The following items are derived from sources that either represent or that provide a substantial body of research
findings on an explicit, focused, direct approach to literacy instruction.  These sources include:

1.   Adams, M.J. (1990).  Beginning to read: Thinking and learning about print.   Cambridge, MA:  MIT Press.
2.   Brophy, J.E., & Good, T.L. (1986).  Teacher behavior and student achievement.  In  M.C. Witrock (Ed.), Third handbook of
      research on teaching (pp. 328-375).  New  York:  McMillan.
3.   Carnine, D.W., Silbert, J., & Kameenui, E.J. (1997). Direct instruction reading (Third  edition). Upper Saddle River, NJ:
      Merrill.
4.   Chall, J. (2000).  The academic achievement challenge.  New York: The Guilford Press.
5.   Dixon, R.  (1985).  "Sequences of instruction."
6.   Dixon, R., & Engelmann, S. (1979).  Corrective spelling through morphographs.   Columbus, OH:  SRA/McGraw-Hill.
7.   Dixon, R, & Engelmann, S. (1999).  Spelling Mastery.  Columbus, OH:  SRA  McGraw-Hill.
8.   Engelmann, S. & Carnine, D. (1991).  Theory of instruction. Eugene, OR: ADI Press.
9.   Engelmann, S., and Osborn, J. (1999).  Language for Learning.  Columbus, OH:  SRA  McGraw-Hill.
10. Engelmann, S., et al. (1995). Reading mastery I-VI. SRA. Macmillan/McGraw-Hill.
11  Engelmann, S. et al.  (2001). Reasoning and Writing A-F.  Columbus, OH:  SRA  McGraw-Hill.
12  Engelmann, S, et al. (1998).  Corrective Reading: Decoding and Corrective Reading:
       Comprehension.  Columbus, OH:  SRA/McGraw-Hill.
13.  Langenberg, D. et al. (2000).  Report of the National Reading Panel.  Bethesda, MD:   National Institute of Child Health
       and Human Development. NIH Pub. No. 00- 4769.
14.  Rosenshine, B., & Stevens,  (1986).  Teaching functions.  In M.C. Wittrock (Ed.),  Handbook of research on teaching
       (Third edition) (pp. 376-391).  New York:   McMillan.

A. Giving Placement Tests

1. Exactly how to give placement tests in at least one of the major research-based direct instruction reading curricula:
Reading Mastery (SRA), Open Court (SRA), or Success for All.

2. How to use placement test information from one of the major research-based direct instruction reading curricula (Reading Mastery,
Open Court, or Success for All) to group children at different levels of the curricula.

 B. Teaching Pre-decoding Skills

Teaching Sounds Pronunciation.  An important pre-decoding skill is pronouncing sounds.

3. The precise format for what to say and do when teaching students to pronounce individual sounds, such as aaa, mmm,
and sss.

4. Exactly which sounds to work on first, which sounds to work on next, and which sounds to work on after that when teaching
students to pronounce individual sounds, such as aaa, mmm, and sss.

5. Exactly how to "test" immediately whether students have learned to pronounce the individual sounds being worked on in a
lesson, such as aaa, mmm, and sss.

6 Exactly how to correct student errors in pronouncing the individual sounds being worked on in a lesson.

Teaching Rhyming.  Rhyming is an important pre-decoding auditory skill; for example, "at," "mat," "hat."

7. The precise format for what to say and do when teaching students to rhyme words.

8. Exactly which sounds to work on first, which sounds to work on next, and which sounds to work on after that when
teaching students to rhyme words.

9. Exactly how to "test" immediately whether students have learned to rhyme the words being worked on in a lesson.

10 Exactly how to correct student errors in rhyming the words being worked on in a lesson.

Teaching Students to Telescope Sounds; That is, Say Words the Fast Way.  For example, the teacher says "ssssiiiiit" and
students say "sit."

