TABLE OF CONTENTS I NEXT
ENHANCING ORAL LANGUAGE DEVELOPMENT
SELECTED READINGS
Akhtar, N., Carpenter, M., & Tomasello, M. (1996). The role of discourse novelty in early word learning. Child Development, 67(2), 635–645.
Bialystok, E. (2001). Bilingualism in development: language, literacy and cognition. Cambridge: Cambridge University Press.
Bowyer-Crane, C., Snowling, M. J., Duff, F. J., Fieldsend, E., Carroll, J. M., Miles, J., … Hulme, C. (2008). Improving early language and literacy skills: differential effects of an oral language versus a phonology with reading intervention. Journal of Child Psychology and Psychiatry, and Allied Disciplines, 49(4), 422–32. doi:10.1111/j.1469-7610.2007.01849.x
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.
Carpenter, E. T. (1977). Wittgenstein’s “Language-Game” - A Tool For Cognitive Developmentalists. Transactions of the Nebraska Academy of Sciences and Affiliated Societies, (Paper 459), 161–163.
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
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.
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.).
Girolametto, L., Weitzman, E., & Greenberg, J. (2000). Teacher Interaction and Language Rating Scale. Toronto, ON: The Hanen Centre.
Halliday, M. A. K. (1993). Towards a language-based theory of learning. Linguistics and Education, 5(2), 93 – 116.
Hart, B., & Risley, T. R. (1995). Meaningful differences in the everyday experience of young American children. Baltimore: Paul H. Brookes Publishing Company.
Hawkins, M. R. (2004). Researching English Language and Literacy Development in Schools. Educational Researcher, 33(3), 14–25. doi:10.3102/0013189X033003014
Hemphill, L., & Snow, C. (1996). Language and literacy development: Discontinuities and differences. In D. Olson & N. Torrance (Eds.), The handbook of education and human development: new models of teaching, learning and schooling (pp. 173–201). Oxford: Blackwell Publishers.
Justice, L., Mashburn, A., & Petscher, Y. (2013). Very early language skills of fifth‐grade poor comprehenders. Journal of research in reading, 36(2), 172-185.
Kuhl, P. K. (2004). Early language acquisition: cracking the speech code. Nature Reviews. Neuroscience, 5(11), 831–43. doi:10.1038/nrn1533
Kuhl, P. K. (2010). The linguistic genius of babies. At TedTalks. Retrieved on 24 August 2015 from http://www.ted.com/talks/patricia_kuhl_the_linguistic_genius_of_babies.
Lightbown, P. M., & Spada, N. (2006). How languages are learned (3rd ed.). Oxford, UK: Oxford University Press.
Louie, B., & Sierschynski, J. (2015). Enhancing English Learners’ Language Development Using Wordless Picture Books. The Reading Teacher, 69(1), 103-111.
Lust, B. (2006). Child language: acquisition and growth. Cambridge: Cambridge University Press.
Massaro, D. W. (Ed.). (1975). Understanding language: an information-processing analysis of speech perception, reading and psycholinguistics. New York: Academic 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.
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.
Moyal-Sharrock, D. (2010a). Coming to Language: Wittgenstein’s Social “Theory” of Language Acquisition. In SOL Conference 6-8 May 2010. Bucharest.
Moyal-Sharrock, D. (2010b). Language-Game. In The Cambridge Encyclopaedia of the Language Sciences (CELS) (pp. 417–419).
Moyal-Sharrock, D. (2015). Ludwig Wittgenstein. In the International Encyclopedia of Communication Theory and Philosophy.
Moyal-Sharrock, D. (2013). Wittgenstein Today. In International Conference on Wittgenstein and Contemporary Philosophy and the Inaugural Meeting of the Chinese Wittgenstein Society. Beijing: Beijing Normal University.
Nassaji, H., & Wells, G. (2000). What’s the use of “triadic dialogue”?: an investigation of teacher-student interaction. Applied Linguistics, 21(3), 376–406.
National Institute on Deafness and Other Communication Disorders. (2014). Speech and Language Developmental Milestones [NIDCD Health Information]. Bethesda, MD. Retrieved from http://www.nidcd.nih.gov/health/voice/pages/speechandlanguage.aspx
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.
Painter, C. (2003). Developing attitude: An ontogenetic perspective on appraisal. Text - the Hague Then Amsterdam Then Berlin, 23(2), 183 – 210.
Ratner, N., & Bruner, J. (1978). Games, social exchange and the acquisition of language. Journal of child language, 5(03), 391-401.
Roy, D. (2011). The birth of a word. At TedTalks. Retrieved on 24 August 2015 from http://www.ted.com/talks/deb_roy_the_birth_of_a_word.
Scull, J., & Bremner, P. (2013). From conversation to oral composition Supporting Indigenous students ’ language for literacy. BABEL, 48(1), 20–29.
Stadler, M. A., & Ward, G. C. (2005). Supporting the narrative development of young children. Early Childhood Education Journal, 33(2), 73-80.
Taylor, T. J. (2013). Calibrating the child for language: Meredith Williams on a Wittgensteinian approach to language socialization. Language Sciences, 40, 308-320.
Thomas, S. (Sept 2015). Poor language skills in school-age children linked to increase in iPad and skipping preschool. Retrieved on 10 September 2015 from http://www.dailytelegraph.com.au/newslocal/south-west/poor-language-skills-in-school-age-children-linked-to-increase-in-ipad-use-and-skipping-preschool/story-fngr8hxh-1227517383627?sv=b3d61fc7f967471931920666df45e192
Tomasello, M. (2000a). First steps toward a usage-based theory of language acquisition. Cognitive Linguistics, 11(1/2), 61–82.
Tomasello, M. (2000b). The item-based nature of children’s early syntactic development. Trends in Cognitive Sciences, 4(4), 153 – 163.
Tomasello, M. (2003). Constructing a language: a usage-based theory of language acquisition. Cambridge, MA: Harvard University Press.
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. (2003). Children talk their way into literacy. In J. R. Garcia (Ed.), Ensenar a escribir sin prisas … pero con sentido. Sevilla: Publicaciones M.C.E.P.
Wells, G. (2009). The meaning makers: Learning to talk and talking to learn (2nd Edition). Bristol, UK: Multilingual Matters.
Wells, G., & Mejia-Arauz, R. (2006). Toward dialogue in the classroom. Journal of the Learning Sciences, 15(3), 379–428.