Literacy Beliefs: References

Applebee, A.N. (2000). Alternative models of writing development. In R. Indrisano & J. Squire
            (Eds.), Perspectives on writing: Research, theory, and practice  (pp. 90-111).  Newark,
            DE: International Reading Association.

Armbruster, B.B. (2000). Responding to informative prose. In R. Indrisano & J. Squire (Eds.).
            Perspectives on writing: Research, theory, and practice  (pp. 140-161). Newark, DE:
            International Reading Association.

Bransford, J.D. (1994). Schema activation and schema acquisition: Comments on Richard C.
            Anderson's remarks.  In R. Ruddell, M. Ruddell, M., & H. Singer (Eds.), Theoretical models
            and processes of reading (4th ed., pp. 483-495).

Brown, A., Palincsar, A., & Armbruster, B. B. (1994). Instructing comprehension-Fostering
            activities in interactive learning situations. In R.Ruddell, M. Ruddell, & H. Singer (Eds.),
            Theoretical models and processes of reading (4th ed., pp.1193-1130).  Newark, DE:
            International Reading Association.

 Cunningham, P.M. & Allington, R.L. (1999). Classrooms that work: They can all read and write.
            New York, NY: Longman.

 Dyson, A.H. (2000). Writing and the sea of voices: Oral language in, around, and about writing. In
                R. Indrisano & J. Squire. (Eds.), Perspectives on writing: Research, theory, and practice 
               
(pp. 45-65). Newark, DE: International Reading Association.

Flood, James. & Lapp, Diane (2000). Teaching writing in urban schools: Cognitive processes,
            curriculum resources, and the missing link-management and grouping. In R. Indrisano & J.
            Squire (Eds.). Perspectives on writing: Research, theory, and practice (pp.233-250).
            Newark, DE: International Reading Association.

Forman, E., & Cazden, C. (1994). Exploring Vygotskian perspectives in education: The cognitive
            value of peer interaction.  In R. Ruddell, M. Ruddell, & H. Singer (Eds.), Theoretical models
            and processes of reading (4th ed., pp.155-178).  Newark, DE: International Reading
            Association.

Goodman, K.S. (1994) Reading writing, and written texts: A transactional sociopsycholinguistic
            view. In R. Ruddell, M. Ruddell, & H. Singer (Eds.), Theoretical models and processes of
            reading (4th ed., pp.1193-1130). Newark, DE: International Reading Association.

 Harste, J. (1994). Literacy as curricular conversations about knowledge, inquiry and morality.  In
            R. Ruddell, M. Ruddell, & H. Singer (Eds.), Theoretical models and processes of reading
            (4th ed., pp.1220-1242).  Newark, DE: International Reading Association.

Harste, J., Burke, C., & Woodward, V. (1994) Children's language and world; Initial encounters
            with print. In R.  Ruddell, M. Ruddell, & H. Singer (Eds.), Theoretical models and processes
            of reading (4th ed., pp.1193-1130).  Newark, DE: International Reading Association.

Herman, Aschbacher, & Winters, (1992). A practical guide to alternative assessment. Alexandria,
            VA: Association for Supervision and Curriculum Development.

Hodges, R.E. (2000). Mental processes and the conventions of writing: Spelling, punctuation, and
            handwriting. In R.  Indrisano & J. Squire. (Eds.), Perspectives in writing: Research, theory,
            and practice  (pp. 187-213).  Newark, DE: International Reading Association.

Johnson, D. (2000). Just the right word: Vocabulary and writing. In R. Indrisano & J. Squire.
            (Eds.), Perspectives on  writing: Research, theory, and practice  (pp. 162-186). Newark,
            DE: International Reading Association.

Lambert, L., Walker, D., Zimmerman, D. P., Cooper, J. E., Lambert, M. D., Gardner, M. E., &
            Ford Slack, P. J. (1995).  The  constructivist leader.  New York, NY: Teachers College
            Press.

Moll, L.C. (1994) Literacy research in community and classrooms: A sociocultural approach. In R.
            Ruddell, M. Ruddell, &

H. Singer (Eds.), Theoretical models and processes of reading (4th ed., pp.179-207).  Newark,
            DE: International Reading Association.

Paris, S., Lipson, M., & Wixson, K. (1994). Becoming a strategic reader.  In R. Ruddell, M.
            Ruddell, & H. Singer (Eds.),  Theoretical models and processes of reading (4th ed.,
            pp.788-810).  Newark, DE: International Reading Association.

Reading the world and reading the word: An interview with Paolo Friere. (1985).  Language Arts
            62 (1), 15-21.

Rosenblatt, L. (1994). The transactional theory of reading and writing. In R. Ruddell, M. Ruddell, &
            H. Singer (Eds.),  Theoretical models and processes of reading (4th ed., pp.1057-1092). 
           
Newark, DE:  International Reading Association.

Ruddell, M.R. (1994). Vocabulary knowledge and comprehension: A comprehension-process
            view of complex literacy relationships. In R. Ruddell, M. Ruddell, & H. Singer, (Eds.),
            Theoretical models and processes of reading (4th ed., pp.414-447).  Newark, DE: 
           
International Reading Association.

Ruddell, R.B., & Ruddell, M.R. (1994). Language acquisition and literacy processes. In R.
            Ruddell, M. Ruddell, & H. Singer (Eds.), Theoretical models and processes of reading  (4th
   
         ed., pp.1193-1130).  Newark, DE:  International Reading Association.

Ruddell, R.B. & Unrau, N.J., (1994). Reading as a meaning construction process: The reader, the
            text, and the teacher. In R. Ruddell, M. Ruddell, & H. Singer (Eds.), Theoretical models and
            processes of reading (4th ed., pp.996-1056).   Newark, DE:  International Reading
            Association.

Schickedanz, J. (2000). Emergent writing: a discussion of the sources of our knowledge. In. R.
            Indrisano & J. Squire.  (Eds.), Perspectives on writing: Research, theory, and practice (pp.
            66-89). Newark, DE: International Reading Association.

Sleeter, C. (1996). Multicultural education as social action. Albany, NY: State University of New
            York Press.

Tierney, R.J. (1998). Literacy assessment reform: Shifting beliefs, principled possibilities, and
            emerging practices.  The Reading Teacher, 51 (5), 374-390.

Weaver, C. (1994). Reading process and practice: from sociopsycholinguistics to whole
            language (2nd ed.). Portsmouth, NH: Heineman.

Wiggins, G. (1998). Educative assessment. San Francisco, CA: Jossey-Bass.

Yopp, H.K., & Singer, H. (1994). Toward an interactive reading instructional model: Explanation of
            activation of linguistic awareness and metalinguistic ability in learning   to read. In R.
            Ruddell, M. Ruddell & H. Singer (Eds.), Theoretical models and processes of reading (4th
   
         ed., pp.1057-1092).  Newark, DE:  International Reading Association.

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