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[[image:Picture_2.png width="179" height="71"]]Imagine It!

 * Click [|here] to access the home page for **[|Imagine It!]**, the core reading program from SRA/McGraw Hill
 * Explore the [|technology integration] opportunities available with the Imagine It! reading program

LETRS - Language Essentials for Teachers of Reading and Spelling
LETRS provides the professional development that is necessary to increase the quality of reading instruction in the classroom in order to improve student achievement outcomes. The 12-module professional development program is intended to (a) provide teachers with a conceptual basis for interpreting the assessment information they obtain in the classroom, (b) enable teachers to deliver a sound instructional program with confidence and conviction, (c) help teachers choose examples, give corrective feedback, and clearly explain concepts about language structure, and (d) increase teachers’ understanding of how to choose instructional programs and approaches in accordance with the needs of individual students. [|LETRS]

RESOURCES
American Federation of Teachers. (1999). Teaching reading is rocket science: What expert teachers of reading should know and be able to do. Washington, DC: Author.

Bos, C., Mather, N., Dickson, S., Podhajski, B., & Chard, D. (2001). Perceptions and knowledge of pre-service and in-service educators about early reading instruction. Annals of Dyslexia, 51, 97–120.

Denton, C. A., & Vaughn, S. (2003). Bringing research-based practice in reading intervention to scale. Learning Disabilities Research & Practice, 18(3), 201–211.

Fletcher, J. M., & Lyon, G. R. (1998). Reading: A research-based approach. In W. Evers (Ed.), What's gone wrong in America's classrooms (pp. 49–90). Stanford, CA: Hoover Institution Press.

Foorman, B. R., & Moats, L. C. (2004). Conditions for sustaining research-based practices in early reading instruction. Remedial and Special Education, 25(1), 51– 60.

Foorman, B. R., Chen, D-T., Carlson, C., Moats, L., Francis, D. J., & Fletcher, J. M. (2003). The necessity of the alphabetic principle to phonemic awareness instruction. Reading and Writing: An Interdisciplinary Journal, 16(4), 289–324.

Gersten, R., Chard, D., & Baker, S. (2000). Factors enhancing sustained use of research- based instructional practices. Journal of Learning Disabilities, 33(5), 445–461.

Gersten, R., Morvant, M., & Brengelman, S. (1995). Close to the classroom is close to the bone: Coaching as a means to translate research into classroom practice. Exceptional Children, 62(1), 52–66.

Gersten, R., Vaughn, S., Deschler, D., & Schiller, E. (1997). What we know about using research findings: Implications for improving special education practice. Journal of Learning Disabilities, 30(5), 466–476.

Hill, H. B. (2000). Literacy instruction in teacher education: A comparison of teacher education in Australia, New Zealand, and the United States of America. Unpublished doctoral dissertation, Columbia University, New York.

Learning First Alliance. (1998, 2003). Every child reading: An action plan. Retrieved March 22, 2004, from http://www.learningfirst.org/lfa-web/rp?pa=doc&sa=download

Learning First Alliance. (2000). Every child reading: A professional development guide. Washington, DC: Author.

Lyon, L. G. (1998). The NICHD research program in reading development, reading disorders, and reading instruction: A summary of research findings. Paper presented at Keys to Successful Learning: A National Summit on Research in Learning Disabilities.

Mathes, P. G., Torgesen, J. K., & Allor, J. H. (2001). The effects of peer-assisted literacy strategies for first-grade readers with and without additional computer-assisted instruction in phonological awareness. American Educational Research Journal, 38(2), 371–410.

McCardle, P. and Chhabra, V. (2004). The voices of evidence from reading research. Baltimore, MD: Paul Brookes.

McCutchen, D., & Berninger, V. (1999). Those who know, teach well: Helping teachers master literacy-related subject matter knowledge. Learning Disabilities Research & Practice, 14(4), 215–226.

McCutchen, D., Abbott, R. D., Green, L. B., Beretvas, S. N., Cox, S., Potter, N. S., Quiroga, T., & Gray, A. (2002). Beginning literacy: Links among teacher knowledge, teacher practice, and student learning. Journal of Learning Disabilities, 35, 69–86.

Miller, B., Lord, B., & Dorney, J. (1994). Staff development for teachers: A study of configurations and costs in four districts. Summary report. Newton, MA: Education Development Center.

Moats, L. C. (1994). The missing foundation in teacher education: Knowledge of the structure of spoken and written language. Annals of Dyslexia, 44, 81–104.

Moats, L. C. (2002). Blueprint for professional development. Reading First Leadership Academy. Washington, DC: United States Department of Education.

Moats, L. C., & Lyon, G. R. (1996). Wanted: Teachers with knowledge of language. Topics in Language Disorders, 16(2), 73–86.

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. (NIH Publication No. 00-4769). Washington, DC: United States Government Printing Office.

Pressley, M. (1998). Elementary reading instruction that works: Why balanced literacy instruction makes more sense than whole language or phonics and skills. New York: Guilford Press.

Rayner, K., Foorman, B. R., Perfetti, C. A., Pesetsky, D., and Seidenberg, M. (2001). How psychological science informs the teaching of reading. Psychological Science in the Public Interest, 2(2), 31–74.

Shankweiler, D., Crane, S. Katz, L., Fowler, A. E., Liberman, A. M., Brady, S. A., Thornton, R., Lindquist, E., Dreyer, L., Fletcher, J. M., Stuebing, K. K., Shaywitz, S. E., & Shaywitz, B. A. (1995). Cognitive profiles of reading-disabled children: Comparison of language skills in phonology, morphology, and syntax. Psychological Science, 6, 149–156.

Shankweiler, D., Lundquist, E., Dreyer, L. G., & Dickinson, C. C. (1996). Reading and spelling difficulties in high school students: Causes and consequences. Reading and Writing: An Interdisciplinary Journal, 8, 267–294.

Shankweiler, D., Lundquist, E., Katz, L., Stuebing, K. K., Fletcher, J. M., Brady, S., Fowler, A., Dreyer, L. G., Marchione, K. E., Shaywitz, S. E., & Shaywitz, B. A. (1999). Comprehension and decoding: Patterns of association in children with reading difficulties. Scientific Studies of Reading, 31, 24–53, 69–94.

Snow, C. E., Burns, M. S., & Griffin, P. (Eds.). (1998). Preventing reading difficulties in young children: Committee on the prevention of reading difficulties in young children, Commission on behavioral and social sciences in education, National research council. Washington, DC: National Academy Press.

Stanovich, K. E. (2000). Progress in understanding reading: Scientific foundations and new frontiers. New York: Guilford Press.

Torgesen, J. K., Alexander, A. W., Wagner, R. K., Rashotte, C. A., Voeller, K., Conway, T. (2001). Intensive remedial instruction for children with severe reading disabilities: Immediate and long-term outcomes from two instructional approaches. Journal of Learning Disabilities, 34(1), 33–58, 78.

Torgesen, J. K., Wagner, R. K., Rashotte, C. A., Alexander, A. W., & Conway, T. (1997). Preventive and remedial interventions for children with severe reading disabilities. Learning Disabilities: A Multidisciplinary Journal, 8(1), 51–61.

Wolf, M. (2001). Reading fluency and its intervention. Scientific Studies of Reading, 5(3), 211–239.