Works Cited

Introduction Video Works Cited

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  • Bond, G. L., Tinker, M. A., & Wasson, B. B. (1989). Reading difficulties: Their diagnosis and correction (6th ed.). Englewood Cliffs, NJ: Prentice-Hall.
  • Dyslexia in the classroom: What every teacher needs to know. (2017). Retrieved from International Dyslexia Association website:
  • Ehri, L. C., Deffner, N. D., & Wilce, L. S. (1984). Pictorial mnemonics for phonics. Journal of Educational Psychology, 76, 880-893.
  • Ekwall, E. E., & Shanker, J. L. (Eds.). (1988). Diagnosis and remediation of the disabled reader (3rd ed.). Boston: Allyn and Bacon, Incorporated.
  • Fayne, H. R., & Bryant, N. D. (1981). Relative effects of various word synthesis strategies on the phonics achievement of learning disabled youngsters. Journal of Educational Psychology, 73, 616-623.
  • Gerber, M. M. (1986). Cognitive-behavioral training in the curriculum: Time, slow learners, and basic skills. Focus on Exceptional Children, 18 (6), 1-11.
  • Harris, A. J., & Sipay, E. R. (1990). How to increase reading ability: A guide to
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  • International Dyslexia Association. (2018). Knowledge and Practice Standards for Teachers of Reading. Retrieved from
  • Kilpatrick, D. A. (2015). Essentials of Assessing, Preventing, and Overcoming Reading Difficulties. Hoboken, New Jersey: Wiley.
  • O’Connor, R. E., Jenkins, J. R., Leicester, N., & Slocum, T. A. (1993). Teaching phonological awareness to young children with learning disabilities. The Council for Exceptional Children, 59, 532-546.
  • Orton, J. (1966). The Orton-Gillingham approach. In J. Money (Ed.), The disabled reader: Education of the dyslexic child (pp. 119-146). Baltimore, MD: The Johns Hopkins University Press.
  • Pavlidis, G. T., & Fisher, D. F. (Eds.). (1986). Dyslexia: Its neuropsychology and treatment. New York: John Wiley and Sons.
  • Richardson, E., DiBenedetto, B., Christ, A., & Press, M. (1980). Relationship of auditory and visual skills to reading retardation. Journal of Learning Disabilities, 13, 77-82.
  • Rohwer, W. D. (1966). Constraint, syntax and meaning in paired-associate learning. Journal of Verbal Learning and Verbal Behavior, 5, 541-547.
  • Shanahan, T. (2005).  The National Reading Panel Report: Practical Advice for Teachers. Retrieved from
  • Torneus, M. (1984). Phonological awareness and reading: A chicken and egg problem? Journal of Educational Psychology, 76, 1346-1358.
  • U.S. Department of Education, National Institute of Child Health and Human Development, National Reading Panel. (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 (NIH Pub. No. 00-4769). Retrieved from
  • Vellutino, F. R., & Scanlon, D. M. (1986). Experimental evidence for the effects of instructional bias on word identification. Exceptional Children, 53, 145-155.
  • Whaley, W. J., & Kibby, M. W. (1980). Word synthesis and beginning reading achievement. The Journal of Educational Research, 73 (3), 132-138.
  • Whaley, W. J. (1975). Closing the blending gap. Reading World, 15, 97-100.
  • Wood, K. D., & Algozzine, B. (Eds.). (1994). Teaching reading to high-risk learners. Boston: Allyn and Bacon.
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