Los diseñadores del currículo de Waterford consultan con una variedad de fuentes a fin de desarrollar el curso de estudio que se aterriza en una investigación sólida. Abajo se encuentran algunas de esas Fuentes para el Programa Temprano de Lectura Waterford™ y para el Programa Temprano de Matemáticas y Ciencias de Waterford™.

Adams, Marilyn Jager. (1990). Beginning to read: Thinking and learning about print. Cambridge: MIT Press.

_____. (1998). Phonemic awareness in young children. Baltimore, MD: Paul H. Brookes Publishing Co.

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Blackman, B., Ball, E., Black, S., & Tangel, D. (1994). Kindergarten teachers develop phoneme awareness in low-income, inner-city classrooms: Does it make a difference? Reading and Writing: An Interdisciplinary Journal, 6, 1-17.

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Bradley, L., & Bryant, P. E. (1991). Phonological skills before and after learning to read. Phonological processes in literacy: A tribute to Isabelle Y. Lieberman. Brady, S.A., & Shankweiler, D.P. (Eds.). Hillsdale, NJ: Erlbaum, 37-45.

Bredekamp, Sue, Copple, Carol, & Neuman, Susan B. (2000). Learning to read and write: Developmentally appropriate practices for young children. Washington DC: The National Association for the Education of Young Children.

Brown, A. L., Palincsar, A. S., & Arbruster, B. B. (1994). Instructing comprehension-fostering activities in interactive learning situations. Theoretical models and processes of reading (4th ed.). Ruddell, R.B., Ruddell, M.R. & Singer, H. (Eds.). Newark, DE: International Reading Association, 757-785.

Bryant, P., Maclean, M., & Bradley, L. (1990). Rhyme, language, and children's reading. Applied Psycholinguistics, 11(4), 237-252.

Bryant P., et al. (1989). Nursery rhymes, phonological skills, and reading. Journal of Child Language, 16(2), 407-428.

Burns, Marilyn. (1992). About teaching mathematics: A K-8 resource. Sausalito, CA: Math Solutions Publications, 79.

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Burns, M. S., et al. (Eds.) (1998). Preventing reading difficulties in young children. Washington DC: National Academy Press.

Byrne, B., & Fielding-Barnsley, R. (1993). Evaluation of a program to teach phonemic awareness to young children: A 1-year follow-up. Journal of Educational Psychology, (Psychology, 85, 104-111).

Calfee, R. (1998). Phonics and phonemes: Learning to decode and spell in a literature-based program. In Metsala, J.L. & Ehri, L.C. (Eds.) Word Recognition in Beginning Literacy. Mahweh, NJ: Lawrence Erlbaum Associates, Publishers, 329.

Campbell, D. D. (1973). Typewriting contrasted with handwriting: A circumvention study of learning disabled children. Journal of Special Education, 7(2), 155-168.

Clay, M. M. (1991). Becoming literate. Auckland, New Zealand: Heinemann.

_____. (1985). The early detection of reading difficulties (3rd ed.). Portsmouth, NH: Heinemann.

Cothran, A., & Mason, G. E. (1978). The typewriter: Time-tested tool for teaching reading and writing. Elementary School Journal, 78(3), 171-178.

Cullinan, B. E. (1989). Literature for young children. In Strickland, D.S. & Morrow, L.M. (Eds.). Emerging Literacy: Young children learn to read and write. Newark, DE: International Reading Association.

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Cunningham, A. E. (1990). Explicit versus implicit instruction in phonemic awareness. Journal of Experimental Child Psychology, 50, 429-444.

Durkin, Dolores. (1989). Teaching them to read (5th ed.). Boston, MA: Allyn & Bacon.

Eldredge, J. L. (1995). Teaching decoding in holistic classrooms. Englewood Cliffs, NJ: Prentice Hall, Inc.

Fountas, I. C., & Pinnell, G. S. (1996). Guided reading: Good first teaching for all children. Portsmouth, NH: Heinemann.

Fry, E.B., Kress, J. E., & Fountoudidis, D. L. (1993). The reading teacher's book of lists. West Nyack, NY: The Center for Applied Research in Education.

Garland, Cynthia. (1990). Mathematics their way: Summary newsletter. Saratoga, CA: Center for Innovation in Education, 9, 1.

Graves, Donald. (1994). A fresh look at writing. Portsmouth, NH: Heinemann.

