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 References

Bibliography

 

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Clay, M.M. (2000). Concepts about print: What have children learned about the way we print language? Portsmouth, N.H: Heinmann.

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Cunningham, P. (2000). Phonics they use: Words for reading and writing (3rd ed.). New York: Longman.

Cunningham, P., & Allington, R. L. (1994) Classrooms that work: They can all read and write. (3rd ed.). Boston: Pearson Education, Inc.

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Durkin, D. (1966). Children who read early.  New York: Teacher's College Press. 

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Griffith, P. L., & Olsen, M. W. (1992). Phonemic awareness helps beginning readers break the code. The Reading  Teacher, 45 (7), 516-523.

Hall, D. P., & Cunningham, P.M. (1998). Month by month reading and writing for kindergarten. Greensboro, NC: Carson-Dellosa.

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Martinez, M. & Teale, W. (1997).  The ins and outs of a kindergarten writing program. The Reading Teacher, 40, 444-451.

Maustafa, M. & Maldonado-Colon, E. (1995). Whole to parts phonics instruction Building on what children know to help them know more. The Reading Teacher, 52, (5), 448-458.

McCracken, R. A., & McCracken, M. J. (1986). Stories, songs and poetry to teach reading and writing. Winnepeg, MB: Pegus.

Morrow, L. M., & Weinstein, C.  (1986). Encouraging voluntary reading: The impact of  a literature program on children's use of library corners. Reading Research Quarterly, 21, 330-346.

Morrow, L. M., Strickland, D.S., & Woo, D. G. (1988). Literacy instruction in half and whole day kindergarten: Research into practice.  Newark, DE: International Reading Association.

Moustafa, M. (1997). Beyond traditional phonics. Portsmouth, NH: Heinemann.

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Stahl, S. A., Duffy-Hesler,  A.M. (1986). Everything you wanted to know about phonics (but were afraid to ask). Reading Research Quarterly, 33, 338-355. 

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Yopp, H. K. (1995). A test for assessing phonemic awareness in young children. The Reading Teacher, 49, 20-29.    

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