References and Annotated Bibliography
Adams, M.J. (2000). Beginning to Read : Thinking and Learning About Print. Cambridge, MA: MIT Press.
This book is a synthesis of current research and a guide to teaching beginning reading. It includes discussions on the phonics controversy, analysis of the reading process, comprehension, research on pre-readers, and teaching techniques to develop phonemic awareness, reading and writing skills. Chapter 3 is devoted to comparing various reading programs and addresses the phonics debate and Chapter 4 reviews and synthesis' current research in reading development. Provides descriptions of what a successful reader looks like. Presents evidence as to the best predictors of successful readers including letter knowledge, phonemic awareness and the controversy of IQ, all of which come from repeated exposures to print.
Allison, D.T., & Watson, J.A. (1994).
The significance of adult storybook reading styles on the
development of young children's emergent literacy. Reading Research
Quarterly, Vol.
34, 57-72. (click here for
abstract)
Anderson(1994). Role of the reader's schema in comprehension, learning and memory. In R.B. Ruddell, M.R. Ruddell, & Singer (Eds.), Theoretical models and processes of reading (4th ed., pp.469-481). Newark, DE: International Reading Association.
Applebee, A.N. (2000). Alternative models of writing development. In R. Indrisano & J.R. Squire, Perspectives on writing: Research theory, and practice. (pp. 99-110). Newark, DE: International Reading Association
Barrentine, S. (1996).
Engaging with reading through interactive read-alouds.
The
Reading Teacher, Vol. 50, 36-43.
This article reviews two reading approaches that primary teachers use.
Although researchers have identified several different styles to reading,
the two main categories include those that limit discussions during the reading
and others that promote interactions throughout the reading.
The author provides suggestions as to how to engage children in these
discussions, gives examples of classrooms interacting with a text and provides
suggestions to teachers for planning a successful interactive read-aloud.
Key among these suggestions are choosing and rehearsing the interactive
read-aloud, repeated opportunities and teacher modeling of interactive
discussions.
Barrone, D.M. & Morrow, L.M. (Ed) (2003). Literacy and Young Children, Research-Based Practice, New York, NY: Guilford Press.
This book includes chapters contributed by leading researchers such as William Teale, Lesley Morrow, Judith Schickedanz and Irene Gaskins among others. Contemporary issues such as staff development, home experiences, the role of technology, and recommendations for literacy instruction are discussed.
Beck, I.L., & McKeown, M.G. (2001).
Text talk: Capturing the benefits of read-aloud
experiences
for young children. The Reading Teacher, Vol.55,
10-21.
This article discusses the approach to read-alouds called Text Talk.
The approach emerged from research and success with the older
children's version of the Questioning the Author approach, with the
understanding that the most valuable aspect of read-alouds is giving children
experience with de-contextualized language.
Through observations of kindergarten and first grade classrooms, the
authors found that teachers rarely involved children in focusing on and
discussing major story ideas, citing young children's tendency to focus on
that, which is easily accessible to them such as pictures or background
knowledge. In an attempt to foster
and promote comprehension of linguistic content and de-contextualized language,
the approach recommends criteria to select text for read-alouds and the use of
open-ended questions and expansion techniques to promote discussions during the
reading. Often pictures are shown
after the text is read and discussed to avoid reliance of pictures.
Responses based upon experience are elaborated upon to gain deeper
understanding of the story concepts.
Bellon, M.L., & Ogletree, B.T. (2000).
Repeated storybook reading as an instructional method.
Intervention in School & Clinic,
Vol. 36, 75-85.
This article reviews an intervention to be used as a classroom friendly
method to target phonological awareness in the context of reading and writing
development, particularly with children who are experiencing language delays.
This intervention used during whole class read aloud sessions,
recommends, repeated readings, adult scaffolding techniques and specific
strategies to focus on print concepts and phonological awareness concepts
including letter and sound identification, syllable segmentation, rhymes, and
recognition of speech/non-speech sounds. Criteria for text selection are
included.
Bradshaw, M.L., Hoffman, P.R., & Norris, J.A. (1998).
Efficacy of expansions and cloze procedures
in the development of interpretations by preschool children exhibiting delayed language
development. Language, Speech and Hearing Services in Schools. Vol.
29, 85- 95.
This study used an alternating-treatment design to compare two storybook
reading approaches and their effects on two language delayed preschool
children's language production. The first approach used a combination of
expansion techniques and cloze procedures during a shared reading event to
increase the production of verbal interpretations.
The other approach used questions followed by modeling of the answers
during a shared reading event. The
approach using the expansions and cloze procedures produced increased answers to
questions, more interpretations of the text being read and more complex
utterances than the questioning and modeling approach.
