1
UNCG Standard Course Syllabus Format
Course Number: CSD 631
Course Title: Structured Language Intervention for Language-Literacy Impairments
Credits: 3 hours
Prerequisites/Corequisites: CSD 295 (waived for 2006)
For Whom Planned: First year graduate students in Communication Sciences and Disorders
Instructor Information: Sandie Barrie Blackley, MA/CCC; 344 Ferguson Building; 336-256-2002; sbblackl@uncg.edu
Catalog Description: This course addresses the research-based instructional foundations for intervention with language-literacy-impaired students.
(Revised 5-06)
Student Learning Outcomes:
I.
FOUNDATIONS for research-based instructional methods
a. Define the construct of scientifically based (also called evidence-based ) literacy instruction
b. Define dyslexia;
c. List instructional practices for teaching dyslexic students that have been consistently supported by research.
1. List the 5 critical content components identified by The National Reading Panel’s meta analysis (2000) as essential for
teaching young children to read.
2. Explain the ‘Simple View of Reading’ (Hoover & Gough, 1990) and its expansion to include reading fluency (Joshi & Aaron,
2000).
3. Discuss the role of commercially published methods and materials in providing evidence-based intervention.
d. Explain how the development of oral language is related to literacy development.
e. Discuss the roles and responsibilities, as well as the necessary knowledge and skills, of speech-language pathologists who work with
language-literacy impaired clients.
2
II.
TEAM-BASED LEARNING PROJECT: Compare and contrast five methods for teaching language-literacy to language-impaired students.
a.
The Language!™ Curriculum
(http://store.cambiumlearning.com/ProgramPage.aspx?parentId=019005277&functionID=009000008&pID=LANGUAGE!&site=sw )
c.
Lindamood-Bell Learning Systems™ (http://www.lindamoodbell.com/programs/programs.shtml )
d.
The Orton-Gillingham Method (http://ortonacademy.org/ )
e.
SRA Direct Instruction Methods (i.e, Reading Mastery & Corrective Reading )
https://www.sraonline.com/di_toc.html?PHPSESSID=453641fbb0098d0ef95762a2f02c6138&section=1
f. The Wilson Method (Wilson Reading System and Fundations ) (http://www.wilsonlanguage.com/index.htm
III.
APPLY The Language!™ Curriculum (2nd and 3rd Editions) to clinical teaching.
a. Use the Steps from Sounds to Text as described in the Language!™ Curriculum (3rd Edition) to format clinical lesson plans.
b. Describe how you would determine where in the Language!™ Curriculum’s instructional sequence (i.e., at what unit) to begin
instruction with an individual client.
c. For each of the 3rd Edition’s (six) Steps from Sounds to Text name and describe at least two instructional methods.
d. List several ways to differentiate instruction when using the Language!™ Curriculum.
Teaching Strategies: This course will be taught in one seventy minute face-to-face class meeting and a minimum of two hours of Web-based, team-based
and/or clinical/community exploration learning each week. In addition, a minimum of two hours of assigned readings will be required each week.
Evaluation Methods and Guidelines for Assignments:
40% = 14 mini quizzes (administered during class meetings) drawn from the assigned readings for that class period
20% = Team-Based Learning Project
10% = Peer Evaluation of your contributions to Team-Based Learning Project
30% = Final Exam (on Blackboard)
Required Texts:
1)
Birsh, Judith, Ed. (2005) Multisensory Teaching of Basic Language Skills, 2nd Ed. Baltimore: Paul H. Brookes Publishing Co.
55766-676-8
ISBN 1-
3
2)
Moats, L. (2000) Speech to Print: Language Essentials for Teachers. Baltimore: Paul Brookes Publishing Co.
ISBN 1-55766-387-4
TOPICAL OUTLINE
1
2
3
WEEK # ;
CLASS DATE;
TOPIC
READING ASSIGNMENTS for CLASS / AGENDA
TEAM-BASED LEARNING PROJECT
#1
THURS.
8-17-06
INTRODUCTION
Knowledge &
Knowledge
Calibration Survey
 Read TEXT: Birsh, Judith, Ed. (2005)
Chapter 1
Research and Reading Disability by Judith R. Birsh
Chapter 2 Multisensory Structured Language Education by
Louisa C. Moats and Mary L. Farrell
Chapter 3:
Development of Oral Language and Its Relationship to
Literacy by Lydia H. Soifer
 Read Article:
Catts, H. W. Fey, M. E., & Tomblin, J. B. (2002)
Receive team assignments.
