ORGANISING LITERACY WITHIN THE CLASSROOM
Allington, R. L. (2002). What I’ve Learned about Effective Reading Instruction from a Decade of Studying Exemplary Elementary Classroom Teachers. The Phi Delta Kappan, 83(10), 740–747. Retrieved from http://www.jstor.org/stable/20440246
Au, K. H. (2002). Balanced Literacy Instruction: Addressing Issues of Equity. In C. M. Roller (Ed.), Comprehensive Reading Instruction Across the Grade Levels: A Collection of Papers from the Reading Research 2001 Conference (pp. 70–87). International Reading Association.
Au, K. H.-P., & Raphael, T. E. (2010). Using workshop approaches to support the literacy development of ELLs. In Best practices in ELL instruction. New York: Guilford Press.
Bennett-Armistead, V. S., Duke, N. K., & Moses, A. M. (2005). Literacy and the youngest learner: best practices for educators of children from birth to 5. New York: Scholastic.
Callow, J. (2013). The shape of text to come: how image and text work. Newtown, NSW: Primary English Teaching Association Australia.
Ewing, R. (Ed) (2006) Beyond the Reading Wars: a Balanced Approach to Helping Children Learn to Read. Newtown, NSW: Primary English Teachers Association.
Fisher, D., Frey, N. & Lapp, N. (2011). What the research says about intentional instruction. In S. J. Samuels & A. E. Farstrup (Eds), What research has to say about reading instruction(4th edition). (pp. 359 - 378). Newark, DE: International Reading Association.
Fountas, I. C., & Pinnell, G. S. (2001). Guiding Readers and Writers: Teaching Comprehension, Genre and Content Literacy. Portsmouth: Heinemann.
Fountas, I. C., & Pinnell, G. S. (2006). Teaching for Comprehension and Fluency: Thinking, Talking and Writing About Reading, K-8. Portsmouth: Heinemann.
Gambrell, L. B., Malloy, J. A., & Mazzoni, S. A. (2011). Evidence-based best practices in comprehensive literacy instruction. In L. M. Morrow & L. B. Gambrell (Eds.), Best practices in literacy instruction (4th ed.). New York: Guilford Press.
Gehling, K. (2000). A Year In Texts: An Explicit Reading Program. Newtown, NSW: Primary English Teaching Association.
Gibbons, P. (2002). Scaffolding language, scaffolding learning: teaching second language learners in the mainstream classroom. Portsmouth: Heinemann.
Girolametto, L., Weitzman, E., & Greenberg, J. (2000). Teacher Interaction and Language Rating Scale. Toronto, ON: The Hanen Centre.
Graham, S., Bollinger, A., Booth Olson, C., D’Aoust, C., MacArthur, C., McCutchen, D., & Olinghouse, N. (2012). Teaching elementary school students to be effective writers: A practice guide (NCEE 2012- 4058). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Retrieved from http://ies.ed.gov/ncee/ wwc/publications_reviews.aspx#pubsearch.
Hawkins, M. R. (2004). Researching English Language and Literacy Development in Schools. Educational Researcher, 33(3), 14–25. doi:10.3102/0013189X033003014
Hiebert, E. H. (1995). Multiple literacy contexts in classrooms: frameworks, functions and forecasts. In M. Radencich & L. McKay (Eds.), Flexible grouping in the elementary grades. Boston: Allyn & Bacon.
Hoffman, J., Sailors, M., Duffy, G., & Beretvas, S. N. (2004). The effective elementary classroom literacy environment: examining the validity of the TEX-IN3 observation system. Journal of Literacy Research, 36(3), 303–334. doi:10.1207/s15548430jlr3603_3
IRA/NCTE Joint Taskforce on Assessment. (1994). Standards for the assessment of reading and writing.
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
Kucer, S. (2005). Dimensions of literacy: a conceptual base for teaching reading and writing in school settings (2nd ed.). London: Lawrence Erlbaum Associates.
La Paro, K. M., Pianta, R. C., & Stuhlman, M. (2004). The Classroom Assessment Scoring System: Findings from the prekindergarten year. The Elementary School Journal, 104, 409–426
Lightbown, P. M., & Spada, N. (2006). How languages are learned (3rd ed.). Oxford, UK: Oxford University Press.
Lust, B. (2006). Child language: acquisition and growth. Cambridge: Cambridge University Press.
McCarrier, A., Pinnell, G. S., & Fountas, I. C. (2000). Interactive Writing: How Language & Literacy Come Together, K-2. Portsmouth: Heinemann.
McGinty, A. S. & Justice, L. M. (2010). Language facilitation in the preschool classroom: rationale, goals and strategies. In M.C. McKenna, S. Walpole, & K. Conradi (Eds) Promoting early reading: research, resources and best practices. New York: Guilford Press.
