|
References |
| References for Literacy Beliefs | References for Summary of Literature Review |
| References for Definition of Literacy | References for Action Research Design and Investigation |
Anderson, R. C. (1994). Role of the reader's schema in
comprehension, learning, and
memory. In. R. B. Ruddell, M. R. Ruddell, & H.
Singer (Eds.). Theoretical Models and
Processes of Reading (4th
ed.). (pp. 469-482). Newark, DE: International Reading
Association.
Applebee, A. N., (2000).
Alternative models of writing development. In. R. Indrisano & J.
R. Squire
(Eds.). Perspectives on writing: Research, theory, and practice
(pp. 90-111).
Newark, DE: International Reading Association.
Au, K. (2000). Assessment
is instruction (book review): Reading, writing, spelling, and
phonics for all
learners. Reading Teacher, 54, 394.
Banks, J., Cookson, P.,
Gay, G., Hawley, J., Irvine, J., Neito, S., Schofield, J., & Stephan,
W., (2001,
November). Diversity within unity: Essential principles for teaching and
learning in a multicultural society. Phi Delta Kappan, 196-203.
Bransford, J. D. (1994).
Schema activation and schema acquisition: Comments on Richard
C. Anderson's
remarks. In. . R. B. Ruddell, M. R. Ruddell, & H. Singer (Eds.).
Theoretical
Models and Processes of Reading (4th ed.). (pp. 483-495). Newark,
DE:
International Reading Association
Brown, A. L., Palinscar, A.
S., Armbruster, B. B. (1994). Instructing comprehension
fostering activities in
interactive learning situations. In. R. B. Ruddell, M. R. Ruddell,
& H. Singer
(Eds.). Theoretical Models and Processes of Reading (4th ed.).
(pp. 757-
787)Newark, DE: International Reading Association.
Cunningham, J. W. (2000).
How will literacy be defined in the new millennium? Reading
Research Quarterly, 35,
64-72.
Dyson, A. H., (2000).
Writing and the sea of voices: Oral language in, around, and
aboutwriting. In.
R. Indrisano & J. R. Squire (Eds.). Perspectives on writing:Reasearch,
theory, and practice
(pp. 45-65). Newark, DE: International Reading Association.
Flippo, R. F. (2001). The
real common ground: Pullin the threads together. In. R. F. Flippo
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Reading Researchers in Search of Common Ground (178-184). Newark DE:
International Reading Association.
Freire, P. (1985). Reading
the world and reading the word: An interview with Paulo Freire.
Language
Arts,62 (1), 15-21.
Forman, E. A., Cazden, C.
B. (1994). Exploring Vygotskian perspective in education: The
cognitive value of
peer interaction. In. . R. B. Ruddell, M. R. Ruddell, & H. Singer
(Eds.).
Theoretical Models and Processes of Reading (4th ed.). (pp.
155-178) Newark,
DE: International Reading Association.
Gambrell, L. (2001). What
We know about motivation to read. In. In. R. F. Flippo (Ed.).
Reading
Researchers in Search of Common Ground (129-143). Newark DE:
International
Reading Association.
Halliday, M. A. K., (1994).
The place of dialogue in children's construction ofmeeting. In.
R. B. Ruddell,
M. R. Ruddell, & H. Singer (Eds.). Theoretical Models and Processes of
Reading
(4th ed.). (pp. 70-82). Newark, DE: International Reading
Association.
Harste, J. C., (1994).
Literacy as curricular conversations about knowledge, inquiry, and
morality.
In. R. B. Ruddell, M. R. Ruddell, & H. Singer (Eds.).
Theoretical Models and
Processes of Reading
(4th ed.). (pp. 1220-1244). 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, & H. 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 &
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practice
(pp. 45-65). Newark, DE: International Reading Association.
Heath, S. B., (1994). The
children of Tracton's children: Spoken and written language in
social change.
