Selected References for Coaching for Effective Assessment Practice

Adams, M.J. (1990). Beginning to read: Thinking and learning about print. Cambridge, MA: MIT
Press.
Barr, R., Blachowitz, C. L., & Wogman-Sadow, M. (1995). Reading diagnosis for teachers: An
instructional approach (3rd ed.). White Plains, NY: Longman Publishers.
Bransford, J., Brown, A., & Cocking, R. (Eds.) (2000). How people learn. Washington, DC:
National Academy Press.
Denton, C.A., Ciancio, D.J. & Fletcher, J.M. (2006). Validity, reliability and utility of the
Observation Survey of Early Literacy Achievement. Reading Research Quarterly, 41, 8-
34.
Fuchs, D. & Fuchs, L. (2006). Introduction to response to intervention: What, why and
how valid is it? Reading Research Quarterly, 41, 93-99.
Gersten, R. & Dimino, J. (2006). RTI (response to intervention): Rethinking special
education for students with reading difficulties (yet again). Reading Research Quarterly,
41, 99-108
Gilliam, R. & Gorman, B. (2004). Language and discourse contributions to word recognition and text
interpretation: Implications of a dynamic systems perspective. In E. Silliman & L.Wilkinson
(Eds.), Language and literacy learning in schools (63-97). New York: Guilford.
Hart, B., & Risley, T. (1995). Meaningful differences in the everyday experience of young
American children. Baltimore: Paul H. Brookes Publishing Company, Inc.
Heath, S. B. (1983). Ways with words: Language, life, and work in communities and classrooms.
Cambridge: Cambridge University Press
International Reading Association. (2004). The role and qualifications of the reading coach in
the United States: A position statement of the International Reading Association.
Newark, DE: Author..
Kamhi, A. G., & Catts, H. W. (1991). Reading disabilities: A developmental language
perspective. Boston, MA: Allyn and Bacon.
Lipson M. Y., & Wixson, K. K. (1997). Assessment and instruction of reading and writing disability: An
interactive approach (2nd ed.). New York: Addison-Wesley Educational Publishers, Inc.
Mckenna, M.C. & Stahl, S. A. (2003). Assessment for reading instruction. New York: Guilford.
Morris, D. (1999). The role of clinical training in the teaching of reading. Advances in Reading/
Language Research, 6, 69-100.
Olson, R. & Gayan, J. (2000). Brains, genes, and environment in reading development. In SB Neuman &
D. Dickinson (Eds.) Handbook of early literacy research (81-96). New York: Guilford.
Piper, T. (1998). Language and learning: The home and school years. Upper Saddle River, NJ:
Prentice-Hall.
Rathvon, N. (2004). Early reading assessment. New York: Guilford Press.
Roskos, K., & Walker, B. (1994). Interactive activities in reading diagnosis and teaching. NY:
Macmillan.
Ruddell, R., Ruddell, M., & H. Singer (Eds.) (1994). Theoretical models and processes of reading.
Newark, DE: International Reading Association
Shanker, J. L., & Ekwall, E. E. (1998). Locating and correcting reading difficulties (7th ed.).
Upper Saddle River, NJ: Prentice-Hall, Inc.
Snow, C.E., Griffin, P. & Burns, M.S. (2005). Knowledge to support the teaching of reading. San
Francisco, CA: Jossey-Bass
Vellutino. F. R., & Scanlon, D. M. (1987). Phonological coding, phonological awareness, and
reading ability: Evidence from a longitudinal and experimental study. Merrill-Palmer Quarterly,
33, 321-363.