TABLE OF CONTENTS  I  NEXT

 

DEVELOPING EARLY LANGUAGE AND LITERACY SKILLS

SELECTED READINGS

 

Aaron, P. G., Joshi, R. M., Gooden, R., & Bentum, K. E. (2008). Diagnosis and treatment of reading disabilities based on the component model of reading. Journal of Learning Disabilities, 41(1), 67–84.

Adams, M. J. (1990). Beginning to read: Thinking and learning about print. Cambridge, MA: Harvard University Press.

Adams, M. J., Foorman, B. R., Lunberg, I., & Beeler, T. (1988). Phonemic awareness in young children: a classroom curriculum. Baltimore: Paul H. Brookes Publishing Company.

Alloway, T. P., Gathercole, S. E., Adams, A.-M., Willis, C., Eaglen, R., & Lamont, E. (2005). Working memory and phonological awareness as predictors of progress towards early learning goals at school entry. British Journal of Developmental Psychology, 23(3), 417–426. Retrieved from http://doi.wiley.com/10.1348/026151005X26804

Bayliss, D. M., Jarrold, C., Baddeley, A. D., & Leigh, E. (2005). Differential constraints on the working memory and reading abilities of individuals with learning difficulties and typically developing children. Journal of Experimental Child Psychology, 92(1), 76–99.

Bowyer-Crane, C., Snowling, M. J., Duff, F. J., Fieldsend, E., Carroll, J. M., Miles, J., … Hulme, C. (2008). Improving early language and literacy skills: differential effects of an oral language versus a phonology with reading intervention. Journal of Child Psychology and Psychiatry, and Allied Disciplines, 49(4), 422–32. doi:10.1111/j.1469-7610.2007.01849.x

Brandone, A. C., Salkind, S. J., Golinkoff, R. M., & Hirsh-Pasek, K. (2006). Language development. In G. G. Bear & K. M. Minke (Eds.), Children’s needs III: development, prevention, and intervention. (pp. 499–514). Washington D.C.: National Association of School Psychologists. Retrieved from http://udel.edu/~roberta/pdfs/Bear chaptBrandone.pdf

Cain, K. E., Bryant, P. E., & Oakhill, J. (2004). Children’s reading comprehension ability: Concurrent prediction by working memory, verbal ability, and component skills. Retrieved from http://dx.doi.org/10.1037/0022-0663.96.1.31

Carlisle, J. F., McBride-Chang, C., Nagy, W., & Nunes, T. (2010). Effects of instruction in morphological awareness on literacy achievement: An integrative review. Reading Research Quarterly, 45(4), 464–487. doi:10.1598/RRQ.45.4.5

Cartwright, K. B. (2012). Insights From Cognitive Neuroscience: The Importance of Executive Function for Early Reading Development and Education. Early Education & Development, 23(1), 24–36. doi:10.1080/10409289.2011.615025

Davidse, N. J., de Jong, M. T., Bus, A. G., Huijbregts, S. C. J., & Swaab, H. (2011). Cognitive and environmental predictors of early literacy skills. Reading and Writing, 24(4), 395–412. doi:10.1007/s11145-010-9233-3

Eide, D. (2012a). The Logic of English Training Manual. Minneapolis: Pedia Learning Incorporated.

Eide, D. (2012b). Uncovering The Logic of English: A Common-Sense Approach to Reading, Spelling and Literacy. Minneapolis: Pedia Learning Incorporated.

Giambo, D. A., & McKinney, J. D. (2004). The Effects of a Phonological Awareness Intervention on the Oral English Proficiency of Spanish-Speaking Kindergarten Children. TESOL Quarterly, 38(1), 95–117. doi:10.2307/3588260

Hemphill, L., & Snow, C. (1996). Language and literacy development: Discontinuities and differences. In D. Olson & N. Torrance (Eds.), The handbook of education and human development: new models of teaching, learning and schooling (pp. 173–201). Oxford: Blackwell Publishers.

Justice, L. M., Mashburn, A., Hamre, B., & Pianta, R. (2008). Quality of Language and Literacy Instruction in Preschool Classrooms Serving At-Risk Pupils. Early Childhood Research Quarterly, 23(1), 51–68. doi:10.1016/j.ecresq.2007.09.004

Kuhl, P. K. (2004). Early language acquisition: cracking the speech code. Nature Reviews. Neuroscience, 5(11), 831–43. doi:10.1038/nrn1533

Lust, B. (2006). Child language: acquisition and growth. Cambridge: Cambridge University Press.

Massaro, D. W. (Ed.). (1975). Understanding language: an information-processing analysis of speech perception, reading and psycholinguistics. New York: Academic Press.

Mathes, P. G., Torgesen, J. K., & Allor, J. H. (2012). The Effects of Peer-Assisted Literacy Readers With and Strategies for First-Grade Without Additional Computer-Assisted Instruction in Phonological Awareness, American Educational Research Journal, 38(2), 371–410.

McCarrier, A., Pinnell, G. S., & Fountas, I. C. (2000). Interactive Writing: How Language & Literacy Come Together, K-2. Portsmouth: Heinemann.

