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Literacy Main Page

Overview of Approaches
to Literacy

  --Oral Language
  --Prerequisite
     Literacy Skills
  --Reading: Word      Recognition
  --Fluency
  --Reading      Comprehension
  --Vocabulary      Development
  --Written Language

Differentiating Literacy Instruction for Culturally, Linguistically and Ability Diverse Students

Case Study

References

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References

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American Institutes for Research, K-3 Literacy Assessment System for the School District of Philadelphia.

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Armbruster, B. B., Lehr, F., and Osborn, J. (2001). Put Reading First: The Research Building Blocks for Teaching Children to Read. Jessup, MD: National Institute for Literacy.

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California Department of Education. (1991). Los Angeles Unified achieves excellence with bilingual approach. Bilingual Education Office Outreach, 2(2), 12-13, 15.

Cooper, J. David. (2000). Literacy: Helping Children Construct Meaning. Boston, MA: Houghton Mifflin Company.

Collier, V., and Thomas, W. (1989). How quickly can immigrants become proficient in school English? Journal of Educational Issues of Language Minority Students, 5, 26-38.

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Cummins, J. (1984). Wanted: A theoretical framework for relating language proficiency to academic achievement among bilingual students. In C. Rivera (Ed.), Language proficiency and academic achievement. Clevedon, England: Multilingual Matters.

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Cummins, J. (1991). Interdependence of first- and second-language proficiency in bilingual children. In E. Bialystock (Ed.), Language processing in bilingual children (pp. 70-89). Cambridge: Cambridge University Press.

Cunningham, P.M., & Cunningham, J.W. (1992). Making words: Enhancing the invented spelling-decoding connection. The Reading Teacher, 46(2), 106-115.

Deutsch Smith, D. & Luckasson, R. (1995). Introduction tospecial education: teaching in an age of challenge. Simon & Schuster: Needham Heights, MA.

Dickinson, D.K. & Smith, M.W. (1994). Long-Term Effects of Preschool Teachers' Book Readings on Low-Income Children's Vocabulary and Story Comprehension. Reading Research Quarterly 29(2).

Duke, N. K., and Pearson, D. P. (2001). How can I help children improve their comprehension. In S. B. Neuman, S. A. Stahl, N. K. Duke, P. D. Pearson, S. G. Paris, B. M. Taylor, V. Richardson, D. Birdyshaw, J. F. Carlisle, M. S. Burns, R. Rueda, G. E. Garcia, & J. V. Hoffman (Eds.), Teaching every child to read: Frequently asked questions. Ann Arbor, MI: Center for the Improvement of Early Reading Achievement.

Durgunoglu, A. Y., and Oney, B. (2000). Literacy Development in Two Languages: Cognitive and sociocultural dimensions of cross-language transfer. Washington D.C.

Education Trust (1999). Dispelling the Myth. Washington, DC: The Education Trust. http//www.edtrust.org

Ehri, L.C. (1995). Phases of development in learning to read words by sight. Journal of Research in Reading, 18, 116-125.

Eldredge, J.L. (1995). Teaching Decoding in Holistic Classrooms. Englewood Cliffs, NJ: Merrill: An Imprint of Prentice Hall.

Ellis, E.S., Deshler, D.D., Lenz, B.K., Schumaker, J.B., & Clark, F.L. (1991). An instructional model for teaching learning strategies. Focus on Exceptional Children, 24(1), 1-14.

Engelmann, S., & Bruner, E.C. (1995). Reading Mastery Rainbow Edition: Levels I, II, Fast Cycle. Blacklick, OH: Science Research Associates.

Fry, E. (1980). The new instant word list. The Reading Teacher, 34, 284-289.

Gentry, J.R. (1982). An analysis of developmental spelling in Gnys at Wrk. The Reading Teacher, 36, 192-200.

Gersten, R., Baker, S. K., and Marks, S. U. (1998). Teaching English-language learners with learning disabilities: Guiding principles and examples from research-based practice. Washington, DC: ERIC Clearinghouse on Disabilities and Gifted Education, U.S. Department of Education.

Graves, M.F. and Slater, W.H. (1987). Development of reading vocabularies in rural disadvantaged students, intercity disadvantaged students and middle class suburban students. Paper presented at AERA conference, April 1987, Washington, DC.

