Dr. Patrick Groff, Professor of Education Emeritus San Diego State University, has published over 325 books, monographs, and journal articles and is a nationally known expert in the field of reading instruction.

  1.  Adams, M. J. (1990).  Beginning to read: Thinking and learning about print.  Cambridge, MA: MIT.

  2.  Almasi, J. F. (1994).  Toward disciplined inquiry: A methodological analysis of whole language research.  Educational Psychologist, 29, 193-202.

  3.  Anderson, R. C. et al. (1985).  Becoming a nation of readers.  Washington, DC.: U.S. Department of Education.

  4.  Anderson, T. H. & West, C.K. (1995).  Commentary: An analysis of a qualitative investigation: A matter of whether to believe.  Reading Research Quarterly, 30, 562-569.

  5.  Balmuth, M. (1982).  The roots of phonics.  New York, NY: McGraw-Hill.

  6.  Bennett, W. J. (1986).  First lessons: A report on elementary education in America.  Washington, DC:  U.S. Department of Education.

  7.  Blumenfeld, S. L. (1996).  The whole language/OBE fraud.  Boise, ID: Paradigm.

  8.  Brady, S. A. & Shankweiler, D. P. (1991).  Phonological processes in literacy.  Hillsdale, NJ: Erlbaum.

  9.  Bryant, P. L. & Bradley, L. (1985). Children's reading problems.  New York, NY: Basil Blackwell.

10.  California State Board of Education. (1997).  Collection of articles on beginning reading instruction.  Sacramento, CA: CSBE.

11.  Carnine, D., Silbert J., & Kameenui, E. (1990).  Direct reading instruction.  Columbus, OH: Merrill.

12.  Center, Y., Wheldall, K., & Freeman, L. (1992).  Evaluating the effectiveness of Reading Recovery: A critique.  Educational Psychology, 12, 263-274.

13.  Center, Y., Wheldall, K., Freeman, L., Outhred, L., & McNaught, M. (1995).  An experimental evaluation of Reading Recovery.  Reading Research Quarterly, 30, 240-263.

14.  Chall, J. S. (1967 and 1983).  Learning to read: The great debate.  New York, NY: McGraw-Hill.

15.   Chall, J. S. (1989).  Learning to read: The great debate twenty years later.  Phi Delta Kappan, 71, 521-38.

16.  Chapman, J. W., & Tunmer, W. E. (1991).  Recovering Reading Recovery.  Australia and New Zealand Journal of Developmental Disabilities, 17, 59-71.

17.  Cornoldi, C. & Oakhill, J. (1996).  Reading comprehension difficulties.  Hillsdale, NJ: Erlbaum.

18.  Curry, L. (1990).  A critique of the research on learning styles.  Educational Leadership, 48 (2), 50-56.

19.  Dreher, M. J. & Slater, W. H. (1992).  Elementary school literacy.  Norwood, MA: Christopher-Gordon.

20.  Feitelson, D. (1988).  Facts and fads in beginning reading.  Norwood, NJ: Ablex.

21.  Finn, C. E. (1986).  What works: Research about teaching and learning.  Washington, DC: U.S. Department of Education.

22.  Foorman, B. R. (1995).  Research on the great debate: Code-oriented versus whole language approaches to reading instruction.  School Psychology Review, 24, 276-292.

23.  Glynn, T., Crooks, T., Bethune, N., Ballard, K., & Smith, J. (1992).  Reading Recovery in context: implementation and outcome.  Educational Psychology, 12(3 & 4), 249-261.

24.  Gough, P., Ehri, T. L. C., & Treiman, R. (1992).  Reading acquisition.  Hillsdale, NJ: Erlbaum.

25.  Groff, P. (1987).  Preventing Reading Failure.  Portland, OR: Halcyon House.

26.  Groff, P. (1989).  Two reactions to the Report Card on Basal Readers.  Bloomington, IN: ERIC, Indiana University.

27.  Groff, P. (1991).  An analysis of the debate: Teaching reading without conveying phonics information.  Interchange, 21 (4), 1-14.

28.  Groff, P. (1998).  Groff responds to Lapp and Flood.  Reading Teacher. 52(2), 144.

29.  Groff, P. (1991).  Teachers' opinions of the whole language approach to reading instruction.  Annals of Dyslexia.  41, 83-95.

