In an initial journal entry and past discussions, we identified that full literacy development required the parallel development of skills in the following areas:
- Robust development of oral language in language-rich and literacy-rich environments;
- Clear, systematic and intensive development of phonemic awareness;
- Further systematic and progressive development of alphabetic skills, including phonics, spelling and morphology;
- Wide ranging support of vocabulary development from a very young age;
- Expert utilisation of read-alouds;
- Skilled orchestration of language experiences;
- Substantial time set aside for fluency practice (include time for independent reading);
- Attention to ultimate goal of reading instruction: comprehension; and
- Apprenticeship into the craft of composition; and
- Ongoing and deepening construction of knowledge (the real goal of learning).
In a subsequent entry, we identified research-based activities that were found to build competencies in each of the areaa. At the end of that entry, we mentioned that we would soon share a selection of readings (e.g. journal articles and books) which explore the instructional practices and principles in greater details. This entry fulfils this promise.
Below are readings categorised in the key areas. However, before that, we provide a handful of readings that emphasis some key overarching values: instruction need to be of high quality, comprehensive, orchestrated, intentional and collaborative.
OF HIGH QUALITY: 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
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
COMPREHENSIVE: National Reading Panel (NRP). (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Washington, DC: National Institute of Child Health and Human Development.
Foorman, B. R., & Torgesen, J. (2001). Critical elements of classroom and small-group instruction promote reading success in all children. Learning Disabilities Research & Practice, 16(4), 203–212.
ORCHESTRATED: McIntyre, E., Hulan, N., & Layne, V. (2011). Research-based, culturally responsive instruction in fifth grade (pp. 216-240). In Reading Instruction for Diverse Classrooms: Research-Based, Culturally Responsive Practice. New York: Guilford Press.
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
INTENTIONAL: 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.
COLLABORATIVE: Hawkins, M. R. (2004). Researching English Language and Literacy Development in Schools. Educational Researcher, 33(3), 14–25. doi:10.3102/0013189X033003014
ORAL LANGUAGE DEVELOPMENT
Bialystok, E. (2001). Bilingualism in development: language, literacy and cognition. Cambridge: Cambridge University Press.
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.
Catts, H. W., Bridges, M. S., Little, T. D., & Tomblin, J. B. (2008). Reading Achievement Growth in Children With Language Impairments. Journal of Speech, Language, and Hearing Research, 51(December), 1569–1579. doi:10.1044/1092-4388(2008/07-0259)
Catts, H. W., Fey, M. E., Tomblin, J. B., & Zhang, X. (2002). A Longitudinal Investigation of Reading Outcomes in Children With Language Impairments. Journal of Speech Language and Hearing Research, 45(6), 1142–1157. doi:10.1044/1092-4388(2002/093)
Fernald, A., Marchman, V. A., & Weisleder, A. (2013). SES differences in language processing skill and vocabulary are evident at 18 months. Developmental Science, 16(2), 234–48. doi:10.1111/desc.12019
Fricke, S., Bowyer-Crane, C., Haley, A. J., Hulme, C., & Snowling, M. J. (2013). Efficacy of language intervention in the early years. Journal of Child Psychology and Psychiatry, and Allied Disciplines, 54(3), 280–90. doi:10.1111/jcpp.12010
Gilkerson, J., & Richards, J. A. (2009). The power of talk: impact of adult talk, conversational turns and TV during the critical 0-4 years of child development (2nd edition) (2nd ed.).
Hart, B., & Risley, T. R. (1995). Meaningful differences in the everyday experience of young American children. Baltimore: Paul H. Brookes Publishing Company.
Kuhl, P. K. (2004). Early language acquisition: cracking the speech code. Nature Reviews. Neuroscience, 5(11), 831–43. doi:10.1038/nrn1533
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.
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.
Painter, C. (1999). Preparing for school: developing a semantic style for educational knowledge. In F. Christie (Ed.), Pedagogy and the shaping of consciousness (pp. 66 – 87). London: Cassell.
Scull, J., & Bremner, P. (2013). From conversation to oral composition Supporting Indigenous students ’ language for literacy. BABEL, 48(1), 20–29.
Tomasello, M. (2003). Constructing a language: a usage-based theory of language acquisition. Cambridge, MA: Harvard University Press.
