+ IDA Recommended Reading List for Professionals

other topics: use search box

Following is an International Dyslexia Association (IDA) “Fact Sheet” for professionals, listing recommended reading relating  to issues of literacy and learning.

Brain and Learning

Berninger & Richards (2002). Brain Literacy for Educators and Psychologists.  Amsterdam: Academic Press.

Blakemore & Frith (2005).  The Learning Brain: Lessons for Education.  Hoboken NJ: John Wiley and Sons.

Dehaene (2009).  Reading and the Brain: The Science and Evolution of a Human Invention.  New York: Penguin Viking.

Wolf (2007). Proust and the Squid: The Story and Science of the Reading Brain.  New York: Harper Collins.


Berkeley, Scruggs, & Mastropieri (2009).  Reading Comprehension Instruction for Students With Learning Disabilities, 1995-2006: A Meta-Analysis.  Remedial and Special Education, 31(6), 423-436.

Cain & Oakhill (Eds.) (2007).  Children’s Comprehension Problems in Oral and Written Language: A Cognitive Perspective.  New York: Guilford Press.

Cain (2009, Spring).  Making Sense of Text: Skills That Support Text Comprehension and Its Development.  Perspectives on Language and Literacy, 35(2), 11-14.

Carlisle & Rice (2003). Improving Reading Comprehension: Research-based Principles and Practices.  Baltimore MD: York Press.

McKeown, Beck & Blake (2009, Spring).  Reading Comprehension Instruction: Focus on Content or Strategies?  Perspectives on Language and Literacy, 35(2), 28-32.

Snow (2002). (Chair).  RAND Reading Study Group: Reading For Understanding: Toward an R&D Program in Reading Comprehension.  Santa Monica CA: RAND.

Sweet & Snow (2003).  Rethinking Reading Comprehension.  New York: Guilford Press.

Dyslexia and Dysgraphia

Berninger & Wolf (2009). Teaching Students with Dyslexia and Dysgraphia: Lessons from Teaching and Science.  Baltimore MD: Paul H Brookes.

Biancarosa & Snow (2006).  Reading Next — A Vision for Action and Research in Middle and High School Literacy: A Report to Carnegie Corporation of New York (2nd ed.).  Washington DC: Alliance for Excellent Education.

Blaunstein & Lyon (2006).  Why Kids Can’t Read: Challenging the Status Quo in Education.  Boston MA: Rowan & Littlefield.

Catts & Kamhi (Eds.) (2005).  The Connections Between Language and Reading Disabilities.  Mahwah NJ: Lawrence Erlbaum Associates.

Cavey (2000).  Dysgraphia: Why Johnny Can’t Write: A Handbook for Teachers and Parents (3rd ed.)  Austin TX: PRO-ED.

Farrall (2012).  Reading Assessment: Linking Language, Literacy, and Cognition.  Hoboken NJ: John Wiley and Sons.

Fisher & DeFries (2002).  Developmental Dyslexia: Genetic Dissection of a Complex Cognitive Trait.  Neuroscience, 3(10), 767-780.

Graham & Hebert (2010). Writing to Read: Evidence for How Writing Can Improve Reading;  A Carnegie Corporation Time to Act Report.  Washington DC: Alliance for Excellent Education.

Grigorenko & Naples (2009).  The Devil Is In the Details: Decoding the Genetics of Reading; in Pugh & McCardle (Eds), How Children Learn to Read: Current Issues and New Directions etc. (pp 135-150).  New York: Psychology Press.

Henry & Brickley (1999). Dyslexia: Samuel T Orton and His Legacy.  Baltimore MD: International Dyslexia Association.

Hock, Brasseur, Deshler, Catts, Marquis, Mark & Stribling (2009). What Is the Reading Component Skill Profile of Adolescent Struggling Readers in Urban Schools? Learning Disability Quarterly, 32(1), 21-38.

Joshi (2004).  Dyslexia, Myths, Misconceptions and Some Practical Applications.  Baltimore MD: International Dyslexia Association.

Lyon (2005).  Dyslexia.  In Kleigman, Behrman, Jenson & Stanton (Eds.), Nelson Textbook of Pediatrics (18th ed.).  New York: Saunders.

Lyon & Chhabra (2004).  The Science of Reading Research.  Educational Leadership 61(6), 12-17.

Lyon, Shaywitz & Shaywitz (2003).  A Definition of Dyslexia.  Annals of Dyslexia, 53(1), 1-15.

