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Books & book chapters

Expert perspectives on interventions for reading: A collection of best-practices from the International Dyslexia Association. Baltimore: International Dyslexia Association. (2012)

Speech to print: Language essentials for teachers, 2nd Edition. Baltimore: Paul Brooks (2010)

The Speech to Print Workbook, 2nd Edition. Baltimore: Paul Brooks (2010)


Speech to Print: Essentials for Teachers, Louisa Cook Moats, (pp. 288).
This thorough and well-written book ties textbook theory to classroom practice, transcribing the process of learning how to read-from speech to print! Working through the excercises will enable you to recognize, understand, and solve problems that children encounter when learning to read and write. Slef-tests are included within the chapters for you to rehearse the language skills presented. complete with case studies, field-tested lesson plans and their adaptations, and extensive appendices of answer keys, Speech to Print is you indespensible course in the art of language. (Amazon.com) Brookes Publishing Company. Moats, L.C. (2009).
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Teaching spelling to students with language and learning disabilities. In G.A.Troia (Ed.), Instruction and assessment for struggling writers: Evidence-based practices (pp. 269-289). New York: Guilford. Moats, L.C. (2008)

Literacy achievement in the primary grades in high-poverty schools. In S. Neuman (Ed.), Educating the other America: Top experts tackle poverty, literacy, and achievement in our schools. (pp.91-111) Baltimore: Paul H. Brookes Publishing. Moats, L. C. & Foorman, B. R. (2008).

Can you teach an older student to spell? In L. Denti and G. Guerin (eds.), Effective practice for adolescents with reading and literacy challenges (pp. 65-81). New York: Routledge. Moats, L.C. (2008).

Research-based and evidence-based: Publishing, ethics, and the profit motive. International Dyslexia Association's Symposium Proceedings, Research-based Interventions (November, 2004). Baltimore, MD: International Dyslexia Association. Moats, L.C., Horsfall, S., Willis, C., & Mitchell, S. (2005).

Definition, history, and research on multisensory instruction. In J. Birsh (ed.), Multisensory structured language teaching, 2nd Ed. Baltimore: Paul Brookes. Moats, L.C. & Farrell, M. (2005).

Language, science, and imagination in the professional development of teachers of reading. In P. McCardle and V. Chhabra (eds.), The Voice of Evidence in Reading Research. (pp.269-287) Baltimore, MD: Brookes Publishing. Moats, L.C. (2004).


Parenting a struggling reader, New York: Broadway Books. Hall, S. & Moats, L.C. (2002).
According to the National Institute of Health, ten million of our nation’s children (approximately 17 percent) have trouble learning to read. While headlines warn about the nation’s reading crisis, Susan Hall (whose son was diagnosed with dyslexia) and Louisa Moats have become crusaders for action. The result of their years of research and personal experience, Parenting a Struggling Reader provides a revolutionary road map for any parent facing this challenging problem.
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Parenting a struggling reader. New York: Broadway Books. Hall, S. & Moats, L.C. (2002).

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. (2001).

Speech to print: Language essentials for teachers. Baltimore: Paul Brookes. Moats, L.C. (2000).

Straight talk about reading: How parents can make a difference in the early years. Chicago: Contemporary Books. Hall, S. & Moats, L.C. (1999).

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 grades. In B. Wong (Ed.), Learning about learning disabilities, 2nd Edition (pp. 367-389). San Diego: Academic Press. Moats, L.C. (1998).

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. (1996).

Spelling: Development, disability, and instruction. Baltimore: York Press. Moats, L.C. (1995)

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. 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. (1993).

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. Lyon, G.R., Moats, L.C., & Flynn, J.M. (1988).
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