PREVIOUS I TABLE OF CONTENTS I NEXT
DEVELOPING LEARNER'S PRINT AWARENESS, LETTER RECOGNITION AND CONCEPT OF WORD SKILLS
SELECTED READINGS
Bennett-Armistead, V. S., Duke, N. K., & Moses, A. M. (2013). Beyond bedtime stories: a parent’s guide to promoting reading, writing and other literacy skills from birth to 5 (2nd Ed.). New York: Scholastic.
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.
Blackwell-Bullock, R., Invernizzi, M., Drake, E. A., & Howell, J. L. (2009). Concept of Word in text: an integral literacy skill. Reading In Virginia, 31, 30–35.
Bus, A. G. (2001). Parent-child book reading through the lens of attachment theory. In L. Verhoeven & Snow (Eds.), Literacy and motivation: reading engagement in individuals and groups (pp. 39–54). Mahwah, NJ: Lawrence Erlbaum Associates.
Clay, M. M. (2013). An observation survey of early literacy achievement (3rd edition). Portsmouth, NH: Heinemann.
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
Ezell, H. K. & Justice, L. M. (2005) Shared storybook reading: building young children’s language and emergent literacy skills. Baltimore: Brookes.
Flanigan, K. (2007). A concept of word in text: A pivotal event in early reading acquisition. Journal of Literacy Research, 39(1), 37–70. doi:10.1080/10862960709336757
Hiebert, E. H. (1994). Invented spelling. In A. Purves et al. (Eds.), Encyclopedia of English Studies Language Arts (pp. 666–668). New York: NCTE & Scholastic, Inc.
Justice, L. (2013). Promoting Young Children’s Knowledge about Print: Designing Systematic Early Literacy Interventions. Presented to the University of Washington College of Education. Retrieved on 4 May 2015 from https://youtu.be/jROaG8NtusA
Justice, L. M., Pence, K. L., Beckman, A. R., Skibbe, L. E. & Wiggins, A. K. (2005). Scaffolding with storybooks: a guide for enhancing young children’s language and literacy achievement. Newark, DE: International Reading Association.
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.
Morrow, L. M. (1990). Preparing the classroom environment to promote literacy during play. Early Childhood Research Quarterly, 5(4), 537–554.
Neuman, S. B., Koh, S., & Dwyer, J. (2008). CHELLO: The Child/Home Environmental Language and Literacy Observation. Early Childhood Research Quarterly, 23(2), 159–172. doi:10.1016/j.ecresq.2007.11.001
Ouellette, G., Senechal, M., & Halley, A. (2013). Guiding children’s invented spellings: a gateway in literacy learning. In The Journal of Experimental Education, 81(2), 261–270.
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.