There will be five (5) teams. Over the next 3
months the teams will each study one
structured language method. Beginning in
November each team will give a 30 min.
overview of their method to the class.
(See the Course Blackboard for more
resources and details.)
ITEMS TO ACCOMPLISH THIS
WEEK:
1) Convene a team meeting.
2) Decide on a team nickname.
4
3)
4)
Assign team roles (see Blackboard).
Begin contacting local resources and
planning to study your team’s method
#2
THURS.
8-24-06
ORAL LANGUAGE
& LITERACY
 Read Online:
The Summary Report of the National Reading Panel (2000) ;
Binder, C., Haughton, E., and Bateman, B. (2000)
 Read Articles:
Hoover , W.A. and Gough, P.B. (1990)
Joshi, R. M. & Aaron, P.G. (2000)
WEEK:
1)
2)
 View Webcast (~15 min.)
http://www.genome.gov/12513020
#3
THURS.
8-31-06
EMERGENT
LITERACY
&
BASIC LITERACY
SKILLS
 Read TEXT: Birsh, Judith, Ed. (2005)
Chapter 4:
Phonemic Awareness and Reading : Research, Activities, and
Instructional Materials by Joanna K. Uhry
Chapter 5:
Alphabet Knowledge: Letter Recognition, Naming, and
Sequencing by Kay A. Allen with Graham F. Neuhaus and
Marilyn C. Beckwith
 View Webcast (~60 min.): From Babbling to Books
http://www.readingrockets.org/profdev/webcasts/1002
For more information, see: Hart and Risley (1995)
3)
WEEK:
1)
2)
3)
4)
ITEMS TO ACCOMPLISH THIS
Read and study the method’s
instructional materials. Review the
method’s evidence base.
Hold a team meeting to discuss what
you have learned.
Begin to complete the evaluation
matrix.
ITEMS TO ACCOMPLISH THIS
Continue to read and study the
method’s instructional materials and
review the method’s research base.
Hold a team meeting to discuss what
you have learned.
Continue to complete the matrix.
Make final arrangements to observe
the method being used in at least
one clinic or school. Decide on a
structured format for your
observation that will assure you get
the data you need!
5
#4
THURS.
9-7-06
WORD LEVEL
SKILLS FOR
READING
ENGLISH
Read TEXT: Birsh, Judith, Ed. (2005)
Chapter 6: The History and Structure of Written English
by Marcia K. Henry
Read TEXT: Moats, Louisa (2000)
Teams make Jeopardy & Double Jeopardy games with CSD 295
students (Jane sent these)
WEEK:
1)
2)
3)
4)
#5
THURS.
9-14-06
LANGUAGELITERACY
EVALUATION
TEXT: Birsh, Judith, Ed. (2005)
Chapter 7: Assessment of Reading Difficulties by Eileen S.
Marzola and Margaret Jo Shepherd
ITEMS TO ACCOMPLISH THIS
Continue to read and study the
method’s instructional materials and
review the method’s research base.
Hold a team meeting to discuss what
you have learned.
Continue to complete the matrix.
Have you observed the method being
used in at least one clinic or school
yet?
WITH YOUR TEAM REVIEW AND PRACTICE
ADMINISTERING THE FOLLOWING
INSTRUMENTS:
1) The Comprehensive Test of
Phonological Processing (CTOPP)
2) The Test of Word Reading Efficiency
(TOWRE)
3) Word Identification and Spelling
Test (WIST)
4) The Z-Test
5) San Diego Quick Assessment of
Reading Ability
6) Percent correct words and correct
words per minute in a one minute oral
text reading sample:. (Osborn, et al.;
6
7)
8)
9)
#6
THURS.
9-21-06
LANGUAGELITERACY
INTERVENTION
#7
THURS.
9-28-06
SPELLING
& USAGE
 Read TEXT: Birsh, Judith, Ed. (2005)
Chapter 8: Planning Multisensory Structured Language
Lessons and the Classroom Environment
by Judith R. Birsh and Jean-Fryer Schedler
Chapter 9: Teaching Reading: Accurate Decoding and
Fluency by Suzanne Carreker
 Read Online: Lyon, G. R., Fletcher, J.M., Shaywitz, S.E.,
Shaywitz, B.A., Torgesen, J. K., Wood, F. B., Schulte, A., Olson, R.