In. R. B. Ruddell, M. R. Ruddell, & H. Singer (Eds.). Theoretical
Models
and Processes of Reading (4th ed.). (pp. 208-230). Newark, DE:
International
Reading Association.
Johnson, D. D., (2000).
Just the right word: Vocabulary and writing. In. R.Indrisano & J.
R. Squire
(Eds.). Perspectives on writing:Reasearch, theory, and practice
(pp. 162-186).
Newark, DE: International Reading Association.
Kaser, S. & Short, K. G.,
(1997). Exploring cultural diversity through peer talk. In.
J.Paratore & R.
McCormick (Eds.). Peer Talk in the Classroom Learning from Research
(pp. 45-65). Newark, Delaware: International Reading Association.
Moll, L. C., (1994).
Literacy research in community and classrooms: A sociocultural
approach. In.
Theoretical Models and Processes of Reading (4th ed.). (pp. 179-207).
Newark, DE: International Reading Association.
Paris, S. G., Lipson, M.
Y., Wixson, K. W. (1994). Becoming a strategic reader. In. . R. B.
Ruddell, M.
R. Ruddell, & H. Singer (Eds.). Theoretical Models and Processes of
Reading
(4th ed.). (pp. 788-811) Newark DE: International Reading
Association.
Paris, S. G.(2001).
Developing readers. In. R. F. Flippo (Ed.). Reading Researchers in
Search of Common Ground
(69-77). Newark DE: International Reading Association.
Perini, R. L., (2002). The
pearl in the shell: Author's notes in multicultural
children's literature.
The Reading Teacher,55, 428-435.
Purcell,-Gates, V. (2001).
What we know about readers who struggle. In. . R. F. Flippo
(Ed.). Reading
Researchers in Search of Common Ground (118-128). Newark DE:
International
Reading Association.
Rasinski, T. V. (2001). A
focus on communication with parents and families. In. R.
F. Flippo (Ed.).
Reading Researchers in Search of Common Ground (159-166). Newark
DE:
International Reading Association.
Rosenblatt, L. M., (1994).
The transactional theory of reading and writing. In. R.B.
Ruddell, M. Rapp
Ruddell & H. Singer (Eds.). Theoretical Models and Processes of
Reading
(4th ed.).(pp. 1057-1092). Newark, DE: InternationalReading Association.
Ruddell, M. R. (1994).
Vocabulary knowledge and comprehension: A comprehension
process view of complex
literacy relationships. In. . R. B. Ruddell, M. Rapp Ruddell,
&H. Singer (Eds.).Theoretical
Models and Processes of Reading (4th ed.).(pp. 414-447).
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. B. Ruddell, M. Rapp Ruddell, &H. Singer
(Eds.).Theoretical
Models and Processes of Reading (4th ed.).(pp.996-1056). Newark,
DE:International Reading Association.
Rude, R. T. (2001). Point
of vew: Wayne R.Otto. In. . R. F. Flippo (Ed.). Reading
Researchers in Search of Common Ground
(159-166). Newark DE: International
Reading Association.
Schickedanz, J. A. (2000).
Emergent writing: A discussion of the sources of knowledge. In.
R. Indrisano &
J. R. Squire (Eds.). Perspectives on writing:Reasearch, theory, and
practice
(pp.66-89). Newark, DE: International Reading Association.
Serefini, F. (2000). Three
paradigms of assessment: Measurement, procedure, and inquiry.
Reading Teacher 54,
384-394.
Skillings, M., Ferrell, R.
(2000). Student-generated rubrics: Bringing students into the
assessment
process. Reading Teacher, 53 452-456.
Sleeter, C. E., (1996).
Multicutural education as social activism. Albany, New York: State
University of New York Press.
Tierney, R. (1998).
Literacy assessment reform: Shifting beliefs, principled possibilities and
emerging practices. Reading Teacher, 51 , 374-391.
Yopp, H. K., Singer, H.
