Editor's note: All information is presented by a poster.

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

Anderson, R. C., & Davison, A. (1988). Conceptual and empirical bases of readability formulas. In G. Green & A. Davison (Eds.), Linguistic complexity and text comprehension (pp. 23-54). Hillsdale, NJ: Erlbaum.

Anderson, R. C., Hiebert, E., Scott, J. A., & Wilkinson, I. A. G. (1985). Becoming a nation of readers. Washington, DC: National Institute of Education.

Bear, D., Invernizzi, M., Templeton, S., & Johnston, F. (1996). Words their way: Word study for phonics, vocabulary, and spelling instruction. Englewood Cliffs, NJ: Prentice Hall.

Canney, G., & Schreiner, R. (1977). A study of the effectiveness of selected syllabication rules and phonogram patterns for word attack. Reading Research Quarterly, 12, 102-124.

Carroll, J. B., Davies, P., & Richman, B. (1971). Word frequency book. New York: American Heritage.

Cunningham, P. M. (1995). Phonics they use: Words for reading and writing, (2nd ed.). New York: HarperCollins.

Dale, E., & O'Rourke, J. (1981). The living word vocabulary. Chicago: Worldbook.

Ehrlich, M., Kurtz-Costes, B., & Loridant, C. (1993). Cognitive and motivational determinants of reading comprehension in good and poor readers. Journal of Reading Behavior, 25, 365-381.

Freyd, P., & Baron, J. (1982). Individual differences in acquisition of derivational morphology. Journal of Verbal Learning and Verbal Behavior, 21, 282-295.

Goswami, U., & Bryant, P. (1990). Phonological skills and learning to read. East Sussex, England: Erlbaum.

Henderson, E. H. (1985). Teaching spelling. Boston: Houghton Mifflin.

Just, M. A., & Carpenter, P. A. (1987). The psychology of reading and language comprehension. Boston: Allyn & Bacon.

Lenz, B. K., & Hughes, C. A. (1990). A word identification strategy for adolescents with learning disabilities. Journal of Learning Disabilities, 23, 149163.

Mewhort, D. J. K., & Campbell, A. J. (1981). Toward a model of skilled reading: An analysis of performance in tachistoscoptic tasks. In G. E. MacKinnon & T. G. Walker (Eds.), Reading research:Advances in theory and practice (Vol. 3, pp. 39-118.) New York: Academic Press.

Nagy, W., & Anderson, R. C. (1984). How many words are there in printed school English? Reading Research Quarterly, 19, 304-330.

Nagy, W., Anderson, R. C., Schommer, M., Scott, J., & Stallman, A. (1989). Morphological families in the internal lexicon. Reading Research Quarterly, 24, 262-282.

Nagy, W., Osborn, J., Winsor, P., & O'Flahavan, J. (1992). Guidelines for instruction in structural analysis (Technical Report No. 554). Urbana-Champaign: University of Illinois, Center for the Study of Reading.

O'Grady, W., Dobrovolsky, M., & Aronoff, M. (1989). Contemporary linguistics. New York: St. Martin's Press.

Perfetti, C. A. (1986). Continuities in reading acquisition, reading skill and reading ability. Remedial and Special Education, 7, 11-21.

Rayner, K., & Pollatsek, A. (1989). The psychology of reading. Englewood Cliffs, NJ: Prentice Hall.

Samuels, S. J., LaBerge, D., & Bremer, C. D. (1978). Units of word recognition: Evidence for developmental change. Journal of Verbal Learning and Verbal Behavior, 17, 715-720.

Shefelbine, J. (1990). A syllable-unit approach to teaching decoding of polysyllabic words to fourth- and sixth-grade disabled readers. In J. Zutell & S. McCormick (Eds.), Literacy theory and research: Analysis from multiple paradigms (pp. 223-230). Chicago: National Reading Conference.

Shefelbine, J., & Calhoun, J. (1991). Variability in approaches to identifying polysyllabic words: A descriptive study of sixth graders with highly, moderately, and poorly developed syllabication strategies. In J. Zutell & S. McCormick (Eds.), Learner factors/teacher factors: Issues in literacy research and instruction (pp. 169-177). Chicago: National Reading Conference.

Shepard, J. F. (1974). Research on the relationship between meanings of morphemes and the meaning of derivatives. In P. L. Nacke (Ed.), 23rd National Reading Conference yearbook (pp. 115-119). Clemson, SC: National Reading Conference.

Stanovich, K. E. (1991). Word recognition: Changing perspectives. In R. Barr, M. Kamil, P. Mosenthal, & P. D. Pearson, (Eds.), Handbook of reading research (Vol. 2, pp. 418-452). New York: Longman.

Templeton, S. (1991). Teaching and learning the English spelling system: Reconceptualizing method and purpose. Elementary School Journal, 92, 185201.

Templeton, S. (1992). Theory, nature and pedagogy of higher-order orthographic development in older children. In S. Templeton & D. Bear (Eds.), Development of orthographic knowledge and the foundations of literacy: A memorial Festschrift for Edmund H. Henderson (pp. 253-278). Hillsdale, NJ: Erlbaum.

White, T., Power, M., & White, S. (1989). Morphological analysis: Implications for teaching and understanding vocabulary growth. Reading Research Quarterly, 24, 283-304.

White, T., Sowell, J., & Yanagihara, A. (1989). Teaching elementary students to use word-part clues. The Reading Teacher, 42, 302-308.

Zutell, J. (1998). Word sorting: A developmental spelling approach to word study for delayed readers. Reading & Writing Quarterly, 14, 219-238.