Suggested+Readings

=Suggested Readings  = Suggested Readings __ Books __ Clay, M. (1979). //The early detection of reading difficulties//. New Zealand: Heinemann. Chall, J. (1983). //Stages of reading development//. New York: McGraw-Hill. Farstrup, A., & Samuels, S.J. (Eds.). (2002). //What research has to say about reading instruction// (3rd ed.). Newark, DE: International Reading Ass. Gentry, J. R. (2006). //Breaking the code: The new science of beginning reading and writing//. Portsmouth, NH: Heinemann. Gurian, M. & Stevens, K. (2005). //The minds of boys: Saving our sons from falling behind in school and life//. San Francisco, CA: Jossey-Bass.

__ Websites __ American Association on Intellectual and Developmental Disabilities- www.aidd.org The International Dyslexia Association- http://www.ldanatl.org/ LDonline.org Learning Disabilities Association of America- [] National Center for Learning Disabilities- [] Tests to Consider During Educational Evaluation Available at CNR Ed Center Other Assessments to Consider Abbott, S., & Berninger, V. (1999). It’s never too late to remediate: Teaching word recognition to students with reading disabilities in grades 4-7. //Annals of Dyslexia, 49//, 223-250.
 * Name || Construct(s) measured ||
 * Beery BMI Developmental Test of Visual Motor Integration (3rd ed.) || Visual-motor integration; visual-spatial skill ||
 * WJ Test of Achievement III || Includes letter word identification, spelling, word attack, ||
 * Phonological Test || Phonemic awareness ||
 * Test of Language Development (TOLD-3) || Identify children with language problems ||
 * Test of Written Language (TOWL-3) || Conventions, vocabulary, grammar, spelling, sentence combining ||
 * Test of Word Reading Efficiency (TOWRE) || <span style="color: #31849b; font-family: Calibri; msothemecolor: accent5; msothemeshade: 191; mso-themecolor: accent5; mso-themeshade: 191;">Pronunciation of words ||
 * <span style="color: #31849b; font-family: Calibri; msothemecolor: accent5; msothemeshade: 191; mso-themecolor: accent5; mso-themeshade: 191;">Oral and Written Language Scale (OWLS) || <span style="color: #31849b; font-family: Calibri; msothemecolor: accent5; msothemeshade: 191; mso-themecolor: accent5; mso-themeshade: 191;">Performance in listening, speaking, and writing ||
 * <span style="color: #31849b; font-family: Calibri; msothemecolor: accent5; msothemeshade: 191; mso-themecolor: accent5; mso-themeshade: 191;">Roswell-Chall Auditory Blending Test || <span style="color: #31849b; font-family: Calibri; msothemecolor: accent5; msothemeshade: 191; mso-themecolor: accent5; mso-themeshade: 191;">Ability to blend sounds auditorily ||
 * <span style="display: block; color: #31849b; font-family: Calibri; text-align: center; msobidifontweight: bold; msothemecolor: accent5; msothemeshade: 191;">Name || <span style="display: block; color: #31849b; font-family: Calibri; text-align: center; msobidifontweight: bold; msothemecolor: accent5; msothemeshade: 191;">Construct(s) measured ||
 * <span style="color: #31849b; font-family: Calibri; msothemecolor: accent5; msothemeshade: 191; mso-themecolor: accent5; mso-themeshade: 191;">Words Their Way || <span style="color: #31849b; font-family: Calibri; msothemecolor: accent5; msothemeshade: 191; mso-themecolor: accent5; mso-themeshade: 191;">Spelling Stages ||
 * <span style="color: #31849b; font-family: Calibri; msothemecolor: accent5; msothemeshade: 191; mso-themecolor: accent5; mso-themeshade: 191;">Multiple Intelligence Checklist || <span style="color: #31849b; font-family: Calibri; msothemecolor: accent5; msothemeshade: 191; mso-themecolor: accent5; mso-themeshade: 191;">Strengths within Gardner’s MI theory ||
 * <span style="color: #31849b; font-family: Calibri; msothemecolor: accent5; msothemeshade: 191; mso-themecolor: accent5; mso-themeshade: 191;">Wepman Auditory Discrimination Test || <span style="color: #31849b; font-family: Calibri; msothemecolor: accent5; msothemeshade: 191; mso-themecolor: accent5; mso-themeshade: 191;">Discrimination of phonemes ||
 * <span style="color: #31849b; font-family: Calibri; msothemecolor: accent5; msothemeshade: 191; mso-themecolor: accent5; mso-themeshade: 191;">Developmental Reading Assessment 2 || <span style="color: #31849b; font-family: Calibri; msothemecolor: accent5; msothemeshade: 191; mso-themecolor: accent5; mso-themeshade: 191;">Decoding, fluency, comprehension- reading level ||
 * <span style="color: #31849b; font-family: Calibri; msothemecolor: accent5; msothemeshade: 191; mso-themecolor: accent5; mso-themeshade: 191;">Fountas and Pinell || <span style="color: #31849b; font-family: Calibri; msothemecolor: accent5; msothemeshade: 191; mso-themecolor: accent5; mso-themeshade: 191;">Decoding, fluency, comprehension- reading level ||
 * <span style="color: #31849b; font-family: Calibri; msothemecolor: accent5; msothemeshade: 191; mso-themecolor: accent5; mso-themeshade: 191;">Doren Diagnostic Reading Test of Word Recognition Skills || <span style="color: #31849b; font-family: Calibri; msothemecolor: accent5; msothemeshade: 191; mso-themecolor: accent5; mso-themeshade: 191;"> ||
 * __Journal Articles__**

Gibson, L. & Fletcher, J. (2006). Visual and auditory processing and component reading skills in developmental dyslexia. //Cognitive Neuropsychology, 23//(4), 621-642. Hendriks, A. & Kolk, H. (1997). Strategic control in developmental dyslexia. //Cognitive Neuropsychology, 14//(3), 321-366. Lose, M.K. (2007). A child’s response to intervention requires a responsive teacher of reading. //The Reading Teacher, 61//(3), 276-279. Mesmer, E., & Mesmer, H. (2008). Response to Intervention (RTI): What teachers of reading need to know. //The Reading Teacher, 62//(4), 280-290. Nilsson, N. (2008). Critical analysis of eight informal reading inventories. //The Reading Teacher, 61//(7), 526-536.