Exemplary Practices that Support Early Literacy
by Margaret E. Maurano


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Complete List of References

 

Abdullah, Shauaib, Kamberelis, George & McGinley William. (1992).  Literacy, Identity, and Resistance Within the African-American Slave Community and some Reflections for New Forms of Literacy Pedagogy.  Literacy Research, Theory, and Practice:  Views from Many Perspectives.  Forty-first Yearbook – National Reading Conference.  Chicago, Illinois: National Reading Conference, Inc.

Adams, M. J. (1998).  Beginning to Read:  Thinking and Learning about Print. Cambridge, MA: MIT Press.

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Anderson, Richard C. (2000). In Ruddell, Robert B., Ruddell Martha Rapp, & Singer, Harry (Eds).  Theoretical Models and Processes of Reading (4th. Ed.). Newark, DE:  International Reading Association, (pp. 469-482).

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Banks, James A. (1992).  African American Scholarship and the Evolution of Multicultural Education.  The Journal of Negro Education, 6, 273-286.

Banks, James A., Cookson, Peter, Gay, Geneva, Hawley, Willis D., Irvine, Jacqueline, Jordan, Nieto, Sonia, Schofield, Ward, Janet & Stephan, Walter G. (2001).  Diversity Within Unity:  Essential Principles for Teaching and Learning in a Multicultural Society.  Phi Delta Kappan, 106-203.

 Barron, Marlene (1990).  I Learn to Read and Write the Way I learn to Talk – A Very First Book About Whole Language.  New York:  Richard C. Owen Publishers, Inc.

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Bennett, Christine I. (1999).  Comprehensive Multicultural Education – Theory and Practice (4th Ed.). Boston, Massachusetts:  Allyn and Bacon.

Blachman, B. A. (2000).  Phonological Awareness. In M. Kamil, P. Mosental, P.D.,Pearson & Barr (Eds.).  Handbook of Reading Research:  Volume III (pp. 483-502).  Mahway, NJ:  Lawrence Erlbaum Associates.

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Bousa, M., Thompson, P. & Farlow, N. (1997). Self-Selected Journal Writing in the Kindergarten Classroom:  Five Conditions that Foster Literacy Development Reading Horizons, 38(1), 3-12.

Bransford, John D. (2000). In Indrisano, Roselmina & Squire, James R. (Eds.). Perspectives on Writing.  Newark, DE:  International Reading Association, (pp.     483-495).

Braunger, Jane, Ed.D. & Lewis, Jan, Ph.D. (1998).  Building a Knowledge Base in Reading.  Newark, DE: International Reading Association.

 Bridge, C. A., Winograd, P. N. &  Haley, D. (1983). Using predictable materials vs.preprimers to teach beginning sight words. The Reading Teacher, 36(9), 884-891.

Brown, D. L., & Briggs, L .D. (1987). Collaborative Learning:  Bridging the Gap Between Reading and Writing.  Reading Improvement, 24(4), 278-281.

Brown, D. L., & Briggs, L .D. (1987). Becoming Literate:  The Acquisition of Story Discourse. Reading Horizons, 32(2), 139-153.

Brown, Ann L., Palincsar, Annemarie Sullivan & Wixson, Karen K. (2000). In Indrisano, Roselmina & Squire James R. (Eds.). Perspectives on Writing.  Newark, DE:  International Reading Association, (pp. 469-482).

Bryan, J. W. (1999). Readers' workshop in a kindergarten classroom. The Reading Teacher, 52(5), 538-540.

Burgess, S. (2002). Shared Reading Correlates of Early Reading Skills. Reading Online, 5(7).

Calkins, Lucy Mccormick.  (2001).  The Art of Teaching Reading.  New York, NewYork: Addison-Wesley Educational Publishers, Inc. 

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Coate, S., & Castle M. (1989).  Integrating LEA and invented spelling in Kindergarten.  The Reading Teacher, 516-519.

