The activities, scope and sequence of the Sound Reading Activity Programs, Readers, software and assessment are based on the results of over 60 studies published in current scientific liturature. Author’s comments, in blue, highlight the most influencial works. The following studies were used to develop the Sound Reading System:

• American Educator. Spring/Summer 1998. American Federation of Teachers.
• Apel, K. and Swank, L. (1999) Second chances: Improving decoding skills in the older student. Language, Speech and Hearing Services in Schools. 30, 231-242.
• Applied Phonetics, Harold T. Edwards. Singular Publishing.
• Bear, D. and Templeton, S. (1998) Explorations in developmental spelling: Foundations for learning and teaching phonics, spelling and vocabulary. The Reading Teacher, Nov.1998 (Vol. 52, No.3)
• Beginning To Read: Thinking and Learning about Print. (1991) Marilyn Jager Adams. MIT Press.
• Bowers, P.G., & Wolf, M. (1993). Theoretical links between naming speed , precise timing mechanisms and orthographic skill in dyslexia. Reading and Writing: An Interdisciplinary Journal, 26, 69-85.
• Buck, J. & Torgesen, J. (2002) The Relationship Between Performance on a Measure of Oral Reading Fluency and Performance on the Florida Comprehensive Assessment Test. Florida Center for Reading Research Technical Report #1. Tallahassee: Florida Center for Reading Research.
• Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Erlbaum.
• Damasio, A and Damasio, H. Brain and Language. Scientific American, September 1992
• Diehl, S. (1999) Listen and Learn? A software review of Earobics, Language, Speech and Hearing Services in Schools. 30, 108-116
• Elbro, C., Borstrom, D.K. and Petersen. Predicting dyslexia from kindergarten: The importance of distinctness of phonological representations of lexical items. Reading Research Quarterly. Vol. 33. No.1
• Ellis, W. (1996) Interventions for Students with Learning Disabilities. National Center for Children and Youth with Disabilities.
• Fawcett, A. J. and Niclson, R. (1994) Naming speed in children with dyslexia. Journal of Learning disabilities 27, 641-646.
• Fuchs, D., Fuchs, L.S., & Speece, D.L. (2002). Treatment validity as a unifying construct for identifying learning disabilities. Learning Disability Quarterly, 25, 2533-2545.
• Fundamentals of Human Neuropsychology. (1996) Bryan Kolb and Ian Whishaw. W.H. Freeman.
• Gilbertson, M. and Bramlett, R. K.(1998) Phonological awareness screening to identify at-risk readers: Implications for practitioners. Language, Speech and Hearing Services in Schools, 29, 109-116.
• Good, R.H., Simmons, D.C., & Kame’enui, E. (2001). The importance and decision-making utility of a continuum of fluency-based indicators of foundational reading skills for third-grade high-stakes outcomes. Scientific Studies of Reading, 5, 257-288.
• Gresham, F. (2002). Responsiveness to intervention: An alternative approach to the identification of learning disabilities. In R. Bradley, L. Danielson, & D.P. Hallahan (Eds), Identification of learning disabilities: Research to practice. Mahway, NJ.: Lawrence Erlbaum Associates.
• Griffith, P. and Olson, M. (1992) Phonemic awareness helps beginning readers break the code. The Reading Teacher. (Vol. 45, No.7)
• Grossman, B. (1998) Thirty Years of Research: What We Now Know About How Children Learn to Read. National Center to Improve the Tools of Educators
• Hickok, G., Bellugi, U. and Klima, E. (2001) Sign Language in the Brain. Scientific American June 2001.
• Howlett, B. (2002) Sound Reading Responsiveness Assessment. Ithaca, NY: Sound Reading Solutions, Inc.
• Inside the Brain.(1997) Ronald Kotulak. Andrews McMeel
• K. Nation and C. Hulme. Phonemic segmentation, not onset-rime segmentation, predicts early reading and spelling skills. Reading Research Quarterly. Vol. 32. No.2
• Lovett, M. Lacerenza, L. and Borden, S. (2000) Putting Struggling Readers on the PHAST Track. Journal of Learning Disabilities, 33, 458-476
• Merzenich, M., Jenkins, W. , Johnston, C. , Miller, S. Tallal, P. Temporal processing deficits of language-learning impaired children ameliorated by training. Science, 271, 77-84.
• Montessori Matters. (1980) Sister Mary Motz. Nienhuis Montessori Publications
• Opitz, M. (1998) Children’s books to develop phonemic awareness -- for you and parents, too! The Reading Teacher, March, 1998 (Vol. 51, No.6)
• Ortiz, M.R., Garcia Espinel, A.I. & Guzman Rosquete, R. (2002). Remedial Interventions for Children with Reading Disabilities: Speech
• Perception – an effective component in Phonological Training. Journal of Learning Disabilities, 354, 334-342.
• Paulesu, J., and Firth, U. (2001) Dyslexia: Cultural Diversity and Biological Unity. Science, 291: 2165-2167
• Phonemic Awareness Activities for Early Reading Success. (1997). Wiley Blevins. Scholastics, Inc.
