REFERENCES

=REFERENCES =

In order to create and maintain a classroom that exhibits high quality literacy practices which are research-based, it is helpful to have an understanding of the research that has been done that supports these practices. The following list of references provides a great starting point to begin learning more about the research and practices. Adams, M. J. (1998). "The Three-Cueing System." In F. Lehr and J. Osborn (Eds.), __Literacy For All Issues In Teaching And Learning__, pp. 73-99. New York Guilford Press. Anderson, R.C., Hiebert, E.H., Scott, J.A., & Wilkinson, I.A.G. (1985). __Becoming a nation of readers: The report of the commission on reading.__ (Executive Summary) Washington, DC: National Institute of Education. Au, K.(1998) __Social Constructivism and the School Literacy Learning of Students of Diverse Backgrounds.__ //Journal of Literacy Research,// 30:297-319. Braunger, J., & Lewis, J.P. (2006). //Building a knowledge base in reading.// Newark, DE: International Reading Association; Urbana, IL: National Council of Teachers of English. Bredekamp, S., & Copple, C. (Eds.) (1997). Developmentally appropriate practice in early childhood programs (Rev. ed.). Washington, DC: NAEYC. Brown, A.L., & DeLoache, J.S.(1978). Skills, plans and self-regulation. In R. Siegler (Ed.) //Children Thinking: What Develops?// (pp. 3-36). Hillsdale, NJ, Erlbaum. Cambourne, B. (1995). Toward an educationally relevant theory of literacy learning: Twenty years of inquiry. __The Reading Teacher__, 49(3), 182-190. Chomsky, N. (1959). A review of B.F. Skinner’s Verbal Behavior. //Language//, 35(1), 26-58. Chomsky, N. (1965). //Aspects of the Theory of Syntax.// Cambridge, MA: MIT Press. Common Core ELA Standards< []> David, T. (2004). National Literacy Trust: Theories about how young children acquire and develop language. //Nursery World// (2004, September 16).

Fountas, I.C. & Pinnell, G.S. (2006). Teaching for Comprehension and Fluency. New York, NY: Heinemann.

 Genishi, C. (1988). Young children’s oral language development. Retrieved from [] Goodman, K.S., Analysis of oral reading miscues: applied psycholinguistics. //Read. Res. Quart//. 5: 9-30, 1969. <span style="background-color: #d5caca; color: #6f2727; display: block; font-family: 'comic sans ms',cursive; font-size: 18px; text-align: left;">Labov, W. (2003) When ordinary children fail to read. //Reading Research Quarterly//, 38(1), 128-131. <span style="background-color: #d5caca; color: #6f2727; display: block; font-family: 'comic sans ms',cursive; font-size: 18px; text-align: left;">National Association for the Education of Young Children. In //Young Children//, July 1998, 53 (4): 30–46. <span style="background-color: #d5caca; color: #6f2727; display: block; font-family: 'comic sans ms',cursive; font-size: 18px; text-align: left;">National Council of Teachers of English Commission on Reading (2004). __Position Statement: A Call to Action: What We Know About Adolescent Literacy and Ways to Support Teachers in Meeting Students’ Needs.__ Urbana, IL: National Council of Teachers of English. <span style="background-color: #d5caca; color: #6f2727; display: block; font-family: 'comic sans ms',cursive; font-size: 18px; text-align: left;">National Council of Teachers of English Commission on Reading (2004). __Position Statement: On Reading, Learning to Read, and Effective Reading Instruction: An Overview of What We Know and How We Know It.__ Urbana, IL: National Council of Teachers of English <span style="background-color: #d5caca; color: #6f2727; display: block; font-family: 'comic sans ms',cursive; text-align: left;"> National Council of Teachers of English Beliefs About the Teaching of Writing: [|//http://www.ncte.org/positions/statements/writingbeliefs//] <span style="background-color: #d5caca; color: #6f2727; display: block; font-family: 'comic sans ms',cursive; font-size: 18px; text-align: left;">Palincsar, A.S., &Brown, A.L. (1984). Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities. //Cognition and Instruction//, 1(2), 117-175. <span style="background-color: #d5caca; color: #6f2727; display: block; font-family: 'comic sans ms',cursive; font-size: 18px; text-align: left;">Paris, S.G., & Winograd, P. (1990). How metacognition can promote academic learning and instruction. In B.F. Jones &L. Idol (Eds.) //Dimension of thinking and cognitive instruction// (pp. 15-51) Hillsdale, NJ: Erlbaum. <span style="background-color: #d5caca; color: #6f2727; display: block; font-family: 'comic sans ms',cursive; font-size: 18px; text-align: left;">Piaget, J., &Inhelder, B.(1969). //The psychology of the child// (H. Weaver, Trans.) New York: Basic Books. <span style="background-color: #d5caca; color: #6f2727; display: block; font-family: 'comic sans ms',cursive; font-size: 18px; text-align: left;">Rumelhart, D.E. (1980) Schemata: The building blocks of cognition. In R.J. Spiro, B.C. Bruce, &W.F. Brewer (Eds.) //Theoretical Issues in ‘Reading Comprehension: Perspectives from cognitive psychology, linguistics, artificial intelligence, and education// (pp. 38-58). Hillsdale, NJ: Erlbaum. <span style="background-color: #d5caca; color: #6f2727; display: block; font-family: 'comic sans ms',cursive; font-size: 18px; text-align: left;">Snow, C.E., Burns, M.S.& Griffin, P//.//(Eds.) (1998). __Preventing Reading Difficulties in Young Children:__ Executive Summary, pp. 1-13. Washington, D.C.: National Academy Press. <span style="background-color: #d5caca; color: #6f2727; display: block; font-family: 'comic sans ms',cursive; font-size: 18px; text-align: left;">Sweet, A.P. (1993). //State of the art: Transforming ideas for teaching and learning to read//. Washington, DC: U.S. Department of Education, Office of Educational Research and Improvement. <span style="background-color: #d5caca; color: #6f2727; display: block; font-family: 'comic sans ms',cursive; font-size: 18px; text-align: left;">Vygotsky, L.S. (1978). //Mind in Society: The development of higher psychological processes// (M. Cole, V. John-Steiner, S. Scribner, &E. Souberman, Eds. & Trans.). Cambridge, MA: Harvard University Press. (Original Work published 1934)