(2001)
 Read TEXT: Birsh, Judith, Ed. (2005)
Chapter 10: Teaching Spelling by Suzanne
Carreker
Silberglitt, et al., 2003)
Woodcock-Reading Mastery TestRevised (WRMT-R)
Degrees of Reading Power (DRP)
Comprehension Assessment
Informal reading inventory (choose
one)
TEAM QUANDARY PROJECT (see Course
Blackboard for details)
(free version allows up to 12 decision points)
Meet in HHP Dean's Conference Room
ITEMS TO ACCOMPLISH THIS
WEEK: Has your team observed your method
being used in at least one clinic or school yet?
Time is flying!!
ITEMS TO ACCOMPLISH THIS
WEEK: Has your team observed your method
being used in at least one clinic or school yet?
Time is about up!!
7
#8
THURS.
10-5-06
 Read TEXT: Birsh, Judith, Ed. (2005)
Chapter 13: Word Learning and Vocabulary Instruction by
Joanne F. Carlisle and Lauren A. Katz
VOCABULARY
Inspiration: Team Project
Teams assigned a mock client (See Course
Blackboard)
(free 30 day version) Can add links; Post to
Bb; (File export to HTML or transfer to
WORD) Teams critique each other’s;
ITEMS TO ACCOMPLISH THIS
WEEK: Begin putting together your
presentation.
#9
THURS.
10-12-06
TEXT READING
&
READING
COMPREHENSION
 Read TEXT: Birsh, Judith, Ed. (2005)
Chapter 14: Strategies to Improve Reading
Comprehension in the Multisensory Classroom by Eileen S.
Marzola
 Read Online: Text Readability Formulas
http://school.discovery.com/schrockguide/fry/fry.html
 Read Articles:
1) Cunningham, A.E. and Stanovich, K. (Summer, 2001);
2) The SMOG Readability Formula
Making Health Communication Programs Work. A Planner's Guide,
US. Dept of Health and Human Services (1992)
Selecting Reading Material that Students
Can and Will Read: Team Project
Use the DRP Booklink Demo
http://www.tasaliteracy.com/booklink/booklin
k-main.html
ITEMS TO ACCOMPLISH THIS
WEEK: Refine your presentation,
8
#10
THURS.
10-19-06
 Read TEXT: Birsh, Judith, Ed. (2005)
Chapter 15: Teaching Handwriting by Beverly J. Wolf
Chapter 16: Composition: Expressive Language and Writing
by Judith C. Hochman
WRITING
 Read Online: Shepherd, R.D. (December, 2005)
WITH YOUR TEAM REVIEW AND PRACTICE
ADMINISTERING
The Test of Written Language (TOWL):
Perform a descriptive analysis on an actual
sample.
ITEMS TO ACCOMPLISH THIS
WEEK: Continue to refine your
presentation…finishing touches!
#11
THURS.
10-26-06
TEAM PRESENTATIONS:
1) ______________
2) ______________
#12
THURS.
11-2-06
TEAM PRESENTATIONS:
3) ______________
4) ______________
#13
THURS.
11-9-06
5)
TEAM PRESENTATIONS:
______________
Peer Evaluation of your contributions to Team-Based Learning
Project (worth 10% of your grade)
DEADLINE for POSTING
PROJECTS on Blackboard!!!
9
11-16-06
NO CLASS
(ASHA)
Use these chapters as resources:
Chapter 11: Biliteracy Instruction for Spanish-Speaking
Students
Elsa Cárdenas-Hagan
Chapter 12: Instruction for Older Students Struggling
with Reading
Barbara A. Wilson
Chapter 17: Multisensory Mathematics Instruction
Margaret B. Stern
Chapter 18: Learning Strategies and Study Skills: The
SkORE System
Claire Nissenbaum
Chapter 19: Working with High-Functioning Dyslexic
Adults
Susan H. Blumenthal
Chapter 20: Helping Parents of Children with Dyslexia
Betty S. Levinson
Chapter 21: Assistive Technology and Individuals with
Dyslexia
Linda Hecker and EllenUrquhart Engstrom
Chapter 22: The Rights of Individuals with Dyslexia Under
the Law
Jo Anne Simon
I. TEAMS REVIEW OTHER PRODUCTS for
language-literacy intervention. (See response
form on the course Blackboard)
A. ORAL LANGUAGE PROCESSING
Fast ForWord Language
(www.scilearn.com)
B. LETTER-SOUND ASSOCIATIONS
and WORD LEVEL SKILLS
1) Phono-Graphix
http://www.readamerica.net/page9ali
nk.asp
2) Sound-It-Out Land demo:
http://99v.stores.yahoo.net/playsamv
idof.html
3) Hooked on Phonics
http://secure.hop.com/index.cfm?AFID=1
58&redirCampID=154
C. TEXT READING/COMPREHENSION
1) Soliloquy Reading Assistant
http://www.soliloquylearning.com/
2) Lexia Learning
http://www.lexialearning.com/
II. TEAM-THINK-ABOUT: In what ways can
school-based SLPs can best work with
teachers to provide evidence-based
intervention for reading-impaired students?
