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D. Policy Papers and Commissioned Work
Moats, L.C. (2002) A blueprint for professional development. The Reading First Leadership Academy, United States Department of Education.
Moats, L.C. (2000). Whole language lives on: The illusion of “balanced” reading instruction. Washington, DC: Thomas Fordham Foundation.
Moats, L.C. (2000). Every child reading: A professional development guide. Washington, DC: The Learning First Alliance.
Moats, L.C. (2000). Improving the quality of teacher preparation in early literacy. Washington, DC: National Governors Association.
Moats, L.C. (1999) Teaching reading is rocket science. Washington, DC: American Federation of Teachers.
Moats, L.C. (1997). A blueprint for professional development of teachers of early reading instruction. California State Board of Education, Comprehensive Reading Leadership Program.
Brady, S. and Moats, L.C. (1997). Informed instruction for reading success: Foundations for teacher preparation. Baltimore, MD: International Dyslexia Association.
E. Instructional Materials for Teachers and Students
Moats, L.C. (2005) Language Essentials for Teachers of Reading and Spelling (LETRS). Longmont, CO: Sopris West Educational Services. (A 12-module series for teacher education).
Moats, L.C. & Foorman, B.F. (1997). Scholastic Spelling (Grades 1-6). New York: Scholastic.
F. Research Support.
7/1997-6/2001
NICHD Grant #30995 - “Early Interventions for Children with Reading Problems” Funded as an extension and replication of the Houston Intervention Studies in Early Reading (Barbara Foorman, Ph.D., Principal Investigator), this five-year research effort investigated classroom reading instruction in schools with culturally and linguistically diverse children. Role: Project Director, Co-Principal Investigator
2002-2005
HD #39601, Phase 2: Language Essentials for Teachers of Reading (SBIR/NICHD), Awarded to Sopris West Educational Services to develop technology-based delivery of selected LETRS modules for teachers. Role: Principal Investigator
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