(1994). Toward an interactive instructional reading model:
Explanation of
activation of linguistic awareness and metalinguistic ability in learning to
read. In. . R. B. Ruddell, M. Rapp Ruddell & H. Singer (Eds.).
Theoretical Models and
Processes of Reading
(4th ed.).(pp. 381-390). Newark, DE: International Reading
Association.
References for Definition of Literacy
Cunningham J. W. (2000). How will literacy be defined in the new
millennium? Reading
Research Quarterly, 35 (1),64-72.
Harste, J. C., (1994). Literacy as curricular conversations about knowledge, inquiry, and
morality. In. R. B. Ruddell, M. R. Ruddell, & H.
Singer (Eds.). Theoretical Models and
Processes of Reading (4th ed.). (pp. 1220-1244). Newark, DE: International Reading
Association.
Leu, D.J., (2002).The new illiteracies: Research in reading instruction with the internet. In.
A. Farstrup &S. J. Samuels (Eds.). What Research
Has to Say About Reading
Instruction (pp.310-336). Newark, DE: International Reading Association.
Moll, L. C., (1994). Literacy research in community and classrooms: A sociocultural
approach. In. Theoretical Models and Processes of
Reading
(4th ed..). (pp. 179-207).
Newark, DE: International Reading Association.
Paris, S. G., Lipson, M. Y., Wixson, K. W. (1994). Becoming a strategic reader. In. . R. B.
Ruddell, M. R. Ruddell
& H. Singer (Eds.). Theoretical Models and Processes of
Reading (4th ed.). (pp. 788-811) Newark DE: International Reading Association.
Yopp, H. K., Singer, H. (1994). Toward an interactive instructional reading model:
Explanation of activation of linguistic awareness and metalinguistic
ability in learning
to read. In. R. B. Ruddell, M. Rapp Ruddell &H. Singer (Eds.). Theoretical Models
and Processes of Reading (4th ed.).(pp.381-390). Newark
Delaware: International
Reading Association.
References for Literature Review Summary
Almasi, J. F. (1995). The
nature of fourth graders' sociocognitive conflicts in peer- led and
teacher led discussions of literature. Reading Research
Quarterly, 30, 314- 351.
Almasi, J. F. (1996). A new
view of discussion. In. L. B. Gambrell & J. F. Almasi (Eds.).
Lively Discussions! Fostering Engaged Reading! (pp.
2-24). Newark, Delaware:
International Reading Association.
Almasi, J. F., O'Flahavan,
J. F., & Pooman, A. (2001). A comparative analysis of student
and teacher development in more and less proficient discussions of
literature. Reading
Research Quarterly, 36, 96-120.
Alverman, D. E., Young, J.
P., Weaver, D., Hinchman, K. A., Moore, D. W., Phelps, S. F.,
Thrash, E. C. & Zalewski P. (1996). Middle and high school students'
perceptions of
how they experience text-based discussions: A multicase study. Reading Research
Quarterly, 31, 244-267.
Anderson, R. C. (1994).
Role of the reader's schema in comprehension, learning, and
memory. In. R.B. Ruddell, M. R. Ruddell & H. Singer (Eds.). Theoretical
Models and
Processes of Reading (4thed.) ( pp. 469-482).Newark, Delaware:
International Reading
Association.
Barrentine, S. J. (1996).
Story time plus dialogue equals interactive read-alouds. In. L. B.
Gambrell & J. F. Alamsi (Eds.). Lively Discussions! Fostering
Engaged Reading (pp.52-
62 ). Newark, Delaware: International Reading Association.
Barton, J. (1995). Revitalize classroom discussions. Education Digest, 60, (9), 48-52.
Brabham, E. G., Villaume,
S. K. (2000). Continuing Conversations about literature circles.
Reading Teacher 54, 278-280.
Carico, K. M. (2001).