Cohn, M., (1981). Observations of Learning to Read and Write Naturally. Language Arts,58 (5), 549-555.

Combs, Martha. (1987). Modeling the reading process with Enlarged Texts. The Reading Teacher, 40(4), 442-426.

Cooper, D.J., &  Kiger, N.D. (2001).  Literacy Assessment – Helping Plan   instruction.  New York, NY: Houghton Mifflin.

Corter, C., Ed. & Park, N. W. Ed. (1993). What Makes Exemplary Kindergarten Programs Effective?  Les programmes Exempliaires de Jardins D'enfants. Toronto, OT: Queen's Printer for Ontario. ISBN 0-7778-0522-7

Cunningham, Patricia M. (2000).  Phonics They Use – Words for Reading and Writing.New York, NY:  Addison Wesley Longman, Inc.

Cunningham, P. and Allington, R.L. (1999). Classrooms That Work – They Can All Read and Write. New York, NY: Addison Wesley Longman, Inc.

Cunningham, P. and Cunningham, J. W. (1992). Making Words: Enhancing the invented spelling –decoding connection. The Reading Teacher, 46(2), 106-115.

Cunningham, J. W., Cunningham, P. M., Hoffman, J. V., & Yopp, H. K. (1998).Phonemic awareness and the teaching of reading:  A position statement from the board of directors of the International Reading Association.  Newark, DE:  International Reading Association.

Daiute, Colette (1994). In Indrisano, Roselmina & Squire James R. (Eds.). Perspectives on Writing.  Newark, DE:  International Reading Association, (pp.251-277).

Dickinson, A. & Hylton, H. (1989). Kinder Grind. Time,154 (19), 61-63.

Dowhower, S., & Beagle, K. G. (1998). The print environment in kindergartens:  A study of conventional and holistic teachers and their classrooms in three settings. Reading Research and Instruction, 37(3), 161-190.

Duffy, G. G. & Hoffman, J.V. (1999).  In pursuit of an illusion: The flawed search for a Perfect method.  The ReadingTeacher, 53(1), 10-16.

Dyson, A. H. (1983). The role of Oral Language in Early Writing Processes. Research in the Teaching of English, 17(1), 1-25.

Dyson, Anne Hass (1987).  The Value of “Time Off Task”: Young Children's Spontaneous Talk and Deliberate Text.  Harvard Educational Review, 57(4) 396-420.

Dyson, A. H.(1988). Appreciate the Drawing and Dictating of Young children. Young Children, 43(3) 25-32.

Dyson, Anne Haas (1994). In Indrisano, Roselmina & Squire James R. (Eds.). Perspectives on Writing.  Newark, DE:  International Reading Association, (pp.45-65).

Early Years are Learning Years: top 10 Signs of a Good Kindergarten Classroom (1996), National Parent Information Network: National Association for the Educators of Young Children.

Ehri, L. C., Robbins, C. (1992). Beginners need some decoding skill to read words by analogy. The Reading Teacher, 27(1) 13-27.

Ehri, L., et al (2000).  Phonemic awareness instruction.  Report of the National Reading Panel, 2-9 – 2-86.

Eldredge, J. L. & Baird, J. E.,  (1996). Phonemic Awareness Training Works Better Than Whole Language Instruction For Teaching First Graders How To Write.  Reading Research and Remediation, 35(3), 193-208.

Ellermeyer, D. (1988).  Kindergarten reading programs to grow on.  The Reading Teacher, 41(4) 202-204.         

Flood, James & Lapp, Dianne (1994). In Indrisano, Roselmina & Squire James R. (Eds.). Perspectives on Writing.  Newark, DE:  International Reading Association, (pp.233-250).

Forman, Ellice A. & Cazden, Courtney B.(2000).  In Ruddell, Robert B., Ruddell Martha Rapp, & Singer, Harry (Eds).  Theoretical Models and Processes of Reading (4th. Ed.). Newark, DE:  International Reading Association, (pp.155-178).