A.
View Reading Rockets Web-Cast
10
1001:
http://www.readingrockets.org/prof
dev/webcasts/1001
(Fill out the evaluation form and make
$20! It takes less than 5 minutes!)
B.
THURS.
11-23-06
NO CLASS
(HAPPY THANKSGIVING!)
#15
 Read Online:
Moats, L. The Research Base and Implementation Results
for Language! Unpublished manuscript. Sopris West.
http://www.language-usa.net/pdfs/Z120RESBASE_204.pdf
THURS.
11-30-06
The Language!™
Curriculum: a closer
look
With your team, brain-storm three
of the most powerful ways you can
think of for an SLP to work with a
teacher to advance the languageliteracy skills of struggling readers in
a class. (Complete the TEAMTHINK-ABOUT response form on
the course Blackboard before you
leave for the Thanksgiving break!!
11
#16
THURS.
12-7-06
Review for Final
 Read Online:
Moats, L. (1999) Teaching Reading IS Rocket Science:
What expert teachers of reading should know and be
able to do. American Federation of Teachers
(Retrieved 7/23/04)
http://www.aft.org/pubsreports/downloads/teachers/rocketsci.pdf
References & Resources:
Adams, M. The Three-Cuing System.
http://www.readbygrade3.com/readbygrade3co/3cue.htm
Allington, R. L. (2002) You Can’t Learn Much from Books You Can’t Read. Educational Leadership. Vol. 60 (3).
Barton Education, P.E. (2000) What jobs require: Literacy and Training, 1940-2006. Washington, DC: Educational Testing Service.
Beck, I.L., McKeowan, M.G., Kucan, L. (2002) Bringing Words to Life: Robust Vocabulary Instruction. New York: The Guilford Press.
Biemiller, A. (2003) Oral Comprehension Sets the Ceiling on Reading Comprehension. American Educator.
http://www.aft.org/pubsreports/american_educator/spring2003/biemiller.html
Binder, C. Haughton, E., & Bateman, B. (2002). Fluency: Achieving true mastery in the learning process. Professional Papers in Special
Education. University of Virginia Curry School of Special Education (http://curry.edschool.virginia.edu/go/specialed/papers). This paper
was prompted by Barbara Bateman, renowned special educator and lawyer, who requested a collaborative effort with the first two authors
12
to make what is known about fluency available in plain English to a broader range of special educators and parents. Covers basic
rationale and methodology for building fluency in basic skills., http://www.fluency.org/Binder_Haughton_Bateman.pdf
Bryson, B. (1990) The Mother Tongue: English and how it got that way. New York: Avon Books.
Catts, H.W., Fey, M.E., Zhang, X., & Tomblin, J.B. (1999). Language basis of reading and reading disabilities: Evidence from a longitudinal
investigation. Scientific Studies of Reading, 3, 331-361.
Catts, H. W. Fey, M. E., & Tomblin, J. B. (2002) A longitudinal investigation of reading outcomes in children with language impairments. J Speech
Lang Hear Res. Dec; 45 (6):1142-57.
Cunningham, A.E. and Stanovich, K. (Summer, 2001) What Reading Does for the Mind. Journal of Direct Instruction.
http://www.adihome.org/esp/JODIv1n2/Mind_Reading.PDF
Ekwall, E., & Shanker, J.L. (1988). Diagnosis and remediation of the disabled reader (3rd edition). Boston, MA: Allyn and Bacon, Inc., pp. 102-103.
Florida Center for Reading Research.
http://www.fcrr.org
Gersten, R. and Baker, S. (2001) Teaching Expressive Writing to Students with Learning Disabilities: A American Educator. Meta-Analysis. The
Elementary School Journal. Vol. 101 (3), p. 251-272.
