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Beech, J.R. (2005). Ehri's model of phases of learning to read: a brief critique. Journal of Research in Reading, 28, 50. doi:10.1111/j.1467-9817.2005.00252.x

Blair, R., & Savage, R. (2006). Name writing but not environmental print recognition is related to letter-sound knowledge and phonological awareness in pre-readers. Reading and Writing, 19, 991. doi:10.1007/s11145-006-9027-9

Helman, L.A. (2005). Using Literacy Assessment Results to Improve Teaching for English-Language Learners. The Reading Teacher, 58, 668. doi:10.1598/RT.58.7.7

Invernizzi, M., Justice, L., Landrum, T., & Booker, K. (2004). Early Literacy Reading in Kindergarten: Widespread Implementation in Virginia. Journal of Literacy Research, 36, 479. doi:10.1207/s15548430jlr3604_3

Kendeou, P., Lynch, J.S., Broek, P., Espin, C.A., White, M., & Kremer, K.E. (2006). Developing Successful Readers: Building Early Comprehension Skills through Television Viewing and Listening. Early Childhood Education Journal, 33, 91. doi:10.1007/s10643-005-0030-6

Matthews, M., & Cobb, M. (2005). Broadening the Interpretive Lens: Considering Individual Development Along with Sociocultural Views of Learning to Understand Young Children's Interactions During Socially Mediated Literacy Events. Journal of Literacy Research, 37, 325. doi:10.1207/s15548430jlr3703_3

Paris, S.G. (2005). Reinterpreting the Development of Reading Skills. Reading Research Quarterly, 40, 184. doi:10.1598/RRQ.40.2.3

Schwartz, R.M. (2005). Decisions, Decisions: Responding to Primary Students During Guided Reading. The Reading Teacher, 58, 436. doi:10.1598/RT.58.5.3

Vadasy, P.F., Sanders, E.A., & Peyton, J.A. (2006). Code-Oriented Instruction for Kindergarten Students At Risk for Reading Difficulties: A Randomized Field Trial With Paraeducator Implementers.. Journal of Educational Psychology, 98, 508. doi:10.1037/0022-0663.98.3.508