Negotiating meaning in classroom literature discussions. Journal of
Adolescent & Adult Literacy , 44, 510-518.
Commeyras, M., (1993).
Promoting critical thinking through dialogical-thinking reading
lessons. The Reading Teacher, 46,
486-493.
Corden, R. (1998). Talking into Literacy. Reading, 32, (3), 27-31.
Dyer, J., Lovedahl, A.,
Conley, T. (2000). Talking about books right from the start:
literature study in the first, second, and third grade. Primary
Voices, 9, 27-33.
Eeds, M., Peterson R.,
(1991). Teacher as curator: Learning to talk about literature. The
Reading
Teacher, 45, 118-126.
Eeds, M., Wells, D. (1989).
Grand Conversations: An exploration of meaning construction
in literature study groups. Research in the Teaching of English,
23, 4-29.
Evans, K. S. (2002).
Fifth-grade students' perceptions of how they experience literature
discussion groups. Reading Research Quarterly, 37, 46-69.
Forman, E. A., & Cazden,
C. B. (1994). Exploring Vygotskian Perspectives in Education:
The Cognitive Value of Peer Interaction (pp. 155-178). In. Theoretical Models
and Processes of Reading
(4th ed.). Newark,
Delaware: International Reading
Association.
Galda, L., Ash, G. E., & Cullinan, B. E. (2000).
Children's literature. In. M. L.Kamil, P. B.
Mosenthal, P. D. Pearson & R. Barr (Eds.). Handbook of Reading
Research Volume III
(pp.361-379). Mahwah, New Jersey: Lawrence Erlbaum Associates.
Gall, M. D. & Gall J. P.
(1993). Teacher and student roles in different types of classroom
discussion.
( ERIC Document Reproduction Service No. ED 359
256).
Gambrell, L. B. (2001).
What we Know About Motivation to Read. In. Flippo, R. F.
Reading Researchers in Search of Common Ground (pp.
129-143). Newark, Delaware:
International Reading Association.
Gambrell, L. B. (1996).
What research reveals about discussion. In. L. Gambrell & J. F.
Allmasi (Eds.). Lively Discussions! Fostering Engaged
Reading (pp. 25-38). Newark,
Delaware: International Reading Association.
Goatley, V. J., Brock, C.
H., & Raphael, T. E., (1995). Diverse learners participating in
regular education “Book Clubs”. Reading Research Quarterly,
30, 352-380.
Harste, J. C. (1994).
Literacy as curricular conversations about knowledge, inquiry, and
morality. In. R. Ruddell, M. Ruddell, & H. Singer (Eds.).
Theoretical Models and
Processes of Reading (1220-1242). Newark, Delaware: International Reading
Association.
Johnson, D. D. ( 2000).
Just the right word: vocabulary and writing. In. R. Indrisano & J.
R.
Squire (Eds.). Perspectives on Writing: Research, theory
and Practice (pp. 162-186).
Newark, Delaware: International Reading Association.
Lyons, B. A., (1996).
Peer-Led Discussion Groups: An Analysis of Recent Literature.
(ERIC Document Reproduction Service No. ED 394 148.)
Maloch, B. (2002).
Scaffolding student talk: One teacher's role in literature discussion
groups.
Reading Research Quarterly, 37, 94-112.
McCarthy, S. J. (1994).
Authors, text, and talk: The internalization of dialogue from social
interaction during writing. Reading Research Quarterly, 29,
201-231.
McMahon, S. I., & Goatley,
V. J. (1995). Fifth graders helping peers discuss texts
in student-led groups. Journal of Educational Research, 89,
23-35.
Mizerka, P. M. (1999). The
impact of teacher-directed literature circles versus student-
directed literature circles on reading comprehension at the
sixth grade level. (Doctoral
dissertation, University of Illinois at Urbana-Champlain, 1999).
Dissertation Abstracts
International, 60, 3307.