11. The precise format for what to say and do  when teaching students to telescope sounds.

12. Exactly which sounds to work on first, which sounds to work on next, and which sounds to work on after that when teaching
students to telescope sounds.

13. Exactly how to "test" immediately whether students have learned to telescope the sounds being worked on in a lesson.

14. Exactly how to correct student errors in telescoping sounds being worked on in a lesson.

Teaching Students to Segment Words; That is, Say Words the Slow Way.  For example, the teacher says, "ssssaaaad"
and students say, "ssssaaaad."

15. The precise format for what to say and do when teaching students to segment words.

16. Exactly which words to work on first, which words to work on next, and which words to work on after that when teaching
students to segment words.

17. Exactly how to "test" immediately whether students have learned to segment the words being worked on in a lesson.

18. Exactly how to correct student errors in segmenting words being worked on in a lesson.

Teaching Students to Perform A Sequence of Actions Shown on Pictures From Left to Right.  For example, the picture
on the left shows a child with her hand on her head. The picture on the right shows the same child smiling.  Students imitate
these actions.

19. The precise format for what to say and do when teaching students to perform actions pictured in a sequence from left to right.

20. Exactly which sequence of pictured actions to work on first, which sequence of pictured actions to work on next, and which
sequence of pictured actions to work on after that when teaching students to perform actions pictured in a sequence from left
to right.

21. Exactly how to "test" immediately whether students have learned to perform actions pictured in a sequence from left to right
being worked on in a lesson.

22. Exactly how to correct student errors in performing actions pictured in a sequence from left to right being worked on in a lesson.

C. Teaching Students Decoding Skills

Types of Phonics Instruction.

23. The five kinds of phonics: explicit, implicit, synthetic, analytic, and linguistic.

24. How to determine what sort of phonics a textbook or curriculum is teaching.

25. How to give tests showing which children probably need explicit phonics instruction.

26. The rationale for why it is better to teach beginning readers the sounds that letters make (s says "sss")  before teaching
students the names of letters (that is, the alphabet).

27. The rationale for why it is better to teach beginning readers or remedial readers to sound out (decode) words before they
are taught to sight read words.

28. The rationale for why it is better, with beginning readers and remedial readers, to introduce new words in isolation (for e
xample, in lists) and later in context (for example, in stories).

29. The rationale for why it is better to teach students to read accurately first and then to read more quickly and smoothly.

30. The rationale for why it is better to teach students to read orally first and then to read silently.

31. Exactly when to distribute practice on decoding sounds and words within lessons and from lesson to lesson.

Letter/Sound Relationships.

32. The 44 letters/sounds relationships in English. For example, the letter  m says "mmm."

33. The principles for deciding the most effective sequences for teaching students the 44 letter/sound relationships;
that is, which letter/sound relationships to work on first, which letter/sound relationships to work on next, and which
letter/sound relationships to work on after that.

Teaching Students to Decode Voiced Letters/Sounds, such as mmm, d, and eee.

34. The precise format for what to say and do when teaching students to decode voiced letters/sounds.

35. Exactly which voiced letters/sounds to work on first, which voiced letters/sounds to work on next, and which voiced
letters/sounds to work on after that when teaching students to decode voiced letters/sounds.

36.  Exactly how to "test" immediately whether students have learned to decode the voiced letters/sounds being worked
on in a lesson.

37. Exactly how to correct student errors in decoding the voiced letters/sounds being worked on in a lesson.

Teaching Students to Decode Unvoiced Letters/Sounds, Such as sss, t, and sh.

38. The precise format for what to say and do when teaching students to decode unvoiced letters/sounds.

39. Exactly which unvoiced letters/sounds to work on first, which unvoiced letters/sounds to work on next, and which
unvoiced letters/sounds to work on after that when teaching students to decode unvoiced letters/sounds.

40. Exactly how to "test" immediately whether students have learned to decode the unvoiced letters/sounds being worked
on in a lesson.

