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Moats, L.C., Horsfall, S., Willis, C., & Mitchell, S. (in press) Research-based and evidence- based: Publishing, ethics, and the profit motive. International Dyslexia Association's Symposium Proceedings, Research-based Interventions (November, 2004).
Moats, L.C. & Farrell, M. (2005). Definition, history, and research on multisensory instruction. In J. Birsh (ed.), Multisensory structured language teaching, 2nd Ed. Baltimore: Paul Brookes.
Moats, L.C. (2004). Language, science, and imagination in the professional development of teachers of reading. In P. McCardle and V. Chhabra (eds.), Voices of Evidence in Reading Research. Baltimore, MD: Brookes Publishing.
Hall, S. & Moats, L.C. (2002). Parenting a struggling reader. New York: Broadway Books.
Moats, L.C. (2001). Spelling: A window on linguistic development. In S. Brody (ed.), Reading instruction: Language, letters, and thought. 2nd Edition. Milford, NH: LARC Publishing.
Moats, L.C. (2001). Spelling disability in adolescents and adults. In A. Bain, L. Bailet, and L. Moats (eds.) (pp. 43-75). Written language disorders: Theory into practice, 2nd Edition. Austin, TX: Pro-Ed.
Moats, L.C. (2000). Speech to print: Language essentials for teachers. Baltimore: Paul Brookes.
Hall, S. & Moats, L.C. (1999). Straight talk about reading: How parents can make a difference in the early years. Chicago: Contemporary Books.
Moats, L.C. (1998). Teachers: A key to helping America read. The keys to literacy (pp. 16-28). Washington, DC: Council for Basic Education.
Moats, L.C. (1998). Spelling and language structure: An essential foundation for literacy. In W. Evers (Ed.), What's gone Wrong in America's classrooms? (pp. 117-136). Stanford, CA: Hoover Institution Press.
Moats, L.C. (1998). Reading, spelling, and writing in the middle graes. In B. Wong (Ed.), Learning about learning disabilities, 2nd Edition (pp. 367-389). San Diego: Academic Press.
Moats, L.C. (1996). Implementing effective instruction for students with learning disabilities: A challenge for the future. In S. Cramer and W. Ellis (eds.), Learning disabilities: Lifelong issues. (Proceedings of the Summit Conference, National Center for Learning Disabilities, Washington, DC). Baltimore: Paul Brookes.
Moats, L.C. (1995) Spelling: Development, disability, and instruction. Baltimore: York Press.
Moats, L.C. (1993). Assessment of spelling in learning disabilities research. (pp. 333-349) Honing the concepts of listening and speaking (pp. 229-241). Perspectives on strategy assessment (pp. 607-614). In G.R. Lyon (ed.), Frames of reference for assessment of learning disabilities. Baltimore: Paul Brookes.
Lyon, G.R. & Moats, L.C. (1993). An examination of research in learning disabilities: Past practices and future directions. In G.R. Lyon, D.B. Gray, J. Kavanagh, & N. Krasnegor (Eds.), Better understanding learning disabilities: New views from research and their implications for education and public policy. Baltimore: Paul Brookes.
Lyon, G.R., Moats, L.C., & Flynn, J.M. (1988). From assessment to treatment: Linkage to interventions with children. In M. Tramontana & S. Hooper (eds.), Issues in child neuropsychology: From assessment to treatment. New York: Plenum Press.
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