The results suggest that using the expansion and cloze procedures have a
positive impact on expanding language among language delayed children.
Bransford (1994). Schema activation and schema acquisition. In R.B. Ruddell, M.R. Ruddell, & Singer (Eds.), Theoretical models and processes of reading (4th ed., pp.483-495). Newark, DE: International Reading Association.
Braunger, J.,& Lewis, J. (1998). Building A Knowledge Base in Reading,( 3rd ed.). Newark, DE:
International Reading Association.
This publication provides the principles, guiding practices and core
understanding in teaching children to become successful readers. Based upon
research in the areas of language and literacy development, the authors describe
the interrelationship between reading writing, speaking and listening.
Eight core understandings of literacy development are presented and
include the theory that background knowledge is critical, social interactions
are essential to learning and print rich environments facilitate reading
development. Storybook reading is
described as having the greatest impact on a child's access to a literate
environment, provides social interactions and models reading behaviors.
Bus,
A.G., van Ijzendoorn, M.H., & Pellegrini, A.D. (1995).
Joint book reading makes for
Brown, Palinscar, & Armbruster (1994). Instructing comprehension-fostering activities in interactive learning situations. In R.B. Ruddell, M.R. Ruddell, & Singer (Eds.), Theoretical models and processes of reading (4th ed., pp.757-785). Newark, DE: International Reading Association.
Campbell, R.(Ed)(1998). Facilitating Preschool Literacy. Newark, DE: International Reading Association
Champion,
T.B., Katz, L., Muldrow, R., & Dail, R. (1999). Storytelling and storymaking
in an urban preschool classroom: Building bridges from home to school.
Topics in Language Disorders, Vol
19, 52-67
This article looks at the differences of children's verbal and written
narrative styles based upon their home and school experiences with oral and
written storytelling. Identifying
variances in the narrations of three African-American preschool children in
regards to the themes of identity, social relationships and entertainment in the
form of content and event were analyzed. Individual
and group differences arose through the analysis. Comparing this to the
practices of white middle class children, the authors identify a gap between the
teaching practices of most schools and the oral and written narrative styles of
culturally diverse children. To close this gap, the authors suggest that school personnel
communicate with home to identify children's cultural and social practices and
gain insight into the child's “body
of knowledge” so that literacy experiences can be meaningful and language
learning can be successful for children of all backgrounds.
Crawford, P.A. (1995). Early Literacy: Emerging Perspectives. Journal of Research in Childhood Education, Vol.10, No.1
Cooper, J.D. & Kiger, N.D. (2001). Literacy Assessment: Helping teachers plan instruction. Boston, MA.: Houghton, Miflin Co.
Dickinson,
D., & Keebler, R. (1989). Variation
in preschool teachers' styles of reading
books. Discourse
Processes, Vol. 12, 353-375.(Click
here for abstract)
Dickinson,
D.K., & Smith, M.W. (1994). Long-term
effects of preschool teacher's book
readings on low-income children's vocabulary and story comprehension.
Reading
Research Quarterly, Vol. 29, 105-119.
Dyson, A.H. (2000). Writing in a sea of voices: Oral language in, around and about writing. In R. Indrisano & J.R. Squire, Perspectives on writing: Research theory, and practice. (pp. 45-65). Newark, DE: International Reading Association
Gambrel,
L. B. & Almasi, J.F. (Eds.). (1996). Lively
Discussions! Fostering Engaged
This book reviews the theory, benefits, and teaching techniques involved
in promoting discussions in the classroom revolving around text.
Drawing from the Vygotsky and Rogoff theory of social learning, the
contributors to the book share a variety of aspects of group discussions to aid
in engagement and comprehension that are applicable from kindergarten to high
school. Sections of the book deal
with creating the classroom environment, exploring teacher roles, describing
various examples of discussion and dialogue in the classroom as well as
suggestions to implementing activities to promote discussions and finally,
assessment strategies. Chapter 4
provides a narrative of a successful interactive read-aloud. Several chapters
review the importance of engagement and describe effective practices to promote
discussions, retellings, inquiry and peer collaboration.
Foreman & Cazden (1994). Exploring Vygotskian perspective in education: The cognitive value of peer interaction. In R.B. Ruddell, M.R. Ruddell, & Singer (Eds.), Theoretical models and processes of reading (4th ed., pp.155-177). Newark, DE: International Reading Association.
Gunn,
B.K., Simmons, D.C., Kameenui, E.J. (2000). Emergent
literacy: Synthesis of the research.
University of Oregon, National Center to Improve the Tools of Educators:
This article reviews the historical, present and future perspectives of
emergent literacy and offers a review and discussions of 24 studies in the areas
of early literacy experiences and it's impact on later reading acquisition.
