Aggarwal, S. (1991). Three language formula: An educational problem. Gyan Publishing House.
Alonzo, J., Park, B. J., & Tindal, G. (2013). Examining the Internal Structure of the easyCBM Reading Measures, Grades K-5. Technical Report# 1302. Behavioral Research and Teaching.
Anderson, D., Alonzo, J., Tindal, G., Farley, D., Irvin, P. S., Lai, C. F., ... & Wray, K. A. (2014). Technical Manual: easyCBM. Technical Report# 1408. Behavioral Research and Teaching.
Annamalai, E. (2004). Medium of power: the question of English education in India, in Medium of Instruction Policies: Which Agenda? Whose Agenda? Eds. J.W. Tollefson and A.B.M Tsui (Mahwah, NJ: Lawrence Erlbaum Associates), 177-193.
ASER. (2016). Annual Status of Education Report (2016). New Delhi, ASER Centre.
ASER. (2018). Annual Status of Education Report (2016). New Delhi, ASER Centre.
Deno, S. L. (2003). Developments in curriculum-based measurement. The journal of special education, 37(3), 184-192.
Dixon, P., Schagen, I., & Seedhouse, P. (2011). The impact of an intervention on children's reading and spelling ability in low-income schools in India. School Effectiveness and School Improvement, 22(4), 461-482.
Ehri, L. C., Nunes, S. R., Stahl, S. A., & Willows, D. M. (2001). Systematic phonics instruction helps students learn to read: evidence from the National Reading Panel’s meta-analysis. Rev. Educ. Res., 71, 393-447. doi: 10.3102/00346543071003393.
Good, R. H., Kaminski, R. A., & Cummings, K. (2011). DIBELS next. Cambium Learning.
Gupta, R. (2014). Change in Teaching Practices: Case of Phonics Instruction in India. Procedia-Social and Behavioral Sciences, 116, 3911-3915.
Johnston, R., & Watson, J. (2005). The Effects of Synthetic Phonics Teaching on Reading and Spelling Attainment: A Seven Year Longitudinal Study. Available at: http://www.gov.scot/Publications/2005/02/20688/52449.
Kalyanpur, M. (2020). Disrupting the narrative of universality of inclusive education: The new marginalization of low-income, English language learners in India. In The Educational Forum (Vol. 84, No. 4, pp. 296-308). Routledge.
Keller-Margulis, M. A., Shapiro, E. S., & Hintze, J. M. (2008). Long-term diagnostic accuracy of curriculum-based measures in reading and mathematics. School Psychology Review, 37(3), 374-390.
Kingdon, G. G. (2007). The progress of school education in India. Oxford Rev. Econ.Pol. 23, 168-195. doi: 10.1093/icb/grm015.
Kurrien, J. (2005). Notes for the Meeting of the National Focus Group on Teaching of English, and Note on Introduction of English at the Primary Stage. Ms., NFG-English.
Mishra, R., & Stainthorp, R. (2007). The relationship between phonological awareness and word reading accuracy in Oriya and English: a study of Oriya-speaking fifth-graders. J. Res. Read., 30, 23-37. doi: 10.1111/j.1467-9817.2006.00326.x.
Misquitta, R., Shenoy, S., Ghosh, A., & Kotwal, N. (2022). Examining the technical adequacy and efficacy of FABLe to identify students at-risk for reading difficulties in India. Asia Pacific Education Review, 23(3), 1-11.
National Council of Educational Research and Training. (2014). National Curriculum Framework 2005 (No. id: 1138).
Nishanimut, S. P., Johnston, R. S., Joshi, R. M., Thomas, P. J., & Padakannaya, P. (2013). Effect of synthetic phonics instruction on literacy skills in an ESL setting. Learning and Individual Differences, 27, 47-53.
Ramachandran, V., Pal, M., Jain, S., Shekar, S., & Sharma, J. (2005). Teacher motivation in India (pp. 96-103). Discussion Paper (Azim Premji Foundation, Bangalore, 2005).
Ramanathan, H. (2008). Testing of English in India: A developing concept. Language Testing, 25(1), 111-126.
Shenoy, S., Wagner, R.K., & Rao, N.M. (2020). Factors that influence reading acquisition in L2 English for students in Bangalore, India. Reading and Writing: An Interdisciplinary Journal, 33(7), 1809-1838.
Stuart, M. (1999). Getting ready for reading: early phoneme awareness and phonics teaching improves reading and spelling in inner-city second language learners. Br. J. Educ. Psychol., 69, 587-605. doi: 10.1348/000709999157914.
Stuart, M. (2004). Getting ready for reading: a follow-up study of inner city second language learners at the end of Key Stage 1. Br. J. Educ. Psychol., 74, 15-36. doi: 10.1348/000709904322848806.