WIDA References

Boyer, N., & Ehri, L. C. (2011). Contribution of phonemic segmentation instruction with letters and articulation pictures to word reading and spelling in beginners. Scientific Studies of Reading, 15(5), 440-470, https://doi.org/10.1080/10888438.2010.520778  

Castiglioni-Spalten, M. L., & Ehri, L. C. (2003). Phonemic awareness instruction: Contribution

of articulatory segmentation to novice beginners’ reading and spelling. Scientific Studies of Reading, 7(1), 25–52. https://doi.org/10.1207/S1532799XSSR0701_03

Cavazos, L., & Goldenberg, C. (2024, June 10). The Science of Teaching Reading for

Multilingual Learners. [Professional Learning Workshop]. Floyd County District Office, Rome, Georgia.

Center for Applied Linguistics (2023). Annual Technical Report ACCESS for ELLs Online

English Language Proficiency Test Series 601, 2022-2023 Administration. In wida.wisc.edu (pp. 467-477). 2024 Board of Regents of the University of Wisconsin System on behalf of the WIDA Consortium. https://wida.wisc.edu/resources/annual-technical-report-access-ells-online-english-language-proficiency-test-series-601

Chen,Y. I., Irey, R. & Cunningham, A.E. (2018). Word-level evidence of the role of

phonological decoding during orthographic learning: A direct test of the item-based assumption, Scientific Studies of Reading, 22(6), 517-526, http://dx.doi.org/10.1080/10888438.2018.1473403

Ehri, L. C. (2020). The science of learning to read words: A case for systematic phonics

instruction. Reading Research Quarterly, 55(S1), 45-60.

https://doi.org/10.1002/rrq.334

Georgia House Bill 538. (2023). Georgia Literacy Act. Retrieved from

https://www.legis.ga.gov/api/legislation/document/20232024/220431](https://www.legis.ga.gov/api/legislation/document/20232024/220431)

Georgia Standards of Excellence. (n.d.). English Language Arts (ELA) Georgia Standards of Excellence. Retrieved from https://www.georgiastandards.org/Georgia-Standards/Pages/ELA.aspx](https://www.georgiastandards.org/Georgia-Standards/Pages/ELA.aspx)

Hatcher, P. J., Hulme, C., & Snowling, M. J. (2004). Explicit phoneme training combined with

phonic reading instruction helps young children at risk of reading failure. Journal of

Child Psychology & Psychiatry, 45(2), 338–358. https://doi.org/10.1111/j.1469-7610.2004. 00225.x

Ilk, M., Whitney, A., & Motes, L. C. (2022). Universal Instruction at the Word Recognition Level. In LETRS for Administrators (pp. 75–75). Lexia.

Martin, J.R. & Matthiessen, C.M.I.M. (1991). Systemic typology and topology. In Frances

Christie (ed.), Literacy in Social Processes: Papers from the Inaugural Australian Systemic Functional Linguistics Conference, Deakin University, January 1990. (Centre for Studies of Language in Education, Northern Territory University, 1991), pp. 345–84.

Martínez, A. M. M. (2011). Explicit and differentiated phonics instruction as a tool to improve

literacy skills for children learning English as a foreign language. GIST Education and Learning Research Journal, 5, 25–49.

Rehfeld, D. M., Kirkpatrick, M., O’Guinn, N., & Renbarger, R. (2022). A meta-analysis of

phonemic awareness instruction provided to children suspected of having a reading disability. Language, Speech & Hearing Services in Schools, 53(4), 1177–1201. https://doi.org/10.1044/2022_LSHSS-21-00160

WIDA. (2024). ACCESS for ELLs. Retrieved from: https://wida.wisc.edu/assess/access.

WIDA. (2020). English Language Development (ELD) Standards Framework, 2020 Edition.

Retrieved from  https://wida.wisc.edu/teach/standards/eld