Fresch, M.J. (2000/2001). Using think-alouds to analyze decision making during spelling word sorts. Reading Online. (4)6 .

Fuchs, D., Fuchs, L.S., Thompson, A., Otaiba, S. Al.,Yes, L., Yang, N. & Braun, M.  Is Reading Important in Reading-readiness Programs?  A Randomized Field Trial with Teachers as Program Implementers.  Journal of Educational Psychology.  (93)2, 251-267.    

Gambrel, Linda B., Morrow, Lesley Mandel, Neuman, Susan B.;,Pressley, Michael. (1999).  Best practices in Literacy Instruction.  New York, NY:  The Guilford Press.

Gaskins, Irene., Ehri, Linnea C., Cress, Cheryl., O'Hara, Colleen., Donnelly, Katharine. (1996/1997).  Procedures for word learning;  Making discoveries about words.  The Reading Teacher, 50 94), 312-326.

Gay, Geneva (1995).  Mirror Images on Common Issues:  Parallels between Multicultural Education and Critical pedagogy. (pp.155-189). In Sleeter, Christine E. & McLaren, Peter L. (Eds.). Multicultural Education, Critical Pedagogy, and the Politics of Difference.  Albany, New York:  State University of New York Press.

Gentry, J. (1981). Learning to spell Developmentally. The Reading Teacher, 34(4), 378-381.

Goodman, K. S. (1992). I didn't found whole language.  The Reading Teacher, 46(3), 188-198.

Goodman, Kenneth S. (2000). In Ruddell, Robert B., Ruddell Martha Rapp, & Singer, Harry (Eds).  Theoretical Models and Processes of Reading (4th. Ed.). Newark, DE:  International Reading Association, (pp. 1093-1130).

Goswami, U. (1986). Children's Use of analogy in Learning to Read:  A Developmental Study. Journal of Experimental Child Psychology, 42(1),73-83.

Goswami, U. (2000).  Phonological and lexical process.  In M. Kamil, P. ; Mosenthal, P.D. Pearson, & R. Barr (Eds).  Handbook of Reading Research:  Volume III. (pp. 251-284).  Mahwah, NJ: Lawrence Erlbaum Associates.

Griffith, P. L. & Olson, M. W. (1992).  Phonemic awareness helps beginning readers break the code. The Reading Teacher, 45(7) 516-522.

Guyton, Edith. (2000).  Social Justice in Teacher Education.  The Educational Forum, 64, 108-113.

Halliday, M.A.K. (2000 In Ruddell, Robert B., Ruddell Martha Rapp, & Singer, Harry (Eds).  Theoretical Models and Processes of Reading (4th. Ed.). Newark, DE:  International Reading Association, (pp. 70-82).    

Harste, Jerome C. (2000). In Ruddell, Robert B., Ruddell Martha Rapp, & Singer, Harry (Eds).  Theoretical Models and Processes of Reading (4th. Ed.). Newark, DE:  International Reading Association n, (pp. 1220-1244).

Harste, Jerome C., Burke, Carolyn L. & Woodward, Virginia A. (2000). In Ruddell, Robert B., Ruddell Martha Rapp, & Singer, Harry (Eds).  Theoretical Models and Processes of Reading (4th. Ed.). Newark, DE:  International Reading Association, (pp.48-69).

Hayes, John R. (1994).  In Indrisano, Roselmina & Squire James R. (Eds.). Perspectives on Writing.  Newark, DE:  International Reading Association, (pp.6-44).

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Henriques,  M.  E. (1997).  Increasing Literacy among Kindergarteners through Cross-Age Training. Young Children, 52(4), 42-47.

Hiebert, E. H., Pearson, P. D., Taylor, B. M., Richardson, V. & Paris, S. G. (1998). Every Child A READER – Applying Reading Research in the Classroom, Center for the Improvement of Early Reading Achievement (CIERA).

Indrisano, R. & Squire, J. R. (2000).  Perspectives on writing:  Research , theory, and practice.  Newark, DE:  International Reading Association.

