The Data...

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• Another Blast in the Reading Wars
  (Washington Post, September 2013)
• Can Prevailing Approaches to Reading Instruction Accomplish the Goals of RTI?
  (Perspectives on Language, Summer 2017)
• Cognitive profiles of difficult-to-remediate and readily remediated poor readers
  (Journal of Educational Psychology, December 1996)
• Continuing the Discussion / Preventing and Remediating Reading Failure
  (Educational Leadership, March 2004)
• Differentiating Between Difficult-to-remediate and Readily Remediated Poor Readers
  (Journal of Learning Disabilities, May-June 2000)
• Do Textbooks Used in University Reading Education Courses Conform to the Instructional Recommendations of the National Reading Panel?
  (Journal of Learning Disabilities, July 2009)
• Double Jeopardy: How Third-Grade Reading Skills and Poverty Influence High School Graduation
  (Annie E. Casey Foundation, January 2012)
• The Dyslexia Dilemma: A History of Ignorance, Complacency and Resistance in Colleges of Education
  (Journal of Childhood and Developmental Disorders, August 2016)
• Early Reading Instruction: What Science Really Tells Us about How to Teach Reading
  (The MIT Press, 2004)
• The Effectiveness of Direct Instruction Curricula: A Meta-Analysis of a Half Century of Research
  (Review of Educational Research, January 2018)
• Ending the Reading Wars: Reading Acquisition From Novice to Expert
  (Psychological Science in the Public Interest, June 2018)
• Essentials of Assessing, Preventing, and Overcoming Reading Difficulties
  (Wiley, 2015)
• Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade
  (Institute of Education Sciences, April 2017)
• How Knowledge Helps: It Speeds and Strengthens Reading Comprehension, Learning - and Thinking
  (American Educator, 2006)
• How Spelling Supports Reading
  (American Educator, Winter 2005/06)
• Landscapes in Teacher Prep: Undergraduate Elementary Ed
  (National Council on Teacher Quality, December 2016)
• Language at the Speed of Sight: How We Read, Why So Many Can't, and What Can Be Done About It
  (Basic Books, 2017)
• Language at the Speed of Sight - On Cueing Systems, Phonemes, Speed Reading, and Sequences of Learning
  (Shanahan on Literacy, July 2017)
• Language Essentials for Teachers of Reading and Spelling (LETRS)
  (Sopris West)
• Learning to Read: An Unnatural Act
  (Bulletin of the Orton Society, 1980)
• Learning to Read: The Great Debate
  (McGraw-Hill, 1967)
• Letter from 40 linguists in response to a draft of the Curriculum Framework for English Language Arts, to be used in the public schools of Massachusetts
  (July 1995)
• Lighting the Way: The Reading Panel Report Ought to Guide Teacher Preparation
  (American Educator, Summer 2013)
• The National Reading Panel Report: Practical Advice for Teachers
  (Learning Point Associates, 2006)
• An Open Letter to a Defender of Whole Language Reading Instruction
  (International Foundation for Effective Reading Instruction, 1999)
• Prevalence of Dyslexia Among Texas Prison Inmates
  (Tex Med, June 2000)
• The Reading Glitch: How the Culture Wars Have Hijacked Reading Instruction - And What We Can Do about It
  (Rowman and Littlefield Education, 2006)
• The Reading Wars
  (The Atlantic, November 1997)
• Reducing the Incidence of Early Reading Difficulties
  (Learn Individ Differ., March 2008)
• Report on Reading First and Early Reading First, Committee Views, Title 1 Part B
  (U.S. House of Representatives, May 2001)
• Research and the Reading Wars
  (book chapter in When Research Matters: How Scholarship Influences Education Policy, Harvard Education Press, 2008)
• The Science of Reading Research
  (Educational Leadership, March 2004)
• The Simple View of Reading
  (The Center for Development and Learning, February 2010)
• Strengthening Reading Instruction Through Better Preparation of Elementary and Special Education Teachers
  (National Council on Teacher Quality, August 2018)
• Study of Mississippi Teacher Preparation for Early Literacy Instruction
  (The Barksdale Reading Institute and The Institutions of Higher Learning, December 2015)
• Study of Teacher Preparation in Early Reading Instruction
  (Institute of Education Sciences, September 2010)
• Summary of the (U.S.) National Reading Panel Report
  (International Reading Association, 2002)
• Teaching Children to Read: An Evidence-Based Assessment of the Scientific Research Literature on Reading and Its Implications for Reading Instruction (Report of the National Reading Panel)
  (National Institutes of Health, April 2000)
• Teaching Reading is Rocket Science: What Expert Teachers of Reading Should Know and Be Able to Do
  (American Federation of Teachers, June 1999)
• The Three-Cueing System
  (Literacy For All Issues In Teaching And Learning, 1998)
• Unbalanced Comments on Balanced Literacy
  (Shanahan on Literacy, October 2014)
• What's Whole in Whole Language in the 21st Century?
  (Garn Press, 2014)
• Who Is in Charge of Teacher Preparation?
  (Center for American Progress, June 2013)
• Whole Language: Beliefs and Practices
  (National Education Association, July 1989)
• Whole-Language High Jinks
  (Thomas B. Fordham Institute, January 2007)
• Whole Language Lives On: The Illusion of Balanced Reading Instruction
  (Thomas B. Fordham Foundation, October 2000)
• Why Johnny Still Can't Read — And What to Do About It
  (Forbes, May 2018)
• Why Not Phonics and Whole Language?
  (Bolt Beranek and Newman, Inc., 2004)
• Why Reading is Not a Natural Process
  (Committee on Education and the Workforce, U.S. House of Representatives, Washington, D.C., July 1997)