McIntyre, E., & Hulan, N. (2013). Research-Based, Culturally Responsive Reading Practice in Elementary Classrooms: A Yearlong Study. Literacy Research and Instruction, 52(1), 28–51. doi:10.1080/19388071.2012.737409
McIntyre, E., Hulan, N., & Layne, V. (2011). Reading Instruction for Diverse Classrooms: Research-Based, Culturally Responsive Practice. New York: Guilford Press.
McKenna, M. C., & Stahl, K. A. D. (2009). Assessment for reading instruction (ebook) (2nd ed.). New York: Guilford Press.
Morrow, L. M. (1990). Preparing the classroom environment to promote literacy during play. Early Childhood Research Quarterly, 5(4), 537-554.
Moustafa, M. (2008). Exceeding the standards: a strategic approach to linking state standards to best practices in reading and writing instruction. New York: Scholastic.
NSW Department of Education and Communities. (2011). NSW Literacy Continuum. NSW Department of Education and Training. Retrieved July 26, 2014, from http://www.curriculumsupport.education.nsw.gov.au/literacy/
Paris, S. G. (2005). Reinterpreting the development of reading skills. Reading Research Quarterly, 40(2), 184–202. doi:10.1598/RRQ.40.2.3
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. (2007). The Continuum for Literacy Learning: Behaviours and Understandings to Notice, Teach and Support, Grades K-8. Portsmouth: Heinemann.
Pinnell, G. S., & Fountas, I. C. (2009). When Readers Struggle: Teaching that Works. Portsmouth: Heinemann.
Pinnell, G. S., & Fountas, I. C. (2011). Literacy Beginnings: A Prekindergarten Handbook. Portsmouth: Heinemann.
Rose, D., & Martin, J. (2012). Learning to write, reading to learn: genre, knowledge and pedagogy in the Sydney School. Sheffield: Equinox Publishing.
Samuels, S. J., & Farstrup, A. E. (Eds.). (2011). What research has to say about reading instruction. Newark, DE: International Reading Association.
Shanahan, T., Callison, K., Carriere, C., Duke, N. K., Pearson, P. D., Schatschneider, C., & Torgesen, J. (2010). Improving reading comprehension in kindergarten through 3rd grade: A practice guide (NCEE 2010-4038). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Retrieved from whatworks.ed.gov/publications/practiceguides.
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
Taylor, B. (2007). The what and the how of good classroom reading instruction in the elementary grades. Minneapolis, MN: University of Minnesota Center for Reading Research
Taylor, B. M., Peterson, D. S., Pearson, P. D., & Rodriguez, M. C. (2002). Looking inside classrooms: Reflecting on the” how” as well as the” what” in effective reading instruction. The Reading Teacher, 56, 270-279.
Taylor, B. M., Pearson, P. D., Peterson, D. S., & Rodriguez, M. C. (2003). Reading growth in high-poverty classrooms: The influence of teacher practices that encourage cognitive engagement in literacy learning. The Elementary School Journal, 104(1), 3-28.
Tierney, R. J. (1998). Literary assessment reform: shifting beliefs, principled possibilities, and emerging practices. The Reading Teacher, 51(5), 374–390.
Tivnan, T. & Hemphill, L. (2005). Comparing four literacy reform models in high-poverty schools: patterns of first-grade achievement. In The Elementary School Journal, 105(5), 419-441
Tyner, B. B. (2009). Small-group reading instruction: a differentiated teaching model for beginning and struggling readers (2nd edition). Newark, DE: International Reading Association.
Tyner, B. (2012). The literacy jigsaw puzzle: assembling the critical pieces of literacy instruction. Newark, DE: International Reading Association.
Tyner, B. B. & Green, S. E. (2012). Small-group reading instruction: differentiated teaching models for intermediate readers, grades 3-8 (2nd edition). Newark, DE: International Reading Association.
Vaughn, M., & Parsons, S. A. (2013). Adaptive Teachers as Innovators: Instructional Adaptions Opening Spaces for Enhanced Literacy Learning. Language Arts, 91(2), 82–93.
Vaughn, S & Linan-Thompson, S. (2004). Research-Based Methods of Reading Instruction, Grades K-3. Alexandria, VA. ASCD
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
Wolfersberger, M., Reutzel, D. R., Sudweeks, R., & Fawson, P. (2004). Developing and validating the Classroom Literacy Environmental Profile (CLEP): a tool for examining the “print richness” of early childhood and elementary classrooms. Journal of Literacy Research, 36(2), 211–272. doi:10.1207/s15548430jlr3602_4
Zucker, T. A. & Landry, S. H. (2010). Improving the quality of preschool read-alouds: professional development and coaching that targets book-reading practices. In M.C. McKenna, S. Walpole, & K. Conradi (Eds) Promoting early reading: research, resources and best practices. New York: Guilford Press.