Phonological Awareness, Phonemic Awareness and Word Recognition
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
Brummitt-Yale, J. (n.d.) Phonemic Awareness vs. Phonological Awareness. Retrieved on 25 April 2015 from K12 Reader: http://www.k12reader.com/phonemic-awareness-vs-phonological-awareness/
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
McGee, L. M, & Dail, A. R. (2010). Phonemic awareness instruction in preschool: research implications and lessons learned from Early Reading First. In M.C. McKenna, S. Walpole, & K. Conradi (Eds) Promoting early reading: research, resources and best practices. 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.
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
Vocabulary
Akhtar, N., Carpenter, M., & Tomasello, M. (1996). The role of discourse novelty in early word learning. Child Development, 67(2), 635–645.
Beck, I. L., McKeown, M. G., & Kucan, L. (n.d.). Choosing Words to Teach. Reading Rockets. Retrieved August 30, 2014, from http://www.readingrockets.org/article/choosing-words-teach
Beck, I. L., McKeown, M. G., & Kucan, L. (2013). Bringing words to life: robust vocabulary instruction (2nd ed.). New York: Guilford Press.
Blachowicz, C., & Fisher, P. J. (2011b). Best practices in vocabulary instruction revisited. In L. M. Morrow & L. B. Gambrell (Eds.), Best practices in literacy instruction (4th ed., pp. 224–249). New York: Guilford Press.
Christ, T., Wang, X. C., & Chiu, M. M. (2011). Using story dictation to support young children’s vocabulary development: Outcomes and process. Early Childhood Research Quarterly, 26(1), 30–41.
Coyne, M. D., Capozzoli-Oldham, A. & Simmons, D. C. (2012). Vocabulary instruction for young children at risk of reading difficulties: teaching word meanings during shared storybook readings. In E. J. Kame’enui & J. F. Baumann, Vocabulary instruction: research to practice (2nd edition). New York: Guilford Press.
Dufficy, P. (2005). Designing learning for diverse classrooms. Newtown, NSW: Primary English Teaching Association.
Flanigan, K., Hayes, L., Templeton, S., Bear, D. R., Invernizzi, M., & Johnston, F. (2011). Word specific vocabulary instruction (pp. 201-234). In Words their way with struggling readers: word study for reading, vocabulary, and spelling instruction, grades 4 - 12. Boston: Pearsons.
Hart, B., & Risley, T. R. (1995). Meaningful differences in the everyday experience of young American children. Baltimore: Paul H. Brookes Publishing Company.
Hiebert, E. H. & Kamil, M. L. (Eds.) (2005). Teaching and learning vocabulary: bringing research to practice. Mahwah, NJ: Lawrence Erlbaum Associates.
Kame’enui, E. J., & Baumann, J. F. (Eds.) (2012). Vocabulary instruction: Research to practice (2nd ed.). New York: Guilford Press.
Kieffer, M. J., & Lesaux, N. K. (2007). Breaking down words to build meaning: morphology, vocabulary, and reading comprehension in the urban classroom. The Reading Teacher, 61(2), 134–144. doi:10.1598/RT.61.2.3
McKenna, M. (2005). Vocabulary instruction (research and best practice) [PowerPoint Presentation]. Georgia’s Reading First PD Presentations. Retrieved February 21, 2015, from http://curry.virginia.edu/reading-projects/projects/garf/PowerPoints/VocabularyRF.ppt
Pikulski, J., & Templeton, S. (2004). Teaching and Developing Vocabulary: Key to Long-Term Reading Success. Current Research in Reading / Language Arts, 1 – 12. Retrieved from http://www.eduplace.com/state/pdf/author/pik_temp.pdf
Sadoski, M. (2005). A dual coding view of vocabulary learning. Reading & Writing Quarterly, 21(3), 221-238.
Stahl, K. A. D., & Bravo, M. A. (2010). Contemporary classroom vocabulary assessment for content areas. The Reading Teacher, 63(7), 566–578. doi:10.1598/RT.63.7.4
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
Word Study: Phonics, Spelling & Morphology
Bear, S., Invernizzi, M., Templeton, S., & Johnston, F. (2014). Words their way: word study for phonics, vocabulary, and spelling instruction (5th edition). Essex: Pearson.
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.
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
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.
Pinnell, G. S., & Fountas, I. C. (1998). Word Matters: Teaching Phonics and Spelling in the Reading/Writing Classroom. Portsmouth: Heinemann.
Scott-Dunne, D. (2013). When spelling matters: developing writers who can spell and understand language. Ontario: Pembroke Publishing.
Wolf, M. (2008). Proust and the squid: the story and science of the reading brain. Cambridge: Icon Books.
