References

Connecticut Administrators of Programs for English Language Learners (CAPELL). (2011). English language learners and special education: A resource handbook.

Connecticut State Department of Education. (2008). Using scientific research-based interventions: Improving education for all students. Hartford, CT: Author.

Connecticut State Department of Education. (2022a). Approved menu of research-based grades K-3 universal screening reading assessments. Hartford, CT: Author.

Connecticut State Department of Education. (2022b). Connecticut IEP Manual. Hartford, CT: Author.

Connecticut State Department of Education. (2022c). Grades K-3: Universal Screening Reading Assessments Frequently Asked Questions. Hartford, CT: Author.

Connecticut State Department of Education. (2023a). Guidelines for identifying children with learning disabilities. Hartford, CT: Author.

Connecticut State Department of Education. (2023b). Specific Learning Disability (SLD) and SLD/Dyslexia Frequently Asked Questions. Hartford, CT: Author.

Farrall, M. L. (2012). Reading assessment: Linking language, literacy, and cognition. Hoboken, NJ: John Wiley & Sons.

National Reading Panel. (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Washington, DC: National Institutes of Health.

Scarborough, H. S., & Brady, S. A. (2002). Toward a common terminology for talking about speech and reading: A glossary of the “phon” words and some related terms. Journal of Literacy Research, 34, 299-334.

Spear-Swerling, L. (2015). The power of RTI and reading profiles: A blueprint for solving reading problems. Baltimore, MD: Paul Brookes Publishing.