Greene, J.F. (1996) Language! The Effects of an Individualized Structured Language Curriculum. Annals of Dyslexia, vol. 46 http://www.languageusa.net/schoolstudents.pdf
Grossen, B. 30 Years of Research: What We Now Know About How Children Learn to Read (THE CENTER FOR THE FUTURE OF TEACHING &
LEARNING) http://daisy.ym.edu.tw/~jrlee/30years.html
Hart, B. and Risley, T.R. (1995) Meaningful Differences in the Everyday Experience of Young American Children. Baltimore: Brookes Publishing Co.
Hirsh, E. D, (2006) The Knowledge Deficit: Closing the Shocking Education Gap for American Children. Boston: Houghton Mifflin Company.
Hirsh, E. D, (Summer 2001) Overcoming the Language Gap: Make Better Use of the Literacy Time Block. American Educator.
http://www.aft.org/pubs-reports/american_educator/summer2001/lang_gap_hirsch.html
13
Hoover , W.A. and Gough, P.B. (1990) The simple view of reading. Reading and Writing: An Interdisciplinary Journal, 2, 127-160.
Joshi, R. M. & Aaron, P.G. (2000). The component model of reading: Simple view of reading made a little more complex. Reading Psychology, 21,
85-97.
King, D. (2000) English Isn’t Crazy: The elements of our language and how to teach them. Baltimore: York Press.
Language! Curriculum (2nd and 3rd Editions) Toolkit; ‘My Organizations’ on your UNCG Blackboard. [A library of L! projects and exercises
developed by CSD students and faculty.]
Lyon, G. R., Fletcher, J.M., Shaywitz, S.E., Shaywitz, B.A., Torgeses, J. K., Wood, F. B., Schulte, A., Olson, R. (2001) Rethinking Learning
Disabilities. Chapter 12 in Finn, C. E., Jr., Rotherham, A.J., &. Hokanson, C.R. Jr. (Eds.) Rethinking Special Education For A New Century.
Washington, DC: The Progressive Policy Institute & The Thomas B. Fordham Foundation.
http://www.educationnext.org/unabridged/20012/lyon.pdf (retrieved 1-9-06)
Making Health Communication Programs Work. A Planner's Guide, US. Dept of Health and Human Services (1992), Assessing Reading Level: The
SMOG Readability Formula http://www.sph.emory.edu/WELLNESS/reading.html
Moats, L. (2005) How Spelling Supports Reading. American Educator. (retrieved 12/28/05)
http://www.aft.org/pubsreports/american_educator/issues/winter05-06/Moats.pdf
Moats, L. (1999) Teaching Reading IS Rocket Science: What expert teachers of reading should know and be able to do. American Federation of
Teachers (Retrieved 7/23/04)
http://www.aft.org/pubs-reports/downloads/teachers/rocketsci.pdf
Moats, L. The Research Base and Implementation Results for Language! Unpublished manuscript. Sopris West.
usa.net/pdfs/Z120RESBASE_2-04.pdf
http://www.language-
National Institutes of Health (press release): Children’s Reading Disability Attributed To Brain Impairment (August 2, 2002).
http://www.nih.gov/news/pr/aug2002/nichd-02.htm
This press release contains fMRI images of the brains of dyslexic and normal readers.
14
National Institute of Child Health and Human Development. (2000). Report of the National Reading Panel. Teaching children to read: an evidencebased assessment of the scientific research literature on reading and its implications for reading instruction. (Reports are available on-line.
Single copies of reports can be ordered free of charge. Multiple copies of public information reports are also available.)
(Retrieved 6-15-05) http://www.nichd.nih.gov/publications/nrp/smallbook.htm
Osborn, J., Lehr, F., and Hiebert, E. A Focus on Fluency. Research Based Practices in Early Reading Series. Product # ES030. Honolulu: Pacific
Resources for Education and Learning. (Retrieved 7/17/04) http://www.prel.org/products/re_/fluency-1.htm
The Partnership for Reading http://www.nifl.gov/partnershipforreading/
Schwartz, J.M. and Begley, S. (2002) The Mind and the Brain: Neuroplasticity and the Power of Mental Force. NY: ReganBooks/HarperCollins.