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
Read Alouds
Coyne, M. D., Capozzoli-Oldham, A. & Simmons, D. C. (2012). Vocabulary instruction for young children at risk of reading difficulties: teaching word meanings during shared storybook readings. In E. J. Kame’enui & J. F. Baumann, Vocabulary instruction: research to practice (2nd edition). New York: Guilford Press.
Ezell, H. K. & Justice, L. M. (2005) Shared storybook reading: building young children’s language and emergent literacy skills. Baltimore: Brookes.
Justice, L. M., Meier, J., & Walpole, S. (2005). Learning new words from storybooks: an efficacy study with at-risk kindergartners. Language, Speech, and Hearing Services in Schools, 36(January), 17–33. doi:10.1044/0161-1461(2005/003)
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.
Robbins, C., & Ehri, L. C. (1994). Reading storybooks to kindergartners helps them learn new vocabulary words. Journal of Educational Psychology, 86(1), 54–64. doi:10.1037/0022-0663.86.1.54
Sénéchal, M. (1997). The differential effect of storybook reading on preschoolers’ acquisition of expressive and receptive vocabulary. Journal of Child Language, 24(1), 123–138. doi:10.1017/S0305000996003005
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
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.
Facilitating Language Experiences
Labbo, L. D., Eakle, A. J., & Montero, M. K. (2002). Digital Language Experience Approach: Using Digital Photographs and Software as a Language Experience Approach Innovation. Reading Online, 5(8), 1–19. Retrieved from http://www.readingonline.org/electronic/labbo2/
Landis, D., Umolo, J., & Mancha, S. (2010). The power of language experience for cross-cultural reading and writing. The Reading Teacher, 63(7), 580–589.
McCarrier, A., Pinnell, G. S., & Fountas, I. C. (2000). Interactive Writing: How Language & Literacy Come Together, K-2. Portsmouth: Heinemann.
Nessel, D. D., & Dixon, C. N. (2008). Using the language experience approach with English language learners: Strategies for engaging students and developing literacy. Thousand Oaks, CA: Corwin Press.
Stauffer, R.G. (1970). The language-experience approach to the teaching of reading. New York: Harper & Row.
Fluency
Hiebert, E. H., Samuels, S. J., & Ravinski, T. V. (2012). Comprehension-Based Silent Reading Rates: What Do We Know? What Do We Need to Know? Literacy Research and Instruction, 51(2), 110–124.
Kuhn, M. R., & Stahl, S. A. (2003). Fluency: A review of developmental and remedial practices. Journal of Educational Psychology, 95(1), 3–21. doi:10.1037/0022-0663.95.1.3
McKenna, M. C. and Stahl, K. A. (2009) Fluency. In Assessment for Reading Instruction (2nd ed., pp. 148 - 159). New York: Guilford Press.
Rasinski, T. V and Samuels, S. J. (2011). Reading fluency: what it is and what it is not. In What research has to say about reading instruction (4th ed., pp. 94 – 114). Newark, DE: International Reading Association.
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.
READING (COMPREHENSION)
Adams, M. J. (1990). Beginning to read: Thinking and learning about print. Cambridge, MA: Harvard University Press.
Alexander, P. A. (2005). The Path to Competence: A Lifespan Developmental Perspective on Reading. Journal of Literacy Research, 37(4), 413-436.
Allington, R. L. (2007). Intervention All Day Long: New Hope for Struggling Readers. Voices from the Middle, 14(4), 7–14.
Anderson, N. J. (2013). A curricular model for reading: the inclusion of extensive reading. TESOL Reporter, 46(1-2), 1–9.
Appleyard, J. (1991). Becoming a reader: the experience of fiction from childhood to adulthood. Cambridge: Cambridge University Press.
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.
Cairney, T. (2010). Developing comprehension: learning to make meaning. E:lit E:update, 013, 1–8.
Fountas, I. C., & Pinnell, G. S. (2006). Teaching for Comprehension and Fluency: Thinking, Talking and Writing About Reading, K-8. Portsmouth: Heinemann.
Gehling, K. (2000). A Year In Texts: An Explicit Reading Program. Newtown, NSW: Primary English Teaching Association.