Included are reviews of studies exploring the areas of print awareness, print to
speech concepts, phonological awareness, letter knowledge, as well as areas of
literacy experiences from a cultural, community and home focus including aspects
of storybook reading. Two graphic displays are presented to outline each of the
studies and includes the focus, age groups and impact on the emergent literacy
body of knowledge. Five areas of emerging evidence summarize the findings and
include experiences with print interactions help children develop print
awareness and concepts ; children learn to attend to language and apply this
ability to literary events by interacting with others; phonemic awareness and
letter recognition contribute to initial reading experiences; family practices
and characteristics other than socio-economic status contribute to initial
reading success; and storybook reading affects knowledge about, strategies for
and attitudes toward reading.
Halliday, M.A.K. (1994). The place of dialogue in children's construction of meaning. In R.B. Ruddell, M.R. Ruddell, & Singer (Eds.), Theoretical models and processes of reading (4th ed., pp.70-82). Newark, DE: International Reading Association.
Harste, J.C., Burke, C.L. & Woodward, V.A. (1994). Children's language and world: Initial encounters with print. In R.B. Ruddell, M.R. Ruddell, & Singer (Eds.), Theoretical models and processes of reading (4th ed., pp.48-69). Newark, DE: International Reading Association.
Hayes, J.R. (2000). A new framework for understanding cognition and affect in writing. In R. Indrisano & J.R. Squire, Perspectives on writing: Research theory, and practice. (pp. 6-44). Newark, DE: International Reading Association .
Heath, S.B. (1994). The children of Trackton's children: Spoken and written language in social change. In R.B. Ruddell, M.R. Ruddell, & Singer (Eds.), Theoretical models and processes of reading (4th ed., pp208-230). Newark, DE: International Reading Association.
Justice,
L.M., & Ezell, H.K. (2002). Use
of storybook reading to increase print awareness
in at-risk children. American
Journal of Speech-Language Pathology. Vol.11,
17-29.
Martinez,
M.G., & Teale, W.H. (1993). Teacher
storybook reading style: A comparison of
Moll, (1994). Literacy research in community and classrooms: A sociocultural
approach. In R.B. Ruddell, M.R. Ruddell, & Singer (Eds.), Theoretical
models and processes of reading (4th ed., pp179-207). Newark,
DE: International Reading Association.
Morrow, L.M., (1988). Young children's responses to one-to-one story readings in
school
Morrow, L.M., Rand, M.K., & Smith, J.K. (1995).
Reading aloud to children: Characteristics
and relationships between teachers and student behaviors.
Reading
Neuman, S.B. & Roskos, K.A. (Eds.). (1998).
Children Achieving: Best Practices
in Early
Notari-Syverson, A, O'Conner, R.E., & Vadasy, P.F. (2001). Ladders to Literacy. Baltimore, MD: Paul, H Brookes Publishing.
Paris, S.G., Lipson, M.Y., & Wixson, K.K. (1994).
Becoming a strategic reader. In Ruddell,
R.B., Ruddell, M.R. & Singer, H. (Ed.), Theoretical
Models and Processes of Reading,
(4th ed.
pp788-810), Newark, DE: International Reading Association.
Rosenblatt
(1994). Transactional model. In Ruddell,
R.B., Ruddell, M.R. & Singer, H. (Ed.), Theoretical
Models and Processes of Reading,
(4th ed.
pp 1057-1092), Newark, DE: International Reading Association.
Rhodes,
L.K. & Shanklin, N.L. (1993) Windows into Literacy: Assessing learners
K-8. Portsmouth, N.H.: Heinmann
Ruddell, R.B., & Ruddell, M.R. (1994). Language
acquisition and literacy processes. In Ruddell,
R.B., Ruddell, M.R. & Singer, H. (Ed.), Theoretical
Models and Processes of Reading,
(4th ed.), Newark, DE: International Reading Association.
This
chapter reviews the new theories and current research in language acquisition,
particularly how oral and written language develop together.
The authors discuss the development of phonological, morphological,
syntactical and lexical development and the current thinking of how these emerge
and grow among young children. The
chapter continues by discussing the literacy processes of writing and reading
including comprehension and the connection with oral language development.
Finally, the authors discuss factors influencing language development and
literacy processes. Language
interactions, availability of adults for dialogue, sibling numbers, home and
school language similarities and differences, and children's growing awareness
of print through encounters with print, are all important contributions to a
child's literacy development.
Ruddell
& Unrau (1994). Socio-cognitive processing model. In Ruddell,
R.B., Ruddell, M.R. & Singer, H. (Ed.), Theoretical
Models and Processes of Reading,
(4th ed.
pp.996-1056), Newark, DE: International Reading Association.