Mather & Wendling (2012).  Essentials of Dyslexia Assessment and Intervention.  Hoboken NJ: John Wiley and Sons.

Moats & Dakin (2008). Basic Facts About Dyslexia and Other Reading Problems.  Baltimore MD: International Dyslexia Association.

Morsy, Kieffer & Snow (2010).  Measure for Measure: A Critical Consumers’ Guide to Reading Comprehension Assessments for Adolescents.  New York: Carnegie Corporation of New York.

Orton, S T (1937, reprinted 1999).  Reading, Writing, and Speech Problems in Children and Selected Papers.  Baltimore MD: International Dyslexia Association.

Pennington & Gilger (1996).  How is Dyslexia Transmitted? Neural, Cognitive, and Genetic Mechanisms.  In Chase, Rosen & Sherman (Eds.), Developmental Dyslexia (pp. 41-61). Baltimore MD: York Press.

Pugh & McCardle (Eds.) (2009).  How Children Learn to Read: Current Issues and New Directions in the Integration of Cognition, Neurobiology and Genetics of Reading and Dyslexia Research and Practice.  New York: Taylor-Francis.

Shaywitz, Lyon & Shaywitz (2006).  The Role of Functional Magnetic Resonance Imaging in Understanding Reading and Dyslexia.  Developmental Neuropsychology, 30(1), 613-632.

Shaywitz (2003).  Overcoming Dyslexia: A New and Complete Science-Based Program for Reading Problems At Any Level. New York: Knopf.

Shaywitz, Lyon, & Shaywitz (2006).  Dyslexia (Specific Reading Disability).  In Burg, Ingelfinger, Polin & Gershon (Eds.) Gellis & Kagan’s Current Pediatric Therapy, Vol. 17.  Philadelphia PA: WB Saunders.

Vellutino, Fletcher, Snowling, & Scanlon (2004).  Specific Reading Disability (Dyslexia).  What Have We Learned In the Past Four Decades?  Journal of Child Psychology and Psychiatry, 45(1), 2-40.

Wolf (Ed.) (2001). Dyslexia, Fluency, and the Brain. Baltimore MD: York Press.


Chard, Ketterlin-Geller, Baker, Doabler & Apichatabutra (2009).  Repeated Reading Interventions for Students With Learning Disabilities: Status of the Evidence.  Exceptional Children, 75(3), 263-281.

Denton, Fletcher, Anthony & Francis (2006).  An Evaluation of Intensive Difficulties.  Reading and Writing: An Interdisciplinary Journal, 21(4), 437-480.

Kuhn, Schwanenflugel & Meisinger (2010).  Aligning Theory and Assessment of Reading Fluency: Automaticity, Prosody, and Definitions of Fluency.  Reading Research Quarterly, 45(2), 230-251.

Miller & Schwanenflugel (2008).  A Longitudinal Study of the Development of Reading Prosody as a Dimension of Oral Reading Fluency in Early Elementary School Children.  Reading Research Quarterly, 43(4), 336-354.

Learning Disabilities

Finn, Rostherham & Hokanson (Eds.) (2002).  Rethinking Special Education for a New Century.  Washington DC: Thomas B Fordham Foundation and Progressive Policy Institute.

Fletcher, Lyon, Fuchs & Barnes (2007). Learning Disabilities: From Identification to Intervention.  New York: Guilford Press.

Lyon (1994).  Frames of Reference for Assessment of Learning Disabilities.  Baltimore MD: Paul H Brookes.

Mather & Goldstein (2001).  Learning Disabilities and Challenging Behaviors: A Guide to Intervention and Classroom Management.  Baltimore MD: Paul H Brookes.

Wong (Ed.). (1998).  Learning About Learning Disabilities (2nd ed.). San Diego CA: Academic Press.


Berch & Mazzocco (2007).  Why Is Math So Difficult for Some Children?  Baltimore MD: Paul H Brookes.

Dehaene (2011).  The Number Sense: How the Mind Creates Mathematics.  New York: Oxford University Press.

Krasa & Shunkwiler (2009).  Number Sense and Number Nonsense: Understanding the Challenges of Learning Math.  Baltimore MD: Paul H Brookes.

Mazzocco (Ed.) (2011).  Mathematical Difficulties in School Age Children.  Perspectives on Language and Literacy, 37(2), 7-8.