Goldman, S. R. (2012). Adolescent literacy: learning and understanding content. The Future of Children, 22(2), 89–116. Retrieved from http://www.ncbi.nlm.nih.gov/pubmed/23057133
Goldman, S. R., & Lee, C. D. (2014). Text complexity: state of the art and the conundrums it raises. The Elementary School Journal, 115(2), 290–300. doi:10.1163/_afco_asc_2291
Guthrie, J. T. (2001). Contexts for Engagement and Motivation in Reading. Reading Online, 4(8). Retrieved from http://www.readingonline.org/articles/handbook/guthrie/
Hammerberg, D. (2004). Comprehension instruction for socioculturally diverse classrooms. The Reading Teacher, 57(7), 684–658.
Hiebert, E. H., Samuels, S. J., & Ravinski, T. V. (2012). Comprehension-Based Silent Reading Rates: What Do We Know? What Do We Need to Know? Literacy Research and Instruction, 51(2), 110–124.
Hsueh-chao, M. H., & Nation, P. (2000). Unknown vocabulary density and reading comprehension. Reading in a Foreign Language, 13(1), 403–430.
Huemer, W. (2012). Why read literature? the cognitive function of form. In J. Gibson, W. Huemer, & L. Pocci (Eds.), Fiction Narrative and Knowledge (pp. 233 – 345). London: Routledge.
Langer, J. (2001). Literature as an environment for engaged readers. In L. Verhoeven & C. Snow (Eds.), Literacy and motivation: reading engagement in individuals and groups (pp. 177 – 194). Hillsdale, NJ: Lawrence Erlbaum Associates.
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.
Nussbaum, M. (1995). Poetic justice: the literary imagination and public life. Boston: Beacon Press.
Olson, C. B., & Land, R. (2007). A cognitive strategies approach to reading and writing instruction for English language learners in secondary school. Research in the Teaching of English, 41(3), 269–303. Retrieved from <Go to ISI>://WOS:000244438000003
Palinesar, A. S. (1987). Reciprocal Teaching. Instructor, 96(2), 5 – 60.
Pressley, M. (2001). Comprehension Instruction: What Makes Sense Now, What Might Make Sense Soon. Reading Online. Retrieved April 14, 2014, from http://www.readingonline.org/aRTIcles/handbook/pressley/
RAND Reading Study Group (2002). Reading for understanding: toward an R&D program in reading comprehension. Santa Monica, CA: RAND Reading Education.
Raphael, T. E., & Au, K. H. (2005). QAR: Enhancing Comprehension and Test Taking Across Grades and Content Areas. The Reading Teacher, 59(3), 206–221. doi:10.1598/RT.59.3.1
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.
Stoller, F. L., Anderson, N. J., Grabe, W., & Komiyama, R. (2013). Instructional Enhancements to Improve Students’ Reading Abilities. English Teaching Forum, 52(1), 2–33.
Vaughn, S., Martinez, L. R., Linan-Thompson, S., Reutebuch, C. K., Carlson, C. D., & Francis, D. J. (2009). Enhancing Social Studies Vocabulary and Comprehension for Seventh-Grade English Language Learners : Findings From Two Experimental Studies. Journal of Research on Educational Effectiveness, 2(4), 297–324. doi:10.1080/19345740903167018
Wolf, M. (2008). Proust and the squid: the story and science of the reading brain. Cambridge: Icon Books.
WRITING
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.
Bereiter, C., & Scardamalia, M. (1987). The Psychology of Written Composition. Hillsdale, NJ: Lawerence Erlbaum Associates.
Bracewell, R., & Witte, S. (2008). Implications of practice, activity, and semiotic theory for cognitive constructs of writing. In J. Albright & A. Luke (Eds.), Pierre Bourdieu and literacy education (pp. 299 – 315). London: Routledge.
Chenowyth, N., & Hayes, R. (2003). The inner voice of writing. Writing Communications, 20, 99 – 118.
Cope, B., & Kalazantzis, M. (Eds.). (2000). Multiliteracies: literacy learning and the design of social futures. South Yarra: Macmillan Publishers Australia.
Duranti, A. (1986). The audience as co-author: an introduction. Text, 6(3), 239–247.
Dysthe, O. (1996). The Multivoiced Classroom: Interactions of Writing and Classroom Discourse. Written Communication. doi:10.1177/0741088396013003004
Ewing, R. (1994). What is a functional model of language? PEN, 1–6.
Haneda, M., & Wells, G. (2000). Writing in knowledge building communities. Research in the Teaching of English, 34(3), 430–457.
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.
