166Acadience
®
Reading K–6 Assessment Manual Bibliography
Fuchs, D., & Fuchs, L.S. (2006). Introduction to responsiveness-to-intervention: What, why, and how valid is it?
Reading Research Quarterly, 41, 92–99. doi:10.1598/RRQ.41.1.4
Fuchs, L. S., & Deno, S. L. (1991). Paradigmatic distinctions between instructionally relevant measurement
models. Exceptional Children, 57(6), 488–500.
Geva, E., Yaghoub-Zadeh, Z., & Schuster, B. (2000). Understanding individual differences in word recognition
skills of ESL children. Annals of Dyslexia, 50(1), 121–154. doi:10.1007/s11881-000-0020-8
Gillon, G. T. (2004). Phonological awareness: From research to practice. New York: Guilford Press.
Goldman, S. R., & Rakestraw, J. A. (2000). Structural aspects of constructing meaning from text. In M. Kamil,
P. Mosenthal, P. D. Pearson, & R. Barr (Eds.), Handbook of reading research (Vol. III, pp. 311–336).
Mahwah, NJ: Erlbaum.
Good, R. H., & Kaminski, R. A. (1996). Assessment for instructional decisions: Toward a proactive/prevention
model of decision making for early literacy skills. School Psychology Quarterly, 11, 326–336.
doi:10.1037/h0088938
Haager, D., & Windmueller, M. P. (2001). Early reading intervention for English language learners at-risk for
learning disabilities: Student and teacher outcomes in an urban school. Learning Disability Quarterly,
24(4), 235 –25 0. doi:10. 23 07/1511113
Hornby, A. S., Wehmeier, S., McIntosh, C., & Turnbull, J. (2005) Oxford advanced learner’s dictionary of
current English. London: Oxford University Press.
Kame’enui, E. J., Carnine, D. W., Dixon, R. C., Simmons, D. C., & Coyne, M. D. (2002). Effective teaching
strategies that accommodate diverse learners (2nd ed.). Upper Saddle River, NJ: Merrill Prentice Hall.
Kaminski, R. A., Baker, S. K., Chard, D., Clarke, B., Smith, S. (2006). Final report: Reliability, validity, and
sensitivity of Houghton Mifflin early growth indicators (Technical Report). Eugene, OR: Acadience
Learning and Pacic Institutes for Research
Kaminski, R. A., & Cummings, K. D. (2007, Winter). Assessment for learning: Using general outcomes
measures. Threshold, 26–28.
Kaminski, R. A., & Good, R. H., III. (1996). Toward a technology for assessing essential early literacy and
reading skills. School Psychology Review 25, 215–227.
Kaminski, R. A., & Good, R. H., III. (1998). Assessing early literacy skills in a problem-solving model: Dynamic
Indicators of Basic Early Literacy Skills. In M. R. Shinn (Ed.), Advanced applications of curriculum-based
measurement (pp. 113–142). New York: Guilford Press.
Kim, Y., Foorman, B., Petscher, Y., & Zhou, C. (2010). The contributions of phonological awareness and letter-
name knowledge to letter-sound acquisition —a cross-classied multilevel model approach. Journal of
Educational Psychology, 102(2), 313–326.
LaBerge, D., & Samuels, S. (1974). Toward a theory of automatic information processing in reading. Cognitive
Psychology, 6, 293–323. doi:10.1016/0010-0285(74)90015-2
Lesaux, N. K., & Siegel, L. S. (2003). The development of reading in children who speak English as a second
language. Developmental Psychology, 39, 1005–1019. doi:10.1037/0012-1649.39.6.1005