Morphology and Etymology

Berninger, Abbott, Nagy & Carlisle (2010).  Growth in Phonological, Orthographic, and Morphological Awareness in Grades 1 to 6.  Journal of Psycholinguistic Research, 39(2), 141-163.

Bowers & Kirby (2010).  Effects of Morphological Instruction on Vocabulary Acquisition.  Reading and Writing: An Interdisciplinary Journal, 23(5), 515-537.

Henry (2010).  Unlocking Literacy: Effective Decoding & Spelling Instruction. (2nd ed.). Baltimore MD: Paul H Brookes.

King (2000).  English Isn’t Crazy! The Elements of Our Language and How To Teach Them.  Baltimore MD: York Press.

Phonology, Phonological Awareness and Phonics

Brady & Skankweiler (1991).  Phonological Processes in Literacy: A Tribute to Isabelle Y Liberman.  Hilldale NJ: Lawrence Erlbaum Associates.

Castles & Coltheary (2004).  Is There a Causal Link From Phonological Awareness to Success in Learning to Read?  Cognition, 91(1), 77-111.

Orton (1964).  A Guide to Teaching Phonics.  Winston-Salem NC: Orton Reading Center and Salem College Bookstore.

Scarborough & Brady (2002).  Toward a Common Terminology for Talking About Speech and Reading: A Glossary of the “phon” words and some related terms.  Journal of Literary Research, 34(3), 299-336.

Professional Development/Teacher Knowledge

Aaron, Joshi & Quatroche (2008).  Becoming a Professional Reading Teacher.  Baltimore MD: Paul H Brookes.

International Dyslexia Association. (2010). Knowledge and Practice Standards for Teachers of Reading.  Baltimore MD: International Dyslexia Association.  Retrieved from  http://www.interdys.org/ewebeditpro5/upload/KPS3-1-12.pdf.

Lyon & Weiser (2009).  Teacher Knowledge, Instructional Expertise, and the Development of Reading Proficiency.  Journal of Learning Disabilities, 42(5), 475-480.

Moats (1999).  Teaching Reading is Rocket Science: What Expert Teachers of Reading Should Know and Be Able to Do.  Washington DC: American Federation of Teachers.

Structured Language Teaching and Instruction

Birsh (Ed.) (2011).  Multisensory Teaching of Basic Language Skills (3rd ed.).  Baltimore MD: Paul H Brookes.

Gentry & Graham (Fall 2010).  Creating Better Readers and Writers: The Importance of Direct, Systematic Spelling and Handwriting Instruction in Improving Academic Performance. [White Paper].  Retrieved from http://www.zaner-bloser.com/media/zb/zaner-bloser/pdf/5704695ed09e44ea899da3d188e51f261.pdf.

Gillingham & Stillman (1956). Remedial Training for Children With Specific Disability in Reading, Spelling and Penmanship (5th ed.) Cambridge MA: Educators Publishing Service.

Henry (2003).  Unlocking Literacy: Effective Decoding and Spelling Instruction. Baltimore MD: Paul H Brookes.

King (2000).  English Isn’t Crazy! The Elements of Our Language and How To Teach Them.  Baltimore MD: York Press.

Lyon, Fletcher, Torgesen, Shaywitz & Chhabra (2004).  Preventing and Remediating Reading Failure: A Response to Allington.  Educational Leadership, 61(6), 86-87.

McCardle & Chhabra (2004).  The Voice of Evidence in Reading Research.  Baltimore MD: Paul H Brookes.

Moats (2000).  Speech to Print: Language Essentials for Teachers.  Baltimore MD: Paul H Brookes.

Moats, Dakin & Joshi (Eds.) (2012). Expert Perspectives on Interventions for Reading: A Collection of Best-practice Articles from the International Dyslexia Association.  Baltimore MD: International Dyslexia Association.

National Reading Panel (U.S.) & National Institute of Child Health and Human Development (NICHD) (2000).  Report of the National Reading Panel: Teaching Children to Read: An Evidence-based Assessment of the Scientific Research Literature on Reading and its Implications for Reading Instruction: Reports of the Sub-groups.  (NIH Publication No. 00-4754).  Washington DC: U.S. Government Printing Office.

RTI and Instruction

Brown-Chidsey, Bronaugh & McGraw (2009).  RTI in the Classroom: Guidelines and Recipes for Success.  New York: Guilford Press.

Denton, Fletcher, Anthony & Francis (2006).  An Evaluation of Intensive Difficulties.  Reading and Writing: An Interdisciplinary Journal, 21(4), 437-480.

