Sources We Trust

Allington, Richard and Anne McGill-Franzen, Summer Reading: Closing the Rich/Poor Reading Achievement Gap, 2d Ed. (2018)

 

Annie E. Casey Foundation, Double Jeopardy: How Third Grade Reading Skills and Poverty Influence High School Graduation (2012): https://www.aecf.org/resources/double-jeopardy 

 

Binder, Katherine et al, Beyond Breadth: the contributions of vocabulary depth to reading comprehension among skilled readers. J. Research on Reading (2017): https://onlinelibrary.wiley.com/doi/abs/10.1111/1467-9817.12069 

 

Bowden, Brooks, et al., Leveraging Home Reading to Strengthen Literacy Development:
Applying Principal Stratification to Explore Efficacy Trial Effects. J. of Research on Edu. Effectiveness (2024): https://www.tandfonline.com/doi/full/10.1080/19345747.2024.2430583 

 

Burkins & Yates, Shifting The Balance (2021), citing Recht and Leslie, Effect of Prior Knowledge on Good and Poor Readers’ Memory of Text. J. of Edu. Psych. (1988)

Kids Count 2025, Nebraska State and County Data: https://datacenter.aecf.org/data?location=NE#NE/2/0/char/0  

Moats, Louisa, Teaching Reading IS Rocket Science: What Expert Teachers of Reading Should Know and Be Able To Do (2020): https://www.aft.org/sites/default/files/moats.pdf 

Ness, Molly, Making Words Stick (2025) 

Petscher et al, How the Science of Reading Informs 21st-Century Education, Read Res Q., (2021): https://ila.onlinelibrary.wiley.com/doi/10.1002/rrq.352 

Scarborough, Hollis, Connecting early language and literacy to later reading (disabilities: Evidence, theory, and practice. In S. Neuman & D. Dickinson (Eds.), Handbook for research in early literacy. (2001)