McKenna, M. C., & Stahl, K. A. D. (2009). Assessment for reading instruction (ebook) (2nd ed.). New York: Guilford Press.

Morris, D. (1993). The Relationship Between Children’s Concept of Word in Text and Phoneme Awareness in Learning to Read: A Longitudinal Study. Research in the Teaching of English, 27(2), 133–154.

Morris, R. D., Lovett, M. W., Wolf, M., Sevcik, R. a, Steinbach, K. a, Frijters, J. C., & Shapiro, M. B. (2010). Multiple-Component Remediation for Developmental Reading Disabilities: IQ, Socioeconomic Status, and Race as Factors in Remedial Outcome. Journal of Learning Disabilities, 1–29. doi:10.1177/0022219409355472

Moustafa, M. (1997). Beyond traditional phonics: research discoveries and reading instruction. Portsmouth: Heinemann.

Moustafa, M., & Maldonado-Colon, E. (1999). Whole-to-parts phonics instruction: building on what children know to help them know more. The Reading Teacher, 52(5), 448–458.

Paris, S. G. (2005). Reinterpreting the development of reading skills. Reading Research Quarterly, 40(2), 184–202. doi:10.1598/RRQ.40.2.3

Paris, S. G. (2010). Problems with Early Reading Tests: Confounded Statistical Analyses and Policy Recommendations. In 36th Annual Conference of the International Association of Educational Assessment. Retrieved from http://www.iaea.info/documents/paper_4d2285cb.pdf

Pinnell, G. S., & Fountas, I. C. (1998). Word Matters: Teaching Phonics and Spelling in the Reading/Writing Classroom. Portsmouth: Heinemann.

Pinnell, G. S., & Fountas, I. C. (2011). Literacy Beginnings: A Prekindergarten Handbook. Portsmouth: Heinemann.

Reed, S. (1996). Cognition: theories and applications (4th ed.). California: Brooks/Cole Publishing.

Samuels, S. J., Rasinski, T. V, & Hiebert, E. H. (2011). Eye Movements and Reading: What Teachers Need to Know. What Research Has to Say about Reading Instruction, 25–50.

Scott-Dunne, D. (2013). When spelling matters: developing writers who can spell and understand language. Ontario: Pembroke Publishing.

Senechal, M. (2006). Testing the Home Literacy Model: Parent Involvement in Kindergarten Is Differentially Related to Grade 4 Reading Comprehension, Fluency, Spelling, and Reading for Pleasure. Scientific Studies of Reading, 10(1), 59–87. doi:10.1207/s1532799xssr1001_4

Stahl, K. A. D. (2011). Applying new visions of reading development in today’s classroom. The Reading Teacher, 65(1), 52–56. Retrieved from http://steinhardt.nyu.edu/scmsAdmin/uploads/006/717/new visions.pdf

Tomasello, M. (2000). The item-based nature of children’s early syntactic development. Trends in Cognitive Sciences, 4(4), 153 – 163.

Tomasello, M. (2003). Constructing a language: a usage-based theory of language acquisition. Cambridge, MA: Harvard University Press.

Tunmer, W. E., Chapman, J. W., Greaney, K. T., Prochnow, J. E., & Arrow, A. W. (2013). Why the New Zealand national literacy strategy has failed and what can be done about it: evidence from the progress in International Reading Literacy Study (PIRLS) 2011 and Reading Recovery Monitoring Reports.

Watts, O. F. (1991). Who is teaching our children to spell? The literacy crisis in teacher education. Australian Journal of Teacher Education, 16(1), 22–27.

Wilcox, M. J., Gray, S. I., Guimond, A. B., & Lafferty, A. E. (2011). Efficacy of the TELL language and literacy curriculum for preschoolers with developmental speech and/or language impairment. Early Childhood Research Quarterly, 26(3), 278–294. doi:10.1016/j.ecresq.2010.12.003

Wolf, M. (2008). Proust and the squid: the story and science of the reading brain. Cambridge: Icon Books.

Wolf, M., Barzillai, M., Gottwald, S., Miller, L., Spencer, K., Norton, E., … Morris, R. (2009). The RAVE-O Intervention: Connecting Neuroscience to the Classroom. Mind, Brain, and Education, 3(2), 84–93. doi:10.1111/j.1751-228X.2009.01058.x

Wolf, M., Gottwald, S., & Orkin, M. (2009). Serious word play: how multiple linguistic emphases in RAVE-O instruction improve multiple reading skills. Perspectives on Language and Literacy, 21 – 24.

Wolf, M., Miller, L., & Donnelly, K. (2000). Retrieval, Automaticity, Vocabulary Elaboration, Orthography (RAVE-O): A Comprehensive, Fluency-Based Reading Intervention Program. Journal of Learning Disabilities, 33(4), 375–386. doi:10.1177/002221940003300408

Zhang, Y., Tardif, T., Shu, H., Li, H., Liu, H., McBride-Chang, C., … Zhang, Z. (2013). Phonological skills and vocabulary knowledge mediate socioeconomic status effects in predicting reading outcomes for Chinese children. Developmental Psychology, 49(4), 665–71. doi:10.1037/a0028612