• Phonemic Awareness in Young Children. (1998). M.J. Adams. B.R. Foorman, I. Lundberg and T. Beeler. Paul H. Brooks Publishing
• Phonetic Science. (1973) Samuel and Marjorie Faircloth. Prentice-Hall
• President’s Commission on Excellence in Special Education. (2002). A new era: Revitalizing special education for children and their families. Jessup, MD: U.S. Department of Education.
• Preventing Reading Difficulties in Young Children. (1998) Snow, Burns, Griffin, Editors. National Academy Press.
• Reading Recovery. (1993). Marie M.Clay. Heinemann.
• Reading Reflex. (1998). Carmen and Geoffrey McGuinness. Free Press
• Recipe For Reading. (1995). Nina Traub, with Francis Bloom. Educators Publishing .
• Report of the National Reading Panel: Teaching Children to Read, (2000) Langenberg, D. Chair National Institute of Health .An evidence-based assessment of the scientific literature on reading and its implications for reading instruction. Bethesda, MD: National Institute of Child Health and Human Development.
• Robinson, C.S., Menchetti, B.M. & Torgesen, J.K. (2002) Towards a Two-Factor Theory of One Type of Mathematics Disabilities. Learning Disabilities Research & Practice, 17(2), 81-89.
• Shaywitz, S. Dyslexia. Scientific American. November, 1996.
• Smith, S.B., Simmons, D.C. and Kameenui, E.J. (1999) Phonological awareness: Curricular and Instructional Implication for Diverse Learners. National Center to Improve the Tools of Educators
• Smith, S.B., Simmons, D.C. and Kameenui, E.J. (1999) Synthesis of Research on phonological awareness: Principles and Implications for reading acquisition. National Center to Improve the Tools of Educators
• Snider, V. (1995) A Primer on Phonemic Awareness: What it is, why it’s important and how to teach it. School Psychology Review, (Vol. 24, No.3)
• Snow, C.E., Burns, M.S., & Griffin, P. (Eds.). (1998). Preventing reading difficulties in young children. Washington, DC: National Academy Press.
• Spelling Sourcebook series. (1997) Rebecca Sitton. Egger Publishing.
• Stahl, S. (1992) Saying the ‘p’ word: Nine guidelines for exemplary phonics instruction. The Reading Teacher, (Vol. 45, No. 8)
• Stanovich, K. Romance and Reality. The Reading Teacher, Dec. 1993/Jan.1994 (Vol. 47, No.4)
• Strictland, D.S. (1998) What’s Best in Beginning Reading Educational Leadership March, 1998
• Teaching Our Children to Read. (1996) Bill Honig. Corwin Press
• The Language Instinct. (1995) Steven Pinker. Harper.
• The Lindamood Phoneme Sequencing Program. (1998) Patricia Lindamood and Phyllis Lindamood. Pro-Ed
• Torgesen, J. , Alexander, A., Wagner, R. , Rashotte, C. Voeller, K. and Conway, T. Intensive Remedial instruction for children with reading disabilities. Journal of Learning Disabilities, 34, 32-58.
• Torgesen, J.K. (1999). Phonologically based reading disabilities: Toward a coherent theory of one kind of learning disability. In R.J. Sternberg & L. Spear-Swerling (Eds.), Perspectives on Learning Disabilities. New Haven: Westview Press.
• Torgesen, J.K., Wagner, R. K., Rashotte, C.A., Burgess, S., & Hecht, S. (1997). Contributions of phonological awareness and rapid automatic naming ability to the growth of word-reading skills in second- to fifth-grade children. Scientific Studies of Reading, 1, 161-185.
• Torgesen, J.K., Wagner, R. K., Rashotte, C.A., Rose, E., Lindamood, P., Conway, T., & Garvin, C. (1999). Preventing reading failure in young children with phonological processing disabilities: Group and individual responses to instruction. Journal of Educational Psychology, 91, 579-593.
• Torgesen, J.K., Wagner, R.K., & Rashotte, C.A. (1999). Test of Word Reading Efficiency. Austin, TX: PRO-ED Publishing, Inc.
• Wagner, R.K., Torgesen, J.K., & Rashotte, C.A. (1999). Comprehensive Test of Phonological Processes. Austin, TX: PRO-ED Publishing, Inc.
• Why Our Children Can’t Read and What We Can Do About It. (1997). Diane McGuinness. Free Press
• Wolf, M. (1991) Naming speed and reading: The contribution of the cognitive neurosciences. Reading Research Quarterly 25, 123- 139.
• Wolf, M. (1991). Naming speed and reading: The contribution of the cognitive neurosciences. Reading Research Quarterly, 26, 123-247.
• Wolf, M., Miller, L. and Donnelly, K. Retrieval, automaticity, vocabulary, elaboration, orthography (RAVE-O) A comprehensive, fluency-based reading intervention program. (2000) Journal of Learning disabilities 33, 375-386.
• Yopp, H.K. (1995) A test for assessing phonemic awareness in young children, The Reading Teacher, (Vol. 49, No.1)
• Yopp, H.K. (1995) Read Aloud books for developing phonemic awareness: an annotated bibliography.. The Reading Teacher, (Vol. 48, No.6)