Morrow, L. M. (1996). Story
retelling: A discussion strategy to develop and assess
comprehension. In. L. Gambrell & J. F. Almasi (Eds.). Lively
Discussions! Fostering
Engaged Reading (pp. 265-285). Newark, Delaware: International Reading Association.
Morrow, L. M. , Gambrell, L. B. (2000). Literature
based reading instruction. In. M. L.
Kamil, P. B. Mosenthal, P.D. Pearson & R. Barr (Eds.). Handbook
of Reading Research
Vol. III (pp.563-586). Mahwah, New Jersey: Lawrence Erlbaum Associates.
Raphael, T., Pardo, L.,
Highfield, K., McMahon, S. (1997). Book Club: A Literature Based
Curriculum. Littleton, Massachusetts: Small
Planet Communications.
Rosenblatt, L. M. (1994).
The transactional theory of reading and writing. In. Theoretical
Models and Processes of Reading(4th ed.).
(pp.1057-1092). Newark, Delaware:
International Reading Association.
Roser, N. L., & Martinez,
M. G. (Eds.). (1995) Book Talk and Beyond: Children and
Teachers Respond to Literature Newark, Delaware:
International Reading Association.
Routman, R. (1991).
Responding to literature later transitions. Invitations Changes as
Teachers
and Learners. Portsmouth, NH: Heinemann.
Ruddell, M. R. (1994).
Vocabulary knowledge and comprehension: A comprehension
process view of complex literacy relationships. In. R. B. Ruddell, M.
R. Ruddell & H.
Singer (Eds.). Theoretical Models and Processes of Reading (4th
ed.). (pp. 414-448).
Newark, Delaware: International Reading Association.
Ruddell, R. B. Ruddell, M. R. (1994). Language
acquisition and literacy processes. In. R. B.
Ruddell, M.R. Ruddell & H. Singer (Eds.). Theoretical Models
and Processes of
Reading (4th ed.). (pp.83-103). Newark, Delaware: International Reading Association.
Squire, J. R. (1994).
Research in reader response, naturally interdisciplinary. In. R.
Ruddell, M. Ruddell, & H. Singer (Eds.). Theoretical Models and
Processes of Reading
(pp. 637-652). Newark, Delaware: International Reading Association.
Van den Branden, K. (2000).
Does negotiation of meaning promote reading
comprehension? A study of multilingual primary school classes. Reading
Research
Quarterly, 35, 426-443.
Villaume, S. K., Hopkins,
L. (1995). A transactional and sociocultural view of response in a
fourth- grade literature discussion group.
Reading Research and Instruction, 34, 190-
203.
Wells, D. (1995). Leading
Grand Conversations. In. N. L. Roser & M. Martinez (Eds.).
Book Talk and Beyond: Children and Teachers Respond to
Literature (pp.132-139).
Newark, Delaware: International Reading Association.
Wollman-Bonilla, J. E.
(1994). Why don't they “just speak?” Attempting literature
discussion with more and less able readers. Research in the Teaching
of English, 28 231-
257.
Almasi, J. F., O'Flahavan,
J. F., & Pooman, A. (2001). A comparative analysis of student
and teacher development in more and less proficient discussions of
literature. Reading
Research Quarterly, 36, 96-120.
Anderson, R. C. (1994). Role of the reader's schema in
comprehension, learning, and
memory. In. R. B. Ruddell, M. R. Ruddell, & H.
Singer (Eds.). Theoretical Models and
Processes of Reading (4th
ed.). (pp. 469-482). Newark, DE: International Reading
Association.
Applebee, A. N. (2000). Alternative models of
writing development. In. R. Indrisano & J.
R. Squire (Eds.) Perspectives on Writing:
Research, Theory and Practice (pp. 90-110).
Newark, DE: International Reading Association.
Chin, C. A., Anderson, R. C., & Waggoner, M. A., (2001).
Patterns of discourse in two
kinds of literature discussion. Reading Research
Quarterly; 36 (4), 378-411.