30.  Groff, P. (1991).  Word recognition and critical reading.  Journal of Reading, Writing, and Learning Disabilities International.  7 (1), 17-31.

31.  Groff, P. (1994).  Differing views on context cues.  Interchange.  25, 171-81.

32.  Groff, P. (1996).  Questions and conclusions from a discussion of Reading Recovery.  Effective School Practices, 15(3), 24-29.

33.  Groff, P. (1994).  Reading Recovery: Educationally sound and cost-effective?  Effective School Practices, 13(1), 65-69.

34.  Groff, P. (1996).  Whole language: It's a matter of a wrong assumption.  Reading & Writing Quarterly, 12, 217-226.

35.  Groff, P. (1998).  Preventing reading failure.  Portland, OR: Halcyon House.

36.  Groff, P. & Seymour, D. Z. (1987).  Word recognition.  Springfield, IL: C.C. Thomas.

37.  Grossen, B. (1997).  30 years of research: what we now know about how children learn to read.  Santa Cruz, CA: Center for the Future of Teaching and Learning.

38.  Grossen, B. & Carnine, D. (1990).  Translating research on initial reading instruction into classroom practice.  Interchange, 21, 15-23.

39.  Grossen, B., Coulter, G., & Ruggles, B. (1996).  Reading Recovery: An evaluation of benefits and costs.  Effective School Practices, 15(3), 6-24.

40.  Hedley, C. N., et al. (1995).  Thinking and literacy.  Hillsdale, NJ: Erlbaum.

41.  Henderson, L. (1982).  Orthography and word recognition in reading.  New York, NY: Academic.

42.  Heibert, E.H. (1996).  Revisiting the question: What difference does Reading Recovery make to an age cohort? Educational Researcher, 25, 7, 26-28.

43.  Hirsch, E. D. (1996).  Reality's revenge: Research and ideology.  American Educator, 20 (3), 4-5, 31-46.

44.  Iverson, S. & Tunmer,W. E. (1993).  Phonological processing skills and the Reading Recovery program.  Journal of Educational Psychology, 85, 112-126.

45.  Just, M. A. & Carpenter, P. A. (1987).  The psychology of reading and language comprehension.  Boston, MA: Allyn and Bacon.

46.  Kameenui, E. (1991).  Designing instructional strategies.  Columbus, OH: Merrill.

47.  Kavale, K. A. & Forness, S. R. (1987).  Substance over style: Assessing the efficacy of modality testing and teaching.  Exceptional Children, 54, 228-239.

48.  Liberman, I. Y. & Liberman, A. M. (1990).  Whole language vs. code emphasis: Underlying assumptions and their implications for reading instruction.  Annals of Dyslexia, 40, 51-76.

49.  Macmillan, B. (1997).  Why schoolchildren can't read.  London, UK: Institute of Economic Affairs.

50.  McGuinness, D. (1997).  Why our children can't read.  New York, NY: Free Press.

51.  McKenna, M. C. et al. (1990).  Whole language: A research agenda for the nineties.  Educational Researcher, 19 (8), 3-11.

52.  Mather, N. (1992).  Whole language reading instruction for students with learning disabilities: Caught in the cross fire.  Learning Disabilities Research and Practice, 7, 87-95.

53.  Moorman, G. B., et al. (1994).  The rhetoric of whole language.  Reading Research Quarterly, 29, 308-329. 13 (2), iii-xv.

54.  National Advisory Council on Adult Education (1986).  Illiteracy in America: Extent, causes, and suggested solutions.  Washington, D. D: U. S. Department of Education.

55.  Nicholson, T. (1991).  Do children read words better in context or in lists?  Journal of Educational Psychology, 83, 444-450.

56.  Nicholson, T. (1989).  A comment on Reading Recovery.  New Zealand Journal of Educational Studies, 24(1), 95-97.

57.  Orton Dyslexia Society (1987).  Intimacy with Language.  Baltimore, MD: ODS.

58.  Orton Dyslexia Society (1991).  All language and the creation of literacy.  Baltimore, MD:  The Society.

59.  Orton, S. T. (1989).  Reading, Writing, and speech problems in children and selected papers.  Austin, TX: PRO-ED.

60.  Pearson, P. D. (1984).  Handbook of reading research.  New York, NY: Longman.

61.  Pinker, S. (1994).  The language instinct.  New York, NY: William Morrow.

62.  Perfetti, C. A. (1985).  Reading ability.  New York, NY: Oxford University. 63.  Pressley, M. & Menke, D. J. (1994).  State-of-the-science primary-grade reading instruction or whole language?  Educational Psychologist, 29, 211-215.

