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* * CDE will be closed on Monday, September 1 for the Labor Day holiday. * *

Resources

Webinars
(Previously Recorded)

Colorado Literacy Alignment Project - 1
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Colorado Literacy Alignment Project - 2
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References

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Colorado Department of Education. (2009). Colorado Reading First Resources. Templates for Reading Instruction. Retrieved May 2010 from http://www.cde.state.co.us.

Colorado Department of Education. (2009). Forward thinking progress report. Retrieved May 2010 from http://www.cde.state.co.us.

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Coor, L. F. (Winter 2008). Latino children beat the odds. Arizona School Board Association Journal 18-20.

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Cummings, K., & Good, R. H. (2007). Progress monitoring and response to intervention in an outcomes-driven model. Dynamic Measurement Group . Retrieved August 2010 from http://www.dibels.org.

Cunningham, A. E., & Stanovich, K. E. (1998). What reading does for the mind. American Educator, 22, 8-15.

Curtis, M.E., & Longo, A.M. (1999). When adolescents can’t read: Methods and materials that work. Cambridge, MA: Brookline.

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D


Darling, S. (2005). Strategies for engaging parents in home support of reading acquisition. The Reading Teacher, 58(5), 476-479.

Deno, S. L. (1985). Curriculum-based measurement: The emerging alternative. Exceptional Children, 52, 219-232.

Denton, K., West, J., and Waltston, J. (2003). Young children’s achievement and classroom experiences: Special Analysis on the Condition of Education. Washington, D.C.: National Center for Educational Statistics.

Dever, M., & Burts, D. (2002). An evaluation of family literacy bags as a vehicle for parent involvement. Early Child Development and Care, 172(4), 359-370.

Diamond, L., & Gutlohn, L. (2007). Vocabulary handbook. Baltimore, MD: Paul H. Brookes Publishing.

Dickinson, D. K., & McCabe, A. (2001). Bringing it all together: The multiple origins, skills, and environmental supports of early literacy. Learning Disabilities Research & Practice, 16(4), 186-202.

Dickinson, D., Hirsh-Pasek, K., Newman, S. Golinkoff, R., Burchinal, P. (2009). The Language of Emergent Literacy: A Response to the National Institute for Literacy Report on Early Literacy. Retrieved August 2010 from http://nieer.org.

Dole, J. A., Sloan, C., & Trathen, W. (1995). Teaching vocabulary within the context of literature. Journal of Reading, 38(6), 452-460.

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Duncan, A. (October 22, 2009). Teacher preparation: Reforming the uncertain profession. Remarks of Secretary Arne Duncan at Teachers College, Columbia University. Retrieved March 13, 2010 from http://ed.gov.

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E


Ebbers, S.M. (2008). Morphological word families in narrative and informational text. In Y. Kim, V.J. Risko, D. L.

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F


Fact and figures about English language learners and rural students. (January 28, 2010). Rural Policy Matters. Retrieved April, 2010 from http://www.ruraledu.org/articles.php?id=2385.

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Fisher, D., & Frey, N., (2007). Checking for understanding: Formative assessment techniques for your classroom. Alexandria, VA: Association for Supervision and Curriculum Development.

Fisher, D., & Frey, N. (2008). Better learning through structured teaching: A framework for the gradual release of responsibility. Alexandria, VA: Association for Supervision and Curriculum Development.

Fisher, D., & Frey, N. (2010). Enhancing RtI: How to ensure success with effective classroom instruction and intervention. Alexandria, VA: Association for Supervision and Curriculum Development.

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G


Ganske, K. (2000). Word journeys: Assessment-guided phonics, spelling, and vocabulary instruction. New York: The Guilford Press.

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Haager, D., Klingner, J., & Vaughn, S. (2007). Evidence-based reading practices for response to intervention. Baltimore, MD: Paul H. Brookes Publishing Company.

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International Reading Association. (May 2002). What is evidence-based reading instruction? A position statement of the International Reading Association. Retrieved May 2010 from http://www.reading.org.

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Kainz, K., & Vernon-Feagans, L. (2007). The ecology of early reading development for children in poverty. The Elementary School Journal, 107(5), 407-538.

