PREVIOUS I TABLE OF CONTENTS
ASSESSING THE QUALITY OF LITERACY ENVIRONMENTS
SELECTED READINGS
Chiu, M. M., McBride-Chang, C., & Lin, D. (2012). Ecological, psychological, and cognitive components of reading difficulties: testing the component model of reading in fourth graders across 38 countries. Journal of Learning Disabilities, 45(5), 391–405. doi:10.1177/0022219411431241
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
Grinder, E. L. (2007). Review of early childhood classroom observation measures. Harrisburg, PA: Pennsylvania’s Departments of Education and Public Welfare.
Harms, T., Clifford, R. M., & Cryer, D. (2005). Early Childhood Environmental Rating Scale: Revised edition. New York: Teachers College Press.
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
Landry, S. H., Crawford, A., Gunnewig, S., & Swank, P. R. (2002). Teacher Behavior Rating Scale. Unpublished research instrument. Centre for Improving Readiness of Children for Learning and Education, University of Texas Health Science Centre at Houston
Morrow, L. M. (1990). Preparing the classroom environment to promote literacy during play. Early Childhood Research Quarterly, 5, 537-554.
Morrow, L. M. (2002). The literacy centre: Contexts for reading and writing (2nd ed.). Portland, ME: Stenhouse.
National Child Care Information Center (2004). Early language and literacy observation and assessment tools. Vienna, VA: National Child Care Information Center.
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
Pinnell, G. S., & Fountas, I. C. (2011). Literacy Beginnings: A Prekindergarten Handbook. Portsmouth: Heinemann.
Reutzel, D. R., & Wolfersberger, M. E. (1996). An environmental impact statement: Designing supportive literacy classrooms for young children. Reading Horizons, 36, 266-282.
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
Smith, M. W., & Dickinson, D. K. (2002). Early Literacy and Language Classroom Observation—Research edition. Baltimore: Brookes.
Smith, M. W., Dickinson, D. K., & Sangeorge, A. (2008). The early language and literacy classroom observation 2 (Rev. ed.). Baltimore: Brookes Publishing.
Taylor, B. M., & Pearson, P. D. (2000). The CIERA School Change Classroom Observation Scheme. Minneapolis: University of Minnesota.
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