Isaacson, S.L. & Gleason, M.M. (1997). Mechanical obstacles to writing: What can teachers do to help students with learning problems? Learning Disabilities Research and Practice, 12, 188-194.

Johnson, D.D. (1971). The Dolch list reexamined. The Reading Teacher, 24, 455-456.

Lenz, B.K., & Hughes, C.A. (1990). A word strategy for adolescents with learning disabilities. Journal of Learning Disabilities, 23, 149-158.

Lenz, B.K., Schumaker, J.B., Deshler, D.D., & Beal, V.L. (1984). Learning Strategies Curriculum: The Word Identification Strategy. Lawrence, KS: University of Kansas Institute for Research on Learning Disabilities.

McLaughlin, B., et al. (2000). Vocabulary improvement and reading in English-language-learners: An intervention study. Paper presented at A Research Symposium on High Standards in Reading for Students from Diverse Language Groups: Research, Practice & Policy, Washington, D.C.

Meese, R.L. (2001). Teaching Learners with Mild Disabilities (2nd ed). Belmont, CA: Wadsworth.

Mercer, C.D. & Mercer, A.R. (2000). Teaching students with learning problems (4th ed). Columbus, OH. Prentice Hall.

National Association for the Education of Young Children (1998). Learning to read and write: Developmentally appropriate practices for young children. Young Children, 53(4), 30-46.

National Reading Panel (2000). Teaching Children To Read: An Evidence-Based Assessment of the Scientific Research Literature on Reading and Its Implications for Reading Instruction. Bethesda, MD. National Reading Panel.

Ortiz, A. (2001). English language learners with special needs: Effective instructional strategies. ERIC Digest, December.

Peal, E., and Lambert, W. (1962). The relation of bilingualism to intelligence. Psychological monographs, 76(546), 1-23.

Ramírez, J. D. (2000, April 19-20). Bilingualism and literacy: Problem or opportunity? A synthesis of reading research on bilingual students. Paper presented at the Research Symposium on High Standards in Reading for Students from Diverse Language Groups: Research, Practice and Policy, Washington, DC. http://www.ncbe.gwu.edu/ncbepubs/symposia/reading/index.htm

Raphael, T. (2000, November 30). Literacy teaching, literacy learning: Lessons from the book club plus project. Paper presented at the 50th Annual Meeting of the National Reading Conference, Scottsdale, AZ.

Rueda, R., and Earnest, G. (2001). How do I teach reading to English language learners. In S. B. Neuman, S. A. Stahl, N. K. Duke, P. D. Pearson, S. G. Paris, B. M. Taylor, V. Richardson, D. Birdysaw, J. F. Carlisle, M. S. Burns, R. Rueda, G. E. García, & J. V. Hoffman (Eds.), Teaching Every Child to Read: Frequently Asked Questions. Center for the Improvement of Early Reading.

Rudolph, M.K., & Wilson, R.G. (1986). I Can, Teacher's Edition: Level A: Merrill Linguistic Reading Program. Columbus, OH: SRA/Merrill.

Simmons, D.C., Fuchs, D., & Fuchs, L.S. (1991). Instructional and curricular requisites of mainstreamed students with learning disabilities. Journal of Learning Disabilities, 24, 354-360.

Snow, C. E., Burns, S. M., and Griffin, P. (Eds.). (1998). Preventing reading difficulties in young children. Washington, DC: National Academy Press.

Stanovich, K., & Stanovich, P. (1995). How research might inform the debate about early reading acquisition of literacy. The Journal of Research in Reading, 18(2), 87-105.

Stauffer, R.G. (1970). The Language Experience Approach to the Teaching of Reading. New York, NY: Harper & Row.

TESOL. (2002). TESOL Statement on Language and Literacy Development for Young English Language Learners, [http://www.tesol.org/assoc/statements/2001-youngells.html]. Teachers of English to Students of Other Languages (TESOL) [2002, January 7, 2002].

Thomas, W. P., and Collier, V. P. (1997). School effectiveness for language minority students. Washington, DC: National Clearinghouse for Bilingual Education.

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