Daniels, H. (2002). Literature Circles:
Voice and Choice in Book Clubs and Reading
groups. Markham, Ontario:
Pembroke Publishers Limited.
Eeds, M., Wells, D. (1989).
Grand Conversations: An exploration of meaning construction
in literature study groups. Research in the Teaching of English,
23, 4-29.
Forman, E. A., & Cazden,
C. B. (1994). Exploring Vygotskian Perspectives in Education:
The Cognitive Value of Peer Interaction (pp. 155-178). In. Theoretical Models
and Processes of Reading (4th ed.). Newark,
Delaware: International Reading
Association.
Gambrell, L. B. (1996).
What research reveals about discussion. In. L. Gambrell & J. F.
Allmasi (Eds.). Lively Discussions! Fostering Engaged
Reading (pp. 25-38). Newark,
Delaware: International Reading Association.
Halliday, M. A. K., (1994). The place of
dialogue in children's construction of meaning. In.
R. B.Ruddell, M. R. Ruddell & H. Singer (Eds.).
Theoretical Models and Processes of
Reading (4th ed.). Newark, Delaware: International Reading
Association.
Harste, J. C., (1994).
Literacy as curricular conversations about knowledge, inquiry, and
morality.
In. R. B. Ruddell, M. R. Ruddell, & H. Singer (Eds.).
Theoretical Models and
Processes of Reading
(4th ed.). (pp. 1220-1244). Newark, DE: International Reading
Association.
Harvey, S., &Goudvis, A.(2000).
Strategies That Work: Teaching Comprehension to
Enhance Understanding.
Portland, Maine: Stenhouse Publishers.
Johnson, D. D., (2000).
Just the right word: Vocabulary and writing. In. R. Indrisano & J.
R. Squire
(Eds.). Perspectives on writing:Reasearch, theory, and practice
(pp. 162-186).
Newark, DE: International Reading Association.
McCarthy, S. J. (1994).
Authors, text, and talk: The internalization of dialogue from social
interaction during writing. Reading Research Quarterly, 29,
201-231.
Rosenblatt, L. M. (1994).
The transactional theory of reading and writing. In. Theoretical
Models and Processes of Reading(4th ed.).
(pp.1057-1092). Newark, Delaware:
International Reading Association.
Ruddell, M. R. (1994).
Vocabulary knowledge and comprehension: A comprehension
process view of complex literacy relationships. In. R. B. Ruddell, M.
R. Ruddell & H.
Singer (Eds.). Theoretical Models and Processes of Reading (4th
ed.). (pp. 414-448).
Newark, Delaware: International Reading Association.
Squire, J. R. (1994).
Research in reader response, naturally interdisciplinary. In. R.
Ruddell, M. Ruddell, & H. Singer (Eds.). Theoretical Models and
Processes of Reading
(pp. 637-652). Newark, Delaware: International Reading Association.
Wiencek, J. B. (1996). Planning, initiating,
and sustaining literature discussion groups. In.
L. B. Gambrell & J. F. Almasi (Eds.). Lively
Discussions Fostering Engaged Reading
(pp.208-223). Newark, Delaware: International Reading Association.
Children's Book References
Adler, D. A Picture Book of Benjamin
Franklin. MCAS Reading Selection 2002 Grade 3
English Language Arts Reading.
Bronin, A. (1990). Gus and Buster Work Things Out. New York N.Y.: Dell Publishing.
Cleary, B., Dahl, R., Danziger, P.,
Martin, A., McKissack, P., Sachar, L. (1997). It's Great
to Be Eight. New
York, N.Y.: Scholastic Inc.
DeSpain, P. (2001). Tales of
Nonsense & Tomfoolery. Little Rock, AK: August House
Publishers Inc.
Haviland, V.(1994). Favorite Fairy
Tales told in Germany. New York, N.Y.: Little, Brown
and Co.
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