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2016 - LRA Annual Conference Pages: unavailable || Words: unavailable || 
1. Juth, Stephanie., Mohr, Kathleen., Gillam, Ron. and Simonsmeier, Vicki. "Neural Signatures in Reading and Reading Comprehension for Typical, Bilingual, and Adults with Reading Disabilities: An fNIRS and Eye-tracking Examination of Syntactic Processing" Paper presented at the annual meeting of the LRA Annual Conference, OMNI Nashville, Nashville, Tennessee, Nov 29, 2016 Online <PDF>. 2019-07-18 <>
Publication Type: Roundtable
Review Method: Peer Reviewed

2018 - Association of Teacher Educators Pages: unavailable || Words: unavailable || 
2. Kolski, Tammi. and Zhang, Mingyuan. "Mining NAEP Data: Importance of Read Aloud and Read Silently in 4th Graders’ Reading Proficiency" Paper presented at the annual meeting of the Association of Teacher Educators, Flamingo Las Vegas, Las Vegas, NV, Feb 16, 2018 Online <PDF>. 2019-07-18 <>
Publication Type: Multiple Paper Format
Review Method: Peer Reviewed
Abstract: The research findings of the mined NAEP databases supports why teachers should be incorporating more read aloud and read silently reading interventions into their teaching reading pedagogy.

2012 - 56th Annual Conference of the Comparative and International Education Society Words: 235 words || 
3. Hollingsworth, Sandra. "Waiting too long to read? Low reading expectations in the developing world based on the misapplication of reading research on middle-class English speaking students" Paper presented at the annual meeting of the 56th Annual Conference of the Comparative and International Education Society, Caribe Hilton, San Juan, Puerto Rico, <Not Available>. 2019-07-18 <>
Publication Type: Panel Paper
Abstract: The United States Aid for International Development (USAID)’s current strategy places “learning to read” in developing countries as its Number 1 priority. In its Request for Proposals (RFP)s, the Agency often calls for assessments and interventions based on reading research with middle class English speakers. This panelist will argue that English literacy methodologies are inappropriate models for most of the world’s languages. Learning to read English is a particularly unique model, based on the irregular spelling of English, that takes approximately 3 years to learn to “decode” (or learn the complex letter-sound relationships), before children can read meaningful text. The English “whole language instruction movement” has been an attempt to introduce meaningful literacy and teacher empowerment strategies to compensate for the length of time it takes to learn the phonetic principles novices need to attain skilled or fluent reading. However, there is little evidence that non-readers can learn to read from a whole word, meaning-based approach. As a result of relying on English reading practices, expectations for attaining skilled reading in developing counties in regular or transparent orthographies (common in most of the European and developing world), are delayed until the 3rd, 4th, or 5th grades.

This ensuing small group conversation will focus on appropriate reading assessments and interventions in the developing world, so that the reading skills of decoding, fluency and comprehension can be attained by the end of Grade 1.

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