Graves, M. F., Juel, C., & Graves, B. B. (1998). Teaching Reading in the 21st Century. Boston, MA: Allyn & Bacon, 154.

Griffith, P. L., & Olson, M. W. (March 1992). Phonemic awareness helps beginning readers break the code. The Reading Teacher, 45 (7), 516-523.

Gunning, T. (1998). Assessing and correcting reading and writing difficulties. Boston, MA: Allyn & Bacon, 70-88.

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Hall, Susan L. & Moats, Louisa C. (1999). Straight Talk about Reading: How Parents Can Make a Difference During the Early Years. Lincolnwood, IL: Contemporary Books.

Heller, Mary F. (1995). Reading writing connections from theory to practice (2nd ed.). White Plains: Longman Publishers.

Honig, B. (1996). Teaching our children to read: The role of skills in a comprehensive reading program. Thousand Oaks, CA: Corwin Press, Inc.

International Reading Association. (1997). The role of phonics in reading instruction. Position statement passed at 1997 meeting of IRA board of directors. Reading Online: http://www.readingonline.org. Electronic journal.

Johns, J. L. (1993). Informal reading inventories: Annotated reference guide. DeKalb, IL: Communitech International Corp.

Johnson, M. S., Cress, R. A., & Pikulskil, J. J. (1987). Informal reading inventories. Newark, DE: International Reading Association.

Juel, C. (1991). Beginning reading. In Barr, R., et al. (Eds.). Handbook of Reading Research (Vol. 2). New York: Longman, 759-788.

_____. (1988). Learning to read and write: A longitudinal study of fifty-four children from first through fourth grades. Journal of Educational Psychology, 80(4), 437-447.

_____. (1994). Learning to read and write in one elementary school. New York: Springer-Verlag.

_____. (1990). The role of decoding in early literacy instruction and assessment. In Morrow, L.M., & Smith, J.K. (Eds.). Assessment for instruction in early literacy. Englewood Cliffs, NJ: Prentice Hall, Inc., 135-154.

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Kirtley, C., Bryant, P., MacLean, M., & Bradley, L. (1989). Rhyme, rime, and the onset of reading. Journal of Experimental Child Psychology, 48, 224-245.

Lesgold, A. M., & Resnick, L. B. (1982). How reading disabilities develop: Perspectives from longitudinal study. In Das, J.P., Mulcahy, R., & Wall, AE (Eds.). Theory and Research in Learning Disability. New York: Plenum.

Lieberman, Isabelle Y., & Shankweiler, Donald. (1985). Phonology and problems of learning to read the write. Remedial and Special Education, 6, 8-17.

Lipson, Marjorie Y. & Wixson, Karen K. (1997). Assessment and instruction of reading and writing disability. New York: Addison Wesley.

Maclean, M., Bryant, P., & Bradley, L. (1987). Rhymes, nursery rhymes, & reading in early childhood. Merrill-Palmer Quarterly, 33(3), 255-281.

McCracken, Robert A., & McCracken, Marlene J. (1986). Stories, songs, and poetry to teach reading and writing: Literacy through language. Winnepeg: Peguis Publishers Ltd.

Miller, J. W., & McKenna, M. (1989). Teaching reading in the elementary classroom. Scottsdale, AZ: Gorsuch Scarisbrick Publishers, 433-437.

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National Research Council. (1999). Starting out right, a guide to promoting children's reading success. Washington DC: National Academy Press.

Pearson, P. D., & Fielding, L. (1996). Comprehension instruction. Handbook of Reading Research (Vol. 2), 815-860.

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Pearson, P. D., et al. (1992). Developing expertise in reading comprehension. What research has to say about reading instruction. Newark, DE: International Reading Association, 145-199.

Perfetti, C. A. (1985). Reading ability. New York: Oxford University Press.

Peterson, M. E., & Haines, L. P. (1992). Orthographic analogy training with kindergarten children. Effects on analogy use, phonemic segmentation, and letter-sound knowledge. Journal of Reading Behavior, 24(1), 121.

Powell, Debbie. (1990). Teaching graphophonics in a whole language classroom. Hawthorn, Victoria, Australia: Distributed in the U.S. by Rigby.

Pressley, Michael, et al. (1989). The challenges of classroom strategy instruction. The Elementary School Journal, 89 (3), 301-341.

