@book{fox_2014, title={Phonics and word study for the teacher of reading: Programmed for self-instruction}, publisher={Boston: Pearson}, author={Fox, B. J.}, year={2014} }
 @book{fox_2012, title={Word identification strategies: building phonics into a classroom reading program}, publisher={Boston: Pearson}, author={Fox, B. J.}, year={2012} }
 @book{fox_2008, title={100 activities for developing fluent readers patterns and applications for word recognition, fluency, and comprehension}, publisher={Upper Saddle River, NJ: Pearson/Merrill Prentice Hall}, author={Fox, Barbara J.}, year={2008} }
 @book{fox_2008, title={Word identification strategies: Building phonics into a classroom reading program (4th ed.)}, ISBN={0131561308}, publisher={Upper Saddle River, NJ: Pearson/Merrill Prentice Hall}, author={Fox, B. J.}, year={2008} }
 @book{fox_2005, title={Phonics for the teacher of reading: Programmed for self-instruction. (9th ed.)}, ISBN={0131177990}, publisher={Upper Saddle River, N.J.: Pearson/Merrill/Prentice Hall}, author={Fox, B. J.}, year={2005} }
 @book{fox_2004, title={Word identification strategies: Phonics from a new perspective (4th ed.)}, ISBN={0131100998}, publisher={Upper Saddle River, N.J.: Pearson/Merrill Prentice Hall}, author={Fox, B. J.}, year={2004} }
 @article{mitchell_fox_2001, title={The effects of computer software for developing phonological awareness in low-progress readers}, volume={40}, DOI={10.1080/19388070109558353}, abstractNote={Abstract This study examined the effectiveness of two computer programs designed to increase phonological awareness in young children. The programs, DaisyQuest and Daisy's Castle, provide instruction and practice in rhyme identification, phonological analysis (segmenting), and phonological synthesis (blending). Thirty‐six kindergarten and 36 first grade students, who demonstrated below grade level performance in reading, were randomly assigned to one of three experimental conditions, and participated in daily, 20 minute, small‐group training sessions, over a period of four weeks. Pre‐and posttests of rhyming, segmentation, phoneme isolation and blending were administered, and the effects of computer‐administered phonological awareness instruction were compared with teacher‐delivered phonological awareness instruction and an instructional technology control group. After five hours of instruction, children who received computer‐administered phonological awareness instruction and children who received teacher‐delivered phonological awareness instruction showed a significant increase in phonological processing over that of the instructional technology control group.}, number={4}, journal={Reading Research and Instruction}, author={Mitchell, M. J. and Fox, B. J.}, year={2001}, pages={315–332} }
 @book{fox_2000, title={Word identification strategies: Phonics from a new perspective (2nd ed.)}, ISBN={0130203424}, publisher={Upper Saddle River, N.J.: Merrill}, author={Fox, B. J.}, year={2000} }
 @article{fox_wright_1997, title={Connecting school and home literacy experiences through cross-age reading}, volume={50}, number={5}, journal={Reading Teacher}, author={Fox, B. J. and Wright, M.}, year={1997}, pages={396–403} }
 @book{fox_1996, title={Strategies for word identification: Phonics from a new perspective}, ISBN={002339191X}, publisher={Englewood Cliffs, N.J.: Merrill}, author={Fox, B. J.}, year={1996} }