Nancy Young, Ed.D.
Reading | Writing | Learning

General Reading &
Writing Resources

Nancy Young, Ed.D.
Reading | Writing | Learning

General Reading &
Writing Resources

The New book

co-edited by Nancy Young and Jan Hasbrouck


Meeting the Needs of ALL Learners

Chapters on general reading and writing instruction in Climbing THE LADDER OF READING & WRITING:
Meeting the Needs of ALL Learners

Ch. 2: A Closer Look (Nancy Young)

Ch. 3: Instructional Implications (Margie Gillis/Nancy Young)

Ch. 4: Data-Informed Instruction (Jan Hasbrouck)

Ch. 5: Managing Differentiated Instruction (Vicki Gibson)

Ch. 14: Older Students (Christy Austin/Elizabeth Stevens/Sharon Vaughn)

Ch. 18: Home-School Connections (Amy Fleisher/Julie Bedell)

Ch. 19: Technology (Kathleen Puckett)

Ch. 20: Teacher Development (Tiffany Peltier/Erin Washburn)

Chapters on environmental factors that can impact reading and writing instruction in Climbing THE LADDER OF READING & WRITING: Meeting the Needs of ALL Learners

Ch. 15: Variations of English (Kymyona Burk/Casey Sullivan Taylor)

Ch. 16: Multilingual Learners (Gairan Pamei/Zebedee Cheah/Jing Tong Ong/Catherine McBride)

Ch. 17: Socioeconomic Factors (Steve Dykstra)


Additional Recommended Books

​Closing the Vocabulary Gap
Quigley, Alex (2018). ( (

The Cognitive Foundations of Reading and Its Acquisition: A Framework with Applications Connecting Teaching and Learning
Hoover, W., & Tunmer, W. (2020). ( (

Language at the Speed of Sight: How We Read, Why So Many Can’t, and What Can Be Done About It.
Seidenberg, M. (2017). ( (

Powerful Writing Strategies for All Students.
Harris, K. Graham, S., Mason, L., Friedlander, B. (2008). ( (

Proust and the Squid: The Story and Science of the Reading Brain.
Wolf, M. (2007). ( (

Reading in the Brain: The Science and Evolution of a Human Invention.
Dehaene, S. (2009). ( (

Reading Fluency: Understand, Assess, Teach (2019).
Hasbrouck, Jan & Glaser, Deborah. (

​Teacher’s Guide to Effective Sentence Writing
Saddler, B. (2012). ( (

​Thinking Reading: What Every Secondary Teacher Needs to Know about Reading
Murphy, James & Dianne (2018). ( (

Videos / Articles / Reports

Phonemic Awareness:

Under the “science of reading” umbrella, one area that has undergone immense scrutiny over the last 5 years is the teaching of phonemic awareness. Numerous researchers have voiced their concerns that ways of teaching phonemic awareness that educators have recently adopted as part of a huge swing emphasizing phonemic awareness instruction (particularly the teaching of phonemic awareness without letters) is not supported by research. Yet, the inappropriate teaching of phonemic awareness remains widespread. In this highly recommended video, Dr. Mark Seidenberg presents his concern about popular BUT inappropriate methods of teaching phonemic awareness. PLEASE watch! A caution that phonemic awareness is a foundational skill for beginning readers. We MAY include phonemic awareness instruction (with letters – phonics) to help a child learn to read, but once a child is reading their learning needs will change; reading itself builds phonemic awareness (Hoover & Tunmer, 2020). To ensure our children move forward in their learning every day, we must provide only that  instruction which is necessary; unnecessary instruction and lack of opportunities to read will likely to delay learning.

I also encourage you to read the article entitled More on Phonemic Awareness:​ They say you can do phonemic awareness instruction “in the dark”, but should you? A critical evaluation of the trend toward advanced phonemic awareness training. 


​A Longitudinal Cluster-randomized Controlled Study On the Accumulating Effects of Individualized Literacy Instruction
on Students’ Reading from First Through Third Grade. Learn More

Beyond the Reading Wars: Exploring the Effect of Child-instruction Interactions on Growth in Early Reading. Learn More

Differentiated Literacy Instruction: Boondoggle or Best Practice? Learn More

Individualizing Student Instruction in Reading: Implications for Policy and Practice. Learn More

​Individualizing Teaching in Beginning Reading. Learn More

Meta‐analysis Findings on Grouping Programs. Learn More

Preschool Instruction and Children’s Emergent Literacy Growth. Learn More

Reading Comprehension and Fluency Levels Range Across Diverse Classrooms:
The Need for Differentiated Reading Instruction and Content. Learn More


Changing How Writing is Taught. Learn More

POW Plus TREE Equals Powerful Opinion Essays. Learn More

​Sentence Combining. Learn More

​Teaching elementary school students to be effective writers: A practice guide. Learn More

​The Effects of Peer-Assisted Sentence-Combining: Instruction on the Writing Performance of More and Less Skilled Young Writers. Learn More

​Using Self-Regulated Strategy Development to Support Students Who Have “Trubol Giting Thangs Into Werds”. Learn More

​Writing Next: Effective Strategies to Improve Writing of Adolescents in Middle and High Schools. Learn More

​Writing a True Sentence: Developing Syntactical Sophistication through Sentence-level Writing Instruction. Learn More


​Ending the Reading Wars: Reading Acquisition From Novice to Expert. Learn More

​Morphemes Matter: A Framework for Instruction. Learn More

​Read About It: Scientific Evidence for Effective Teaching of Reading. Learn More

​The Massive Impact of Literacy on the Brain and its Consequences for Education. Learn More

​Video on How the Brain Learns to Read – Dr. Stanislas Dehaene.


​Understanding and Assessing Fluency (Jan Hasbrouck). Learn More

​Fluency Norms Chart (Hasbrouck & Tindal 2017 Update). Learn More

Websites / Online Resources