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International Reading Association (1999).  Beginning Literacy and Your Child – A guide to Helping Your Baby or Preschooler Become a Reader. Newark, DE:  International Reading Association.

 Jacobson, Linda. (2001). Institute Puts Professional Artists In Little One's Classrooms. Education Week, 21(10), 6-7.

Jalongo, M. R. & Ribblett D. M. (1997). Using song picture books to support emergent literacy.  Childhood Education, 4(1), 15-23.

Johnson, Dale D.(1994).  In Indrisano, Roselmina & Squire James R. (Eds.). Perspectives on Writing.  Newark, DE:  International Reading Association, (pp.162-186).

Kamil, Michael., Mosenthal, Peter B., Pearson, P. David & Barr, Rebecca. (2000).  Handbook of Reading Research – Volume III.  Nahway, NJ:  Lawrence Erlbaum Associates.

Kelly, K., Zamar, A., & The Tashua-Princeton Study Group. (1994). KINDERGARTEN BASICS – Build the Foundation for Your Child'sSuccess in Kindergarten.  New York, NY : Black Dog and Leventhal Publishers.

Kendall, Frances E. (1996).  Diversity in the Classroom – New Approaches to the Education of Young Children (2nd. Ed.).  New York: NY:  Teachers College Press.

Kibby, Michael W. (1995).  Practical Steps for Informing Literacy Instruction:  A Diagnostic Decision-Making Model.  Newark, NJ: International Reading Association.

Kintch, Walter (2000). In Ruddell, Robert B., Ruddell Martha Rapp, & Singer, Harry (Eds).  Theoretical Models and Processes of Reading (4th. Ed.). Newark, DE:  International Reading Association, (pp.951-995).

Koskinen, P. S. Editor, Palmer, B. Martin, Codling, R. M. & Gambrel, L. B. (1994). In their own words:  What elementary students have to say about motivation to read.  The Reading Teacher, 48(2), 176-178.

Kostelny, S.  J. (1987). Development of beginning writing skills through a total school program. The Reading Teacher, 41(2), 156-159.

Ladd, G. W. Having Friends, Keeping Friends, Making Friends, and Being Liked by Peers in the Classroom:  Predictors of Children's Early School Adjustment? Child Development, 61, 1081-1098.

Lennon; S, J. E.  (1999). Early intervention in reading:  Results of a screening and intervention program for kindergarten. School Psychology Review, 28(3), 353-365.

Lyons C. A., & Pinnel, G. S., (2001). Systems for Change in Literacy Education – A Guide to Professional Development. Portsmouth, NH: Heinemann.

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Martinez, Miriam. (1983). Exploring Young Children's Comprehension Through Story Time Talk.  Language Arts, 60(2), 202-209.    

Martinez, M. & Rosner, N. (1985). Read it again: The value of repeated readings during storytime.  The Reading Teacher, 38(8) 782-786.

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Masonheimer, P. E., Drum, P. A. & Ehri, L. C. (1984).  Does Environmental Print Identification Lead Children Into Word Reading?  Journal of Reading Behavior, 16(4), 257-271.    

McGee, L. M. & Purcell-Gates, V. (1997). “So what's going on in research on emergent literacy?” Reading Research Quarterly, 32(3), 310-318.

Moll, Luis C. (2000). In Ruddell, Robert B., Ruddell Martha Rapp, & Singer, Harry (Eds).  Theoretical Models and Processes of Reading (4th. Ed.). Newark, DE:  International Reading Association, (pp. 179-207).

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Morrow, Lesley Mandel, Strickland, Dorothy S. & Woo, Deborah Gee.  (1998).  Literacy Instruction in Half  and Whole Day Kindergarten – Research to Practice.  Newark, DE:  International Reading Association.

Morrow, L. M., Tracey, D. H., Woo, D. G.,  & Pressley, M.  (1999).  Characteristics of exemplary first-grade literacy instruction. The Reading Teacher, 52(5), 462-476.

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