Scarborough, H.S., & Dobrich, W. (1994).
On the efficacy of reading to preschoolers.Developmental
Review, Vol. 14, pp. 245-302.
This
article reviews 30 years of 31 research studies in the area of shared reading
experiences between parent and child as well as its influence on the development
of language and literacy skills. Intervention and correlational studies are
included.
Scarborough, H.S., Dobrich, W., & Hagar, M.
(1991). Preschool literacy and
later reading
Schickendanz, J.A. (2000). Emergent writing: A discussion of the sources
of our knowledge.
Schikendanz, J.A.(2003). Engaging preschoolers in code learning: Some thoughts about preschool teacher's concerns. In Barrone, D.M. & Morrow, L.M. (Ed) . Literacy and Young Children, Research-Based Practice, New York, NY: Guilford Press.
Senechal, M., Lafevre, J., Hudson, E., & Lawson, E.P. (1996). Knowledge of
storybooks
(click here for abstract)
Sipe, L.W. (2002). Talking back and taking over:
Young children's expressive engagement
Sleeter, C.E. (1996). Multicultural education as social activism. Albany,
NY: State University of New York Press.
Smith, S.S., & Dixon, R.G. (1995).
Literacy concepts of low-and middle-class four year-
Teale,
W.H. (2003). Questions about early literacy learning and teaching that need
asking-and some that don't. In Barrone, D.M. & Morrow,
L.M. (Ed) (2003). Literacy and Young Children, Research-Based Practice,
New York, NY: Guilford Press.
Trelease, J. (2001). The Read-Aloud Handbook. New
York, N.Y.: Penguin Books
This handbook is filled with
suggestions and motivation for parents as well as teachers to begin or continue
reading to children from birth through the teenage years.
The typical progression of children's development in regards to
attending to stories is reviewed and a clear list of reading do's and
don'ts, useful to novice as well as experienced readers, is included.
Recent research is cited and comparisons to the reading success of other
countries are made. An excellent listing of 1,500 children's books is provided
in the Treasury of Read-Alouds, which identifies the genre and target audience
as well as provides a brief summary of each book. The listing includes wordless
books, predictable books, reference books, and picture books, short and
full-length novels, poetry, anthologies, fairy and folk-tales.
Wasik, B.A., & Bond, M.A. (2001).
Beyond the pages of a book: Interactive reading and
language
in preschool classrooms. Journal
of Educational Psychology, Vol. 93,
243-250.
Whitehurst, G.J., Falco, F.L., Lonigan, C.J., Fischel, J.E., DeBaryshe, B.D., Valdez-
Wan, G. (1998).
Reading aloud to children: The past, present and future.
Reading
This
literature review presents a research -based discussion on the significance of
reading aloud to young children. Historical and present perspectives are
presented. Parent-child read- aloud
events are described in terms of the variability in style and frequency of
reading event. Discussions of
research on teacher-student read-aloud events and teacher reading style in terms
of their effects on children's discussions and responses to books is included.
The author states the need for more naturalistic research designs as well
as more home-school connection.
Wood, M., & Salvetti, E.P. (2001).
Project Story Boost: Read-alouds for students at risk. The
Reading Teacher, Vol. 55, 76-83.
This article discusses the program evaluation of an
experimental project developed in New England to intervene in the early literacy
development of at-risk kindergarten children.
Over a two- year period, the project developers recruited and trained
university staff or student volunteers, carefully selected books and provided
enhancement activities to at risk kindergarten children.
Highlighting reading exposure and frequency, this project intended to
provide individual or small group reading sessions on a 2-3 times weekly basis
with opportunities to scaffold children's comments, questions and retellings
during the child's kindergarten year. Assessments
of pre and post intervention, audio-taped retellings, and teacher interviews
through grade 2 demonstrated higher ratings on these measures than at-risk
children who did not participate in the program.
The success of the project is reviewed through a list of principles to
guide others.
Yaden, D.B., Rowe, D.W., & MacGillivray. L,
(2000). Emergent literacy: A matter (polyphony)
of perspectives. In. Kamil, , M.L., Mosenthal, P.B., Pearson, P. D.R. (Eds.).
The Handbook of Reading Research, Vol III. , (pp.425-454). Mahaw,
NJ ; Lawrence
Erlbaum Associates.
This chapter reviews the accumulation of recent
research on emergent literacy, its evolving definitions and recent areas of
interest regarding literacy development including emerging writing,
socio-dramatic play and intergenerational literacy development. Discussions of
definitions and parameters of research are given. A review of storybook readings
and the research implications are provided that focus on areas including outcome
measures, reading styles, genre and retellings.