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Foorman, B.R., Schatschneider, C., Nuttall, M., Fletcher, J.M., Moats, L.C., & Francis, D.J. (in press). The impact of instructional practices in grades 1 and 2 on reading and spelling achievement in high poverty schools. Contemporary Eduducational Psychology.
Cassar, M., Treiman, R., Moats, L., Poloo, T.C., & Kessler, B. (in press). How do the spellings of children with dyslexia compare with those of nondyslexic children? Reading and Writing: An Interdisciplinary Journal.
Foorman, B.R., Chen, D., Carlson, C., Moats, L., Francis, D.J., & Fletcher, J.M. (in press). Necessity of the alphabetic principle to phonemic awareness instruction.
Reading and Writing: An Interdisciplinary Journal.
Moats, L. (2004). Efficacy of a structured, systematic language curriculum for adolescent poor readers. Reading and Writing Quarterly. 20, 145-159.
Foorman, B.R., & Moats, L.C. (2004). Conditions for sustaining research-based practices in early reading instruction. Remedial and Special Education, 25(1), 51-60.
Moats L.C. & Foorman, B.R. (2003). Measuring teachers' content knowledge of language and reading. Annals of Dyslexia, 53, 23-45.
Eden, G. & Moats, L. (2002). The role of neuroscience in the remediation of students with dyslexia. Nature Neuroscience, 5, 1080-1084.
Moats, L. (2001) Overcoming the language gap. American Educator, 25 (2), 5, 8-9.
Moats, L. (2001) When older kids can't read. Educational Leadership, 58(6), 36-40.
Hall, S. & Moats, L.C. (2000, Spring). Why reading to children is important. American Educator, 24 (1), 26-33.
Moats, L.C. (1998). Teaching decoding. American Educator, 22 (1 & 2), 42-49, 95-96.
Lyon, G.R. & Moats, L.C. (1997). Critical conceptual and methodological considerations in reading intervention research. Journal of Learning Disabilities, 30 (6), 578-588.
Moats, L.C. & Lyon, G.R. (1996). Wanted: Teachers with knowledge of language. Topics in Learning Disorders, 16 (2), 73-86.
Moats, L.C. (1996). Phonological errors in the spelling of dyslexic adolescents. Reading and Writing: An Interdisciplinary Journal, 8 (1), 105-119.
Moats, L.C. (1995). The missing foundation in teacher education. American Educator (Special Issue: Learning to Read: Schooling's First Mission), 19 (2), 9, 43-51.
Moats, L.C. (1994). The missing foundation in teacher education: Knowledge of the structure of spoken and written language. Annals of Dyslexia, 44, 81-101.
Moats, L.C. (1993). Spelling error analysis in dyslexia: Beyond the phonetic/dysphonetic dichotomy. Annals of Dyslexia, 43, 174-185.
Moats, L.C. & Lyon, G.R. (1993). Learning disabilities in the United States: Advocacy, science, and the future of the field. Journal of Learning Disabilities, 26 (5), 282-294.
Moats, L.C. & Smith, C. (1992). Derivational morphology: Why it should be included in assessment and instruction. Language, Speech, and Hearing in the Schools, 23, 312-319.
Lyon, G.R. & Moats, L.C. (1988) Critical issues in the instruction of the learning disabled. Journal of Consulting and Clinical Psychology, 56 (6), 830-835.
Moats, L.C. (1983). A comparison of the spelling errors of older dyslexic and normal second grade children. Annals of Dyslexia, 33, 121-140.
Cook, L.C. (1981). Misspelling analysis in dyslexia: Observation of developmental strategy shifts. Bulletin of the Orton Society, 31, 123-134.
Cook, L. (1979). The adolescent with a learning disability: A developmental perspective. Adolescence, 14 (56), 697-707.
French, A. & Cook, L.C. (1976). The pecking order in the classroom. Teaching Exceptional Children. (Summer issue).
C. Books, Book Chapters, and Symposia Proceedings
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