41. Exactly how to correct student errors in decoding unvoiced letters/sounds being worked on in a lesson.

Teaching Students to Decode Continuous Letters/Sounds, Such as aaa and ooo.

42. The precise format for what to say and do when teaching students to decode continuous letters/sounds.

43. Exactly which continuous letters/sounds to work on first, which continuous letters/sounds to work on next, and
which continuous letters/sounds to work on after that when teaching students to decode continuous letters/sounds.

44. Exactly how to "test" immediately whether students have learned to decode the continuous letters/sounds being worked
on in a lesson.

45. Exactly how to correct student errors in decoding continuous letters/sounds being worked on in a lesson.

Teaching Students to Decode "Stop" Letters/ Sounds, Such as t, g, and k.

46. The precise format for what to say and do when teaching students to decode stop letters/sounds.

47. Exactly which stop letters/sounds to work on first, which stop letters/sounds to work on next, and which stop letters/sounds
to work on after that when teaching students to decode stop letters/sounds.

48. Exactly how to "test" immediately whether students have learned to decode stop letters/sounds being worked on in a lesson.

49. Exactly how to correct student errors in decoding stop letters/sounds being worked on in a lesson.

Teaching Students to Decode Letter/Sound Blends, Such as "brrr" and "ssst."

50. The precise format for what to say and do when teaching students to blend letters/sounds.

51. Exactly which letters/sounds blends to work on first, which letters/sounds blends to work on next, and which letters/sounds
blends to work on after that when teaching students to decode letters/sounds blends.

52. Exactly how to "test" immediately whether students have learned to decode letters/sounds blends being worked on in a lesson.

53. Exactly how to correct student errors in decoding letters/sounds blends being worked on in a lesson.

Teaching Students the Strategy for Decoding Regular Words the Slow Way; That is, Sounding Out (e.g., "mmmaaannn").

54. The precise format for what to say and do when teaching students to decode regular words the slow way (i.e., to sound out).

55. Exactly which regular words to teach students to decode the slow way (i.e., to sound out) first, which regular words to work on
next, and which regular words to work on after that.

56. Exactly how to "test" immediately whether students have learned to decode regular words the slow way (sound out) that being
worked on in a lesson.

57. Exactly how to correct student errors in decoding (sounding out) regular words being worked on in a lesson.

Teaching Students the Strategy for Decoding Regular Words the Fast Way; e.g., "man."

58. The precise format for what to say and do when teaching students to decode regular words the fast way.

59. Exactly which regular words to teach students to decode the fast way first, which regular words to teach students to decode
the fast way next, and which regular words to teach students to decode the fast way after that when teaching students to decode
regular words the fast way.

60. Exactly how to "test" immediately whether students have learned to decode regular words the fast way being worked on in a
lesson.

61. Exactly how to correct student errors in decoding regular words the fast way worked on in a lesson.

Teaching Students the Strategy for Decoding Irregular Words the Fast Way; e.g., "was" and "said."

62. The precise format for what to say and do when teaching students to decode irregular words the fast way.

63. Exactly which irregular words to teach students to decode the fast way first, which irregular words to teach students to decode
the fast way next, and which irregular words to teach students to decode the fast way after that when teaching students to decode
irregular words the fast way.

64. Exactly how to "test" immediately whether students have learned to decode irregular words the fast way being worked on in a
lesson.

65. Exactly how to correct student errors in decoding irregular words the fast way being worked on in a lesson.

Correcting Decoding Errors.

66. The four major kinds of reading errors (omitting a word, mispronouncing a word, adding a word, misidentifying a word)
and how exactly to correct each one and to provide remedial instruction if needed.

Increasing Reading Fluency.

67. Exactly how to increase students' fluency (accuracy plus speed) at reading sentences and passages by providing signals
(e.g., clapping) to help students pace their reading.

