Surveys of Experimental Research on Reading Instruction
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.
NRRF Board Member & Senior Advisor
Surveys of Experimental Research on Reading Instructionby Dr. Patrick Groff
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.
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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.
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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.
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64. Putnam, L. R. (1996). How to become a better reading teacher. Englewood Cliffs, NJ: Prentice-Hall.
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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.
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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.
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