Tip Sheet: Planning Instructional Time

  1. Snow, C. E., Burns, M. S., & Griffin, P. (Eds.). (1998). Preventing reading difficulties in young children. National Academy of Sciences, National Research Council, Commission on Behavioral and Social Sciences in Education.  https://eric.ed.gov/?id=ED416465.
  2. Foorman, B.R., & Torgesen, J.K. (2001). Critical elements of classroom and small-group instruction promote reading success in all children. Learning Disabilities Research & Practice, 16(4), 202–211.  https://doi.org/10.1111/0938-8982.00020.
  3. Foorman, B.R., Breier, J.I., & Fletcher, J.M. (2003). Interventions aimed at improving reading success: An evidence-based approach. Developmental Neuropsychology, 24(2–3), 613–639. https://doi.org/10.1080/87565641.2003.9651913.
  4. Dombek, J.L., Foorman, B.R., Garcia, M., & Smith, K.G. (2016). Self-study guide for implementing early literacy interventions (REL 2016- 129).  U.S. Department of Education, Institute of Education Sciences, National Center for Evaluation and Regional Assistance, Regional Educational Laboratory Southeast. https://ies.ed.gov/rel-southeast/2025/01/tool-1.
  5. Foorman, B. (in press). What informs literacy instruction in the primary grades? In A. Dagen, R. Bean, & J. Ippolito (Eds.). Best practices of literacy leaders (3rd ed.). Guilford Press.
  6. Foorman, B.R., Kershaw, S., & Petscher, Y. (2013). Evaluating the screening accuracy of Florida Assessments for Instruction in Reading (FAIR) (REL 2013-008). U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Southeast. https;//files.eric.ed.gov/ful.ltest/ED544195.pdf.
  7. Kosanovich, M., Smith, K., & Lee, L. (2026). Toolkit for differentiating reading instruction for grades K–3 (REL 2026-005). U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance. https://ies.ed.gov/regional-educational-laboratories-toolkits.
  8. Hamilton, L., Halverson, R., Jackson, S., Mandinach, E., Supovitz, J., & Wayman, J. (2009). Using student achievement data to support instructional decision making (NCEE 2009-4067). U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance. https://files.eric.ed.gov/fulltext/ED506645.pdf.
  9. Baker, S., Lesaux, N., Jayanthi, M., Proctor, C.P., Morris, J., Gersten, R., Haymond, K., Kieffer, M.J., Linan-Thompson, S., & Newman-Gonchar, R. (2014). Teaching academic content and literacy to English learners in elementary and middle school (NCEE 2014-4012). U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance.  https://ies.ed.gov/ncee/wwc/Docs/practiceguide/english_learners_pg_040114.pdf.
  10. Foorman, B., Beyler, N., Borradaile, K., Coyne, M., Denton, C.A., Dimino, J., Furgeson, J., Hayes, L., Henke, J., Justice, L., Keating, B., Lewis, W., Sattar, S., Streke, A., Wagner, R., & Wissel, S. (2016).  Foundational skills to support reading for understanding in kindergarten through 3rd grade (NCEE 2016-4008). U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance. https://ies.ed.gov/ncee/wwc/Docs/PracticeGuide/wwc_foundationalreading_040717.pdf.
  11. Solari, E.J., Denton, C.A., & Haring, C. (2017). How to reach first-grade struggling readers: An integrated instructional approach. TEACHING Exceptional Children, 49(3), 149–159.  https://files.eric.ed.gov/fulltext/EJ1140154.pdf.
  12. Gersten, R., Compton, D., Connor, C.M., Dimino, J., Santoro, L., Linan-Thompson, S., & Tilly, W.D. (2008). Assisting students struggling with reading: Response to intervention and multi-tier intervention for reading in the primary grades: A practice guide (NCEE 2009-4045). U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance.  https://ies.ed.gov/ncee/wwc/Docs/PracticeGuide/rti_reading_pg_021809.pdf.
  13. Foorman, B., Herrera, S., Dombek, J., Schatschneider, C., & Petscher, Y. (2017). The relative effectiveness of two approaches to early literacy intervention in grades K–2 (REL 2017–251). U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Southeast.  https://files.eric.ed.gov/fulltext/ED572933.pdf.
  14. Vaughn, S., Gersten, R., Dimino, J., Taylor, M. J., Newman-Gonchar, R., Krowka, S., Kieffer, M. J., McKeown, M., Reed, D., Sanchez, M., St. Martin, K., Wexler, J., Morgan, S., Yañez, A., & Jayanthi, M. (2022). Providing reading interventions for students in grades 4–9 (WWC 2022007). U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance.  https://ies.ed.gov/ncee/wwc/Docs/PracticeGuide/WWC-practice-guide-reading-intervention-full-text.pdf.