Curriculum Resources

***Denotes a book recommended based on actual use and application in WV classrooms and schools.
***Adams, M. J., Foorman, B. R., Lundberg., I., and Beeler, T. (1998) Phonemic awareness in young children:  A classroom curriculum.  Baltimore: Paul H. Brookes Publishing.  ISBN:  1-55766-321-1

Adams, M. (1990). Beginning to Read: Thinking and learning about print. Cambridge, MA: MIT Press.

Adams, M., Foorman, B., Lundberg, I., & Beeler, T. (1998).  Phonemic awareness in young children: A classroom curriculum. Baltimore, MD: Brookes Publishing Co.

Apthorp, H. (1998, April). Phonological awareness training for beginning readers: A meta-analysis of reading posttests. Paper presented at the American Educational Research Association Annual Meeting, San Diego, CA.

Blachman, Benita, Ball, Eileen., Black, Rochella., and Tangel, Darlene M..  (2000).  Road to the Code (A Phonological Awareness Program for Young Children).  Baltimore: Paul H. Brookes Publishing Co.  ISBN:  1-55766-438-02

Blevins, Wiley. (1997).  Phonemic Awareness Activities.  New York: Scholastic.  ISBN: 0-590-37231-9

Cooper ,J. David . (2000)   Literacy Helping Children Construct Meaning. Boston: Houghton-Mifflin Company. ISBN  0-395-96132-7

Foorman, B.  (1995). Research on “The Great Debate”: Code-oriented versus whole language approaches to reading instruction.  School Psychology Review, 24, 376-392

Gregory, Valerie Hastings., and Nikas, Jan Rozzelle. (2005)  The Learning Communities Guide to Improving Reading Instruction.  Thousand Oaks, CA: Corwin Press.  ISBN:  0-7-619-3176-7

Moats, L. (2000).  Speech to print:  Language essentials for teachers.  Baltimore:  Brookes

Torgesen, J., &  Mathes, P. (2000).  A basic guide to understanding, assessing, and teaching phonological awareness.  Austin, TX:  Pro-Ed. Gregory, Valerie Hastings., and Nikas, Jan Rozzelle. (2005)  The Learning Communities Guide to Improving Reading Instruction.  Thousand Oaks, CA: Corwin Press.  ISBN:  0-7-619-3176-7

Zgonc, Yvette.  (2000). Sounds in Action (Phonological Awareness Activities & Assessment). New Hampshire: Crystal Springs Book. ISBN:1-884548-32-6

Books for Professional Development:
Chall, J. S., & Popp, H.M. (1996)  Teaching and Assessing Phonics.  Cambridge, MA:  Educators Publishing Service, Inc.

Bear, D.R., Invernizzi, M., Templeton, S., Johnston, F. (2000) Words Their Way: Word Study for Phonics, Vocabulary and Spelling  Instruction(2nd ed.)  Upper Saddle River, NJ: Prentice-Hall, Inc.

Beck, Isabel L. (2006) , Making Sense of Phonics: the Hows and Whys.  New York, NY: Guilford Press

Strickland, Dorothy S. (1998)  Teaching Phonics Today: A Primer for Educators. International Reading Association. Newark, DE.

Books for Professional Development:
Rasinski, Timothy. (2005)   Fluency Instruction:   Research-Based Practices. New York: Guilford Press
Rasinski, Timothy. (2003)  The  Fluent Reader.  Scholastic
Blevins, Wiley. (2002).  Building Fluency:  Lessons and Strategies for Reading Success.  Scholastic

Books for Professional Development:
Beck, I. L., McKeown, M. G., Kucan, L. (2002).  Bringing Words to Life: Robust Vocabulary Instruction.  New York: Guilford Press.

Marzano, R. & Pickering, D.( 2005). Building Academic Vocabulary:  Teacher’s Manual. Virginia: ASCD.

Hiebert, Elfrieda H. & Kamil, Michael L. (2005) Teaching and Learning Vocabulary:  Bringing Research to Practice.  Routledge. Lawrence Erlbaum

Books for Professional Development:
Miller, Debbie. 2002. Reading with Meaning: Teaching Comprehension in the Primary Grades. Portland, Maine:  Stenhouse.

Keene, E. & Zimmerman, S., 1997. Mosaic of Thought. Portsmouth, NH: Heinemann.

Block, Cathy Collins and Pressley, Michael. 2001. Comprehension Instruction: Researched-Based Best Practices. New York, NY. Guilford Press.

Block, Cathy Collins. 2004. Teaching Comprehension: The Comprehension Process Approach. New York, NY. Guilford Press.


Contact Information

Phyllis Veith Assistant Director

Allen Sexton Coordinator

Building 6, Rm 304
1900 Kanawha Blvd. E.
Charleston, WV 25305

800-642-8541 or 304-558-2696
Fax: 304-558-3741