Kamil, M.L., Borman, G.D., Dole, J., Kral, C.C., Salinger, T., and Torgeson, J. (2008). Improving adolescent literacy: Effective classroom and intervention practices: A practice guide (NCEE #2008-4027). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, US Department of Education.

Keene, E., & Zimmerman, S. (1997). Mosaic of thought. Porstmouth, NH: Heinemann.

Klingner, J. K., & Edwards, P. (2006). Cultural considerations with response to intervention models. Reading Research Quarterly, 41, 108-117.

Klingner, J.K., S. Vaughn, & J.S. Schumm. (1998). Collaborative strategic reading during social studies in heterogeneous fourth-grade classrooms. Elementary School Journal, 99, 3-21.

Kosanovich, M. L., Reed, D. K., Miller, D. H. (2010). Bringing literacy strategies into content instruction: Professional learning for secondary-level teachers. Portsmouth, NH: RMC Research Corporation, Center on Instruction.

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LaBerge, D., & Samuels, S. J. (1974). Toward a theory of automatic information processing in reading. Cognitive Psychology, 6(2), 293-323. doi:10.1016/0010-0285(74)90015-2 .

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Linan-Thompson, S., & Vaughn, S. (2007). Research-based methods of reading instruction for English language learners. Alexandria, VA: Association for Supervision and Curriculum Development.

Luckner, J. L., Sebald, A. M., Cooney, J., Muir, S. G. (Winter 2005/2006). An examination of the evidence-based literacy research in deaf education. American Annals of the Deaf, 150(5), 443-456.

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Marzano, R. J. (2004). Building background knowledge for academic achievement: Research on what works in schools. Alexandria, VA: Association for Supervision and Curriculum Development.

Marzano, R. J. (2007). The art and science of teaching: A comprehensive framework for effective instruction. Alexandria, VA: Association for Supervision and Curriculum Development.

McCardle, P., & Chhabra, V. (Eds.) (2004). The voice of evidence in reading research. Baltimore, MD: Paul H. Brookes Publishing Company.

McCardle, P., Chhabra, V. & Kapinus, B. (2008). Reading research in action: A teacher’s guide for student success. Baltimore, MD: Paul H. Brookes Publishing Company.

Mellard, D., & Johnson, E. (2007). RtI: A Practitioner’s Guide to Implementing Response to Intervention. Thousand Oaks, CA: Corwin Press.

Moats, L. C. (2000). Speech to print: Language essentials for teachers. Baltimore, MD: Paul H. Brookes Publishing Company.

Moats, L. C. (2004). LETRS (Language Essentials for Teachers of Reading and Spelling) Module 10: reading big words: syllabication and advanced decoding. Longmont, CO: Sopris West Educational Services.

Moats, L. C. (2009). LETRS (Language Essentials for Teachers of Reading and Spelling) Module 4: The mighty word: building vocabulary and oral language. Longmont, CO: Sopris West Educational Services.

Moats, L. C. (2009). LETRS (Language Essentials for Teachers of Reading and Spelling) Module 7: Teaching phonics, word study, and the alphabetic principle. Longmont, CO: Sopris West Educational Services.

Moats, L. C. (2009). Spellography for teachers: How English spelling works. Longmont, CO: Sopris West Educational Services.

Moats, L. C. (2009). The speech sounds of English: Phonetics, phonology, and phoneme awareness (2nd ed.). Longmont, CO: Sopris West Educational Services.

Moats, L.C. (2010) Assessment for Prevention and Early Intervention, LETRS Module 8, 2nd Ed, Longmont, CO: Sopris West.

Moats, L. C., & Toman, C. (2005). The challenge of learning to read. Longmont, CO: Sopris West Educational Services.

Morrison Institute for Public Policy and the Center for the Future of Arizona. (2006). Why some schools with Latino children beat the odds and others don’t. Retrieved January 5, 2010 from www.ArizonaFuture.org.

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Nation, K. & Hulme, C. (1997). Phonemic segmentation, not onset-rime segmentation, predicts early reading and spelling skills. Reading Research Quarterly, 32, 154-167.

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