructional opportunities. Teaching Exceptional Children, 51(3), 201-211.

Stemhagen, K., & Nomi, B. C. (2021). Scientifically based research and teacher agency: Combating “conspiracies of certainty.” Democracy and Education, 29(2), 1-9.

Strauss, S. L., Goodman, K. S., & Paulson, E. J. (2009). Brain research and reading: How emerging concepts in neuroscience support a meaning construction view of the reading process. Educational Research and Review, 4(2), 021-033.

Thorius, K. K., & Sullivan, A. L. (2013). Interrogating instruction and intervention in RTI research with students identified as English Language Learners. Reading & Writing Quarterly, 29(1), 64-88.

Click here for an analysis of the implications of the Structured Literacy Approach for multilingual learners.