Lessons Learned from Research on Interventions for Students Who Have Difficulty Learning to Read.

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What teachers don't know and why they aren't learning it: addressing the need for content and pedagogy in teacher education (2014, background): “Children’s incoming levels of specific reading-related skills are the best predictors of future reading ability (Olson, Keenan, Byrne, & Samuelsson, 2014), but effective instruction that builds foundational insights about print and its meanings enables individual teachers and schools to “beat the od”
The Future of a Mistake: Will Discrepancy Measurement Continue to Make the Learning Disabilities Field a Pseudoscience? (2005, unknown): “Training studies conducted since the Aaron (1997) review suggest the same conclusion (see Hatcher & Hulme, 1999; Jimenez et al., 2003; Stage, Abbott, Jenkins, & Berninger, 2003; Torgesen, 2004; Vellutino, Scanlon, & Lyon, 2000; Wise, Ring, & Olson, 1999).”