64. Putnam, L. R. (1996).  How to become a better reading teacher.  Englewood Cliffs, NJ: Prentice-Hall.

65.  Rayner, K. & Pollatsek, A. (1989).  The psychology of reading.  Englewood Cliffs, NJ: Prentice-Hall.

66.  Rasinski, T.V. (1995).  Commentary  On the effects of Reading Recovery: A response to Pinnell, Lyons, DeFord, Bryk, and Seltzer.  Reading Research Quarterly, 30, 264-270.

67.  Resnick, L. B. & Weaver, P. A. (1979).  Theory and practice in early reading.  Hilsdale, NJ: Erlbaum.

68.  Rieben, L. & Perfetti, C. A. (1991).  Learning to read: Basic research and its implications.  Hillsdale, NJ: Erlbaum.

69.  Samuels, S. J. & Farstrup, A. E. (1992).  What research has to say about reading instruction.  Newark, DE: International Reading Association.

70.  Sandman, B. (1992).  Learning to read: It's time to stop the pendulum swing.  California School Boards Journal, 51, 37-42.

71.  Shanahan, T., & Barr, R. (1995).  Reading Recovery: An independent evaluation of the effects of an early instructional intervention for at-risk learners.  Reading Research Quarterly, 30(4), 958-996.

72.  Share, D. L. & Stanovich, K. E. (1995).  Cognitive processes in early reading development.  Issues in Education, 1, 1-57.

73.  Shimron, J. (1996).  Literacy and Education.  Cresskill, NJ: Hampton.

74.  Singer, M. H. (1982).  Competent reader, disabled reader: Research and application.  Hillsdale, NJ: Erlbaum.

75.  Smith, C. B. (1994).  Whole language: The Debate.  Bloomington, IN: EDINFO.

76.  Snider, V. E. (1992).  Learning styles and learning to read: A critique. Remedial and Special Education, 13, 6-18.

77.  Spear-Swerling, L. & Sternberg, R. J. (1996).  Off track. Boulder, CO: Westview.

78.  Stahl, S. A. (1988).  Is there evidence to support matching reading styles and initial reading methods?  A reply to Carbo.  Phi Delta Kappan, 70, 317-322.

79.  Stahl, S. A. & Miller, P. D. (1989).  Whole language and language experience approaches for beginning reading: Quantitative research synthesis. Review of Educational Research, 59, 87-116.

80.  Stahl, S. A. & Kuhn, M. R. (1995).  Does whole language or instruction matched to learning styles help children learn to read?  School Psychology Review, 24, 393-404.

81.  Stanovich, K. E. (1996).  Romance and reality.  Reading Teacher, 47, 280-291.

82.  Sweet, A. P. & Anderson, J. I. (1993).  Reading research into the year 2000.  Hillsdale, NJ: Erlbaum.

83.  Sweet, R. W. (1997).  Don't Read, don't tell.  Policy Review.  No. 83, 38-42.

84.  Templeton, S. & Bear, D. R. (1992).  Development of orthographic knowledge ad the foundations of literacy.  Hillsdale, NJ: Erlbaum.

85.  Thompson, G. B., Tunmer, W. E., & Nicholson, T. (1993).  Reading Acquisition Processes.  Philadelphia, PA: Multilingual Matters.

86.  Truch, S. (1991).  The missing parts of whole language.  Calgary, Canada: Foothills Educational Materials.

87.  Tunmer, W. (1989).  Does Reading Recovery work?  Massey University "Funding for literacy scheme stopped", Sunday Times, London, England, Dec 4, 1994.

88.  Turner, M. & Buchard, T. (1996).  Reading fever: Why phonics must come first.  London, UK: Center for Policy Studies.

89.  Von Euler, C., Lundberg, I., & Lennerstrand, G. (1989).  Brain and reading.  London: Macmillan.

90. Yussen, S. R. & Smith, M. C. (1993).  Reading across the life span.  New York, NY: Springer-Verlag.

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