Fletcher, Denton, Fuchs & Vaughan (2005).  Multi-tiered Reading Instruction: Linking General Education and Special Education.  In  Richardson, Gilger & International Dyslexia Association (Eds.), Research-based Education and Intervention: What We Need to Know (pp. 21-43.)  Baltimore MD: International Dyslexia Association.

Foorman & Torgesen (2001).  Critical Elements of Classroom and Small-group Instruction Promote Reading Success in All Children.  Learning Disabilities Research & Practice, 16(4), 203-212.

Fuchs & Fuchs (2006).  Introduction to Response to Intervention: What, Why, and How Valid Is It?  Reading Research Quarterly, 41(1), 93-99.

Haager, Klingner & Vaughn (Eds.) (2007).  Evidence-based Reading Practices for Response to Intervention.  Baltimore MD: Paul H Brookes.

Scammacca, Roberts, Vaughn, Edmonds, Wexler, Reutebuch et.al. (2007).  Interventions for Adolescent Struggling Readers: A Meta-analysis With Implications for Practice.  Portsmouth NH: RMC Research Corporation, Center on Instruction.  Retrieved from: http://www.centeroninstruction.org/interventions-for-adolescent-struggling-readers-a-meta-analysis-with-implications-for-practice.

WETA (with the National Association of School Psychologists) (2005).  Reading Rockets: Toolkit for School Psychologists.  Retrieved from http://www.readingrockets.org/professionals/schoolpsychologists#toolkit.


Beck, McKeown & Kucan (2002).  Bringing Words to Life: Robust Vocabulary Instruction. New York: Guilford Press.

Cain & Oakhill (2011). Matthew Effects in Young Readers: Reading Comprehension and Reading Experience Aid Vocabulary Development. Journal of Learning Disabilities, 44(5), 431-443.

Wagner, Muse & Tannenbaum (Eds.) (2006).  Vocabulary Acquisition: Implications for Reading Comprehension.  New York: Guilford Press.


Berninger, Abbott, Abbott, Graham & Richards (2003).  Writing and Reading: Connections Between Language by Hand and Language by Eye.  Journal of Learning Disabilities, 35(1), 39-56.

Graham (2006).  Strategy Instruction and the Teaching of Writing: A Meta-analysis.  In MacArthur, Graham & Fitzgerald (Eds.). Handbook of Writing Research (pp. 187-207).  New York: Guilford Press.

Graham (Winter 2009-2010).  Want to Improve Children’s Writing? Don’t Neglect Their Handwriting.  American Educator, 33(4), 20-27, 40.

Graham & Harris (2005).  Writing Better: Effective Strategies for Teaching Students with Learning Difficulties.  Baltimore MD: Paul H Brookes

Graham & Hebert (2010).  Writing to Read: Evidence for How Writing Can Improve Reading.  A Carnegie Corporation Time to Act Report.  Washington DC: Alliance for Excellent Education.  Retrieved from http://carnegie.org/fileadmin/Media/Publications/WritingtoRead_01.pdf

Graham & Perin (2007). Writing Next: Effective Strtegies to Improve Writing of Adolescents in Middle and High Schools — A Report to Carnegie Corporation of New York.  Washington DC: Alliance for Excellence for Excellent Education.

Graham & Perin (2007).  A Meta-analysis of Writing Instruction for Adolescent Students.  Journal of Educational Psychology, 99(3), 445-476.

Haynes & Jennings (2006).  Listening and Speaking: Essential Ingredients for Teaching Struggling Writers.  Perspectives in Language and Literacy, 32(2), 12-16.

Jennings & Haynes (2006).  Essay Writing: An Attainable Goal for Students with Dyslexia.  Perspectives on Language and Lieteracy, 32(2), 36-39.

Jennings & Haynes (2002). From Talking to Writing: Strategies for Scaffolding Expository Expression.  Prides Crossing MA: Landmark Foundation.  http://www.landmarkschool.org.  Outreach link.

Mather, Wendling & Roberts (2009).  Writing Assessment and Instruction for Students With Learning Disabilities.  San Francisco: Jossey-Bass.


Note: The International Dyslexia Association (IDA) says Barbara A. Wilson and IDA’s Basic Fact Sheet Committee assisted in the  preparation of this fact sheet.

Tutoring in Columbus OH:  Adrienne Edwards  614-579-6021 or email aedwardstutor@columbus.rr.com


Comments are closed.