Hyland, K. (2007). Genre pedagogy: Language, literacy and L2 writing instruction. Journal of Second Language Writing, 16(3), 148–164. doi:10.1016/j.jslw.2007.07.005
Martin, J. (1999). Mentoring semeogenesis: “Genre-based” literacy pedagogy. In F. Christie (Ed.), Pedagogy and the shaping of consciousness (pp. 123 – 155). London: Cassell.
McCarrier, A., Pinnell, G. S., & Fountas, I. C. (2000). Interactive Writing: How Language & Literacy Come Together, K-2. Portsmouth: Heinemann.
McIntyre, E., Hulan, N., & Layne, V. (2011). Writing (pp. 153-176). In Reading Instruction for Diverse Classrooms: Research-Based, Culturally Responsive Practice. New York: Guilford Press.
Nystrand, M. (1983). The role of context in written communication. The Nottingham Linguistic Circular, 12(1), 55–65.
Nystrand, M. (1986a). What writers do. In The structure of written communication: studies in reciprocity between writers and readers (pp. 59–79). Orlando and London: Academic Press.
Olson, C. B. (2010). Teaching Writing: Helping Students Play the Whole Range. In The Reading/Writing Connection: strategies for teaching and learning in the secondary classroom (3rd Edition). Boston: Pearson.
Rose, D., & Martin, J. R. (2012). Write it Right/the Right to Write. In Learning to Write/Reading to Learn: Genre, Knowledge and Pedagogy in the Sydney School (pp. 84–132). Sheffield: Equinox Publishing.
SUPPORTING SPEAKING & LISTENING IN 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
Bernstein, B. (1964). Elaborated and Restricted Codes: Their Social Origins and Some Consequences. American Anthropologist, 66(6_PART2), 55–69. doi:10.1525/aa.1964.66.suppl_3.02a00030
D’warte, J. (2014). Exploring linguistic repertoires: multiple language use and multimodel literacy activities in five classrooms. Australian Journal of Language and Literacy, 37(1), 21–30.
Edwards-Groves, C., Anstey, M., & Bull, G. (2014). Classroom talk: understanding dialogue, pedagogy and practice. Newtown, NSW: Primary English Teaching Association Australia.
Gibbons, P. (1998). Classroom Talk and the Learning of New Registers in a Second Language. Language and Education, 12(2), 99–118. doi:10.1080/09500789808666742
Gibbons, P. (2003). Mediating Language Learning: Teacher Interactions with ESL Students in a Content-Based Classroom. TESOL Quarterly, 37(2), 247–273.
Gibbons, P. (2006). Bridging discourses in the ESL classroom: Students, Teachers and Researchers. Studies in Second Language Acquisition, 30(2), 262–263.
Hawkins, M. R. (2004). Researching English Language and Literacy Development in Schools. Educational Researcher, 33(3), 14–25. doi:10.3102/0013189X033003014
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., & Layne, V. (2011). Classroom community and discourse practices in research-based, culturally responsive classrooms (pp. 54-75). In Reading Instruction for Diverse Classrooms: Research-Based, Culturally Responsive Practice. New York: Guilford Press.
Nassaji, H., & Wells, G. (2000). What’s the use of “triadic dialogue”?: an investigation of teacher-student interaction. Applied Linguistics, 21(3), 376–406.
Vaughn, M., & Parsons, S. A. (2013). Adaptive Teachers as Innovators: Instructional Adaptions Opening Spaces for Enhanced Literacy Learning. Language Arts, 91(2), 82–93.
Wells, G. (2003a). Action, talk and text: the case for dialogic inquiry. Learning, 6(1), 171–194. Retrieved from http://people.ucsc.edu/~gwells/Files/Papers_Folder/ATT.theory.pdf
Wells, G., & Mejia-Arauz, R. (2006). Toward dialogue in the classroom. Journal of the Learning Sciences, 15(3), 379–428.
FOSTERING KNOWLEGE
Anderson, L. W. & Krathwohl, D. R. (Eds). (2001). A taxonomy for learning, teaching and assessing: a revision of Bloom’s taxonomy of educational objectives (abridged edition). New York: Longman
Gibbons, P. (2009). English learners, academic literacy, and thinking: learning in the challenge zone. Portsmouth: Heinemann.
Gonzales, N., Moll, L. C., & Amanti, C. (Eds.). (2005). Funds of Knowledge: Theorizing Practices in Households, Communities, and Classrooms. New Jersey: Lawrence Erlbaum Associates.
Haneda, M., & Wells, G. (2000). Writing in knowledge building communities. Research in the Teaching of English, 34(3), 430–457.
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