68. Exactly how to increase students' fluency (accuracy plus speed) at reading sentences and passages by using incentive
systems to help students keep track of errors and to reduce errors.

69. Exactly how to increase students' fluency (accuracy plus speed) at reading sentences and passages by providing short,
timed reading practice in which students track and correct errors.

D.  Spelling

70. The three major strategies for teaching spelling: phonemic, whole-word, and morphographic.

71. Exactly when to teach spelling with the phonemic, whole-word, and morphographic strategies.

72. The precise format for what to say and do when teaching spelling: with the phonemic, whole-word, and morphographic
strategies.

73. Exactly how to "test" immediately whether students have learned to spell new words being worked on with the phonemic,
whole-word, or morphographic strategies in a lesson.

74. Exactly how to correct student errors in spelling words being worked on with the phonemic, whole-word, or morphographic
strategies in a lesson.

E.  Teaching Students Comprehension

Vocabulary; e.g., Synonyms and Definitions.

75. The precise format for what to say and do when teaching students new vocabulary words.

76. Exactly which vocabulary words to teach first, which vocabulary words to teach  next, and which vocabulary words to teach
after that when teaching students new vocabulary words.

77. Exactly how to "test" immediately whether students have learned new vocabulary words that being worked on in a lesson.

78. Exactly how to correct student errors when using new vocabulary words being worked on in a lesson.

Specific Comprehension Skills.

79. The precise format for what to say and do when teaching students to answer literal questions about a text they are reading.

80. The precise format for what to say and do when teaching students to identify cause and effect in a text they are reading.

81. The precise format for what to say and do when teaching students to recall details and events in a text they are reading.

82. The precise format for what to say and do when teaching students to make predictions about what will happen in a text they
are reading.

83. The precise format for what to say and do when teaching students to identify the main idea in a text they are reading.

84. The precise format for what to say and do when teaching students to construct a sequence of events in a text they are
reading.

85. The precise format for what to say and do when teaching students to find supporting details in a text they are reading.

86. The precise format for what to say and do when teaching students to make comparisons about events in a text they are
reading.

87. The precise format for what to say and do when teaching students to apply rules about events in a text they are reading.

88. The precise format for what to say and do when teaching students to identify logical fallacies a text they are reading.

89. The precise format for what to say and do when teaching students to identify a character's feelings in a text they are
reading.

90. The precise format for what to say and do when teaching students to interpret  a character's point of view in a text they are
reading.

91. The precise format for what to say and do when teaching students to interpret  a character's motives in a text they are
reading.

92. The precise format for what to say and do when teaching students to predict a character's actions in a text they are reading.

93. The precise format for what to say and do when teaching students to identify important features of a setting in a text they are
reading.

94. The precise format for what to say and do when teaching students to interpret figurative language in a text they are reading.

95. The precise format for what to say and do when teaching students to interpret literary irony in a text they are reading.

E.  Reading Groups

96.  Exactly how to conduct reading groups; for example, how to arrange seating, how to provide incentives, how to establish
rules for productive participation (e.g., attention, taking turns), how to strengthen students' productive participation with specific
praise.

F. Remedial Reading

Giving Placement Tests

97. Exactly how to give placement tests in at least one of the major research-based direct instruction reading curricula
(Corrective Reading).

98. How to use placement test information from one of the major research-based direct instruction reading curricula
(Corrective Reading) to group children at different levels of the curricula.

Instruction in Decoding and Comprehension

99. The precise formats for what to say and do when teaching decoding—that is, pronunciation, sounds identification,
rhyming, sounding out, word reading, word discrimination, sentence reading, story reading, fluency building, and error
correction--in one of the major research-based direct instruction curricula (Corrective Reading).

100. The precise formats for what to say and do when teaching comprehension—that is, vocabulary, common information,
analogies, inductions, deductions, following sequenced instructions, analyzing contradictions, organizing and using
information, and correcting errors--in one of the major research-based direct instruction curricula (Corrective Reading).