Pressley, M. (1998). Reading instruction that works: The case for balanced teaching. New York: Guilford Press.

_____. (2000). What should comprehension instruction be the instruction of? In Barr, R., et al. (Eds.). Handbook of Reading Research (Vol. 3). Mahwah, NJ: Lawrence Erlbaum Associates, Publishers, 545.

Reitsma, Peter. (Spring 1998). Reading practice for beginners: Effects of guided reading, reading-while-listening, and independent reading with computer-based speech feedback. Reading Research Quarterly, 23(2), 219-235.

Reutzel, D. R., & Cooter, R. B. (1992). Teaching children to read: From basals to books. New York: Macmillan.

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Rosenshine, Barak V. (April 1986). Synthesis of research on explicit teaching. Educational Leadership, 43(7), 60-69.

Samuels, S. J. (1994). Word recognition. In Ruddell, R.B., Ruddell, M. R., & Singer, H. (Eds.). Theoretical Models and Processes of Reading (4th ed.). Newark, DE: International Reading Association, 359-380.

San Francisco State University. (1999). Bay area mathematics task force report: A mathematics source book. San Francisco, CA: San Francisco State University, 7.

Slocum, Timothy A., O'Connor, Rollanda E., & Jenkins, Joseph R. (1993). Transfer among phonological manipulation skills. Journal of Educational Psychology, 85(4), 618-630.

Snow, Catherine E., Burns, M. Susan, & Griffin, Peg (Eds.). (1998). Preventing reading difficulties in young children. Washington DC: National Academy Press.

_____. (1999). Starting out right: A guide to promoting children's reading success. Washington, DC: National Academy Press.

Stahl, Steven A. (1992). Saying the 'p' word: Nine guidelines for exemplary phonics instruction. The Reading Teacher, 45, 618-625.

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Stahl, S. A., Heubach, Kathleen, & Cramond, Bonnie. (30 Nov.-3 Dec. 1994). Fluency-oriented reading instruction. Annual Meeting of the National Reading Conference. San Diego, CA.

Stanovich, Keith E. (2000) Progress in understanding reading: Scientific foundations and new frontiers. New York: The Guilford Press.

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_____. (1980). Toward an interactive-compensatory model of individual differences in the development of reading fluency. Reading Research Quarterly, 16(1), 32-71.

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Allington, Richard L., & Krull, Kathleen. (1980). Thinking. Milwaukee, WI: Raintree.

American Association for the Advancement of Science. (1990). Science for All Americans. New York: Oxford University Press.

_____. (1993). Benchmarks for Science Literacy. New York: Oxford University Press.

Balka, Don S. (1995). Unifix Mathematics Activities Book 1: Precounting, Early Counting, Addition Experiences. Rowley, MA: DIDAX Educational Resources.

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Bley, Nancy S., & Thornton, Carol A. (1995). Teaching Mathematics to Students with Learning Disabilites. (3rd ed.) Austin, TX: PRO-ED.

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Bosak, Susan V. (2000). Science Is … : A Sourcebook of Fascinating Facts, Projects and Activities. Buffalo, NY: Firefly Books.

Boswell, L. A. (1998). Math Central. Boston, MA: Houghton Mifflin.

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_____. (1992). About Teaching Mathematics, a K-8 Resource. Sausalito, CA: Math Solutions.

_____. (1992). Math and Literature (K-3). Sausalito, CA: Math Solutions Publications.

Burton, G. M., and E. M. Maletsky. (1998). Math Advantage. Orlando, FL: Harcourt Brace.

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Childcraft: The How and Why Library. (1980). The Green Kingdom. Chicago, IL: World Book-Childcraft International.

Clements, D.H. (1998). Math for You and Me. New York: McGraw-Hill.

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Clements, Douglas. (1998). Math in My World. (Teacher's Edition, Grade 1). New York: McGraw-Hill.

Dinio-Durkin, Cecilia. (1997). Brain-Boosting Math Activities. New York: Scholastic.

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Kennedy, Leonard M., and Tipps, Steve. (2000). Guiding Children's Learning of Mathematics. Belmont, CA: Wadsworth.

Lilly, Dr. Marsha W. (1999). Math at Hand. Wilmington, MA: Houghton Mifflin, Great Source Education Group.

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_____. (2000). Principles and Standards for School Mathematics. Reston, VA: The National Council of Teachers of Mathematics, Inc.

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