Shattuck, R. (2005) Curriculum First: A Case History. American Educator. (Retrieved 6-16-05) http://www.aft.org/pubsreports/american_educator/issues/spring05/shattuck.htm
Shaywitz, S.E. (2003) Overcoming Dyslexia: The New and Complete Science-Based Program for Reading Problems at Any Level. New York: Alfred
A. Knopf.
Shaywitz, S.E. and Shaywitz, B.A. (August, 2001) The Neurobiology of Reading and Dyslexia Focus on Basics (vol. 2)
http://ncsall.gse.harvard.edu/fob/2001/shaywitz.html or http://www.iu13.org/ipq/shaywitz.pdf
Shepherd, R.D. (December, 2005) The naturalist Fallacy and the Demise of Grammar Instruction (With Practical Advice on Teaching Grammar,
Usage and Mechaincs) The Newsletter of the Core Knowledge Foundation, Vol. 18 (4). (Retrieved 7-10-06)
http://www.coreknowledge.org/CK/about/CommonKnowledge/v18IV_2005/v18IV_2005_Grammar.htm
Silberglitt, B., Scierka, B.J., Howe, K.B. & Gibbons, K.A. (2003) Using Outcome Measures: Increasing Reading Achievement While Decreasing LD
Incidence. NASP Communiqué, Vol. 31 (8). (Retrieved 7/13/05)
http://www.nasponline.org/futures/scred.html
Simmons, D.C., & Kame’enui, E.J. (2003, March 1). A consumer’s guide to valuating a core reading program grades k-3: A critical elements analysis
(Rev. ed.). Eugene: University of Oregon, National Center to Improve the Tools of Educators (NCITE) and the Institute for the Development of
Educational Achievement (IDEA). http://reading.uoregon.edu/curricula/con_guide.php
15
Stahl, S. (2004) Vocabulary and the Child with Learning Disabilities (4 Theme Articles) Perspectives of the International Dyslexia Association.
Vol. 30 (1), p. 5-31
Torgesen, J. (2004) Preventing Early Reading Failure-and Its Devastating Downward Spiral: The Evidence for Early Intervention. American
Eduactor. Fall, 2004. (Retrieved 6/16/05) http://www.aft.org/pubs-reports/american_educator/issues/fall04/reading.htm
Venezky, R. (2001) The American Way of Spelling. New York: Guilford Press.
Wren, S. (2003) What does a “balanced approach” to reading instruction mean? (Balanced Reading.com) (Retrieved 7/17/04)
http://www.balancedreading.com/balanced.html
PROFESSIONAL ASSOCIATIONS RESOURCES
American Speech-Language-Hearing Association (ASHA) www.asha.org
 Publishes several professional journals
 Provides a Literacy Gateway on the ASHA Web site http://www.asha.org/about/publications/literacy/
Including links to: Preferred Practice Patterns of the Profession of Speech-Language Pathology (ASHA, November, 1997) and Roles and
Responsibilities of Speech-Language Pathologists With Respect to Reading and Writing in Children and Adolescents (ASAH Guidelines,
approved 11/18/00)
International Dyslexia Association (IDA) www.interdys.org
 Publishes the Annals of Dyslexia.
 Maintains a directory of professionals certified in one of the structured language methods:
 Conducts conferences with a specific emphasis on research-based methods
 State ‘Branches’ provide professional training and public information
http://www.interdys.org/index.jsp
Academic Honor Code: Students are expected to adhere to the UNCG Academic Honor Code as published in the UNCG Handbook.
Attendance Policy: Students are expected to attend class. Mini-quizzes (3 item, 5 minute quizzes) will be administered during class meetings..
16
IDEAS FOR REVISION:
1)
Use SEDL Cognitive Foundations For Reading Web links in place of (or instead of most of ) long list of references & resources, which tend to
be overwhelming: http://www.sedl.org/reading/framework/
and
http://www.sedl.org/reading/framework/research.html
2)
Thesis from FLA State following up on Hoover and Gough (1990), showing Listening Comprehension x FLUENCY is a better predictor of reading
comprehension than is listening comprehension X DECODING:
http://dscholarship.lib.fsu.edu/cgi/viewcontent.cgi?article=1133&context=undergrad#search=%22Hoover%20%26%20Gough%201990%22
3)
Take Hoover & Gough (1990) off reference list because students can’t easily get access to this article.
4)
Moats on teaching decoding: http://www.aft.org/pubs-reports/american_educator/spring_sum98/moats.pdf