References
Alliance for Excellent Education. (2005). Six key strategies for teachers of English-language learners. Santa
Cruz, CA: New Teacher Center at UC Santa Cruz.
Allington, R.L., & Gabriel, R.E. (2012). Every child, every day. Educational Leadership, 69, 10-15.
Allington, R.L., & McGill-Franzen, A. (2010). Addressing summer reading setback among economically
disadvantaged elementary students. Reading Psychology, 31, 411-427.
Almaguer, I., & Esquierdo, J.J. (2013). Cultivating bilingual learners’ language arts knowledge: A framework
for successful teaching. International Journal of Instruction, 6(2), 3-18.
Brozo, W.G., & Simpson, M.L. (2007). Content literacy for today's adolescents: Honoring diversity and building competence. Upper Salle River, NJ: Merrill/Prentice Hall.
Duke, N.K. (2000). For the rich it's richer: Print experiences and environments offered to children in very low- and very high-socioeconomic status first-grade classrooms. American Educational Research Journal, 37(2), 441-478.
Fadool, M. C. (2009). “We don’t serve no ice cream!”: Enhancing children’s understanding and use of literacy
through play events. Journal of Reading Education, 34 (3),23-29.
Fountas, I., & Pinnell, G.S. (2008). When Readers Struggle: Teaching that Works. Heinemann
Graham, S., Harris, K.R., & Mason, L. (2005). Improving the writing performance, knowledge, and self-efficacy of struggling young writers: The effects of self-regulated strategy development. Contemporary Educational
Psychology, 30, 207-241. doi: 10.1016/j.cedpsych.2004.08.001
Harper, C., & Jong, E. (2004). Misconceptions about teaching English-language learners. Journal of Adolescent and Adult Literacy, 48(2), 152-162.
Hinchman, K. A., Alvermann, D. E., Boyd, F. B., Brozo, W. G., & Vacca, R. T. (2003). Supporting older students in- and out-of-school literacies. Journal of adolescent and adult literacy, 47(4), 304-310.
Kuhn, M. (2004). Helping students become accurate, expressive readers: Fluency instruction for small groups. The Reading Teacher, 58 (4), 338-344. DOI:10.1598/RT.58.4,3
Kurat, O., Bahar, E., & Snapir, M. (2002). Sociodramatic play as opportunity for literacy development: The
teacher’s role. The Reading Teacher, 56(4), 386-393.
Laman, T. T., & Sluys, K.V. (2008). Being and becoming:Multilingual writers' practices. Language Arts, 85(4), 265-274.
Morrow, L.M.(2012). Literacy development in the early years: Helping children read and write (7th ed.). Boston, MA: Pearson.
National Association for the Education of Young Children (1998). Learning to read and write: Developmentally
appropriate practices for young children. A joint position statement of the International Reading Association
(IRA) and the National Association for the Education of Young Children (NAEYC). Young children, 30-46.
Parsons, A. (2012). Class notes.
Stone, S.J., & Christie, J.F. (1996). Collaborative literacy learning during sociodramatic play in a multiage
(K-2) primary classroom. Journal of Research in Childhood Education, 10(2), 123-133.
Taboada, A., Gutherie, J. T., & McRae, A. (2007). Building engaging classrooms. In R. Fink & Samuels (Eds.),
Inspiring Reading Success (pp. 141-166). International Reading Association.
Cruz, CA: New Teacher Center at UC Santa Cruz.
Allington, R.L., & Gabriel, R.E. (2012). Every child, every day. Educational Leadership, 69, 10-15.
Allington, R.L., & McGill-Franzen, A. (2010). Addressing summer reading setback among economically
disadvantaged elementary students. Reading Psychology, 31, 411-427.
Almaguer, I., & Esquierdo, J.J. (2013). Cultivating bilingual learners’ language arts knowledge: A framework
for successful teaching. International Journal of Instruction, 6(2), 3-18.
Brozo, W.G., & Simpson, M.L. (2007). Content literacy for today's adolescents: Honoring diversity and building competence. Upper Salle River, NJ: Merrill/Prentice Hall.
Duke, N.K. (2000). For the rich it's richer: Print experiences and environments offered to children in very low- and very high-socioeconomic status first-grade classrooms. American Educational Research Journal, 37(2), 441-478.
Fadool, M. C. (2009). “We don’t serve no ice cream!”: Enhancing children’s understanding and use of literacy
through play events. Journal of Reading Education, 34 (3),23-29.
Fountas, I., & Pinnell, G.S. (2008). When Readers Struggle: Teaching that Works. Heinemann
Graham, S., Harris, K.R., & Mason, L. (2005). Improving the writing performance, knowledge, and self-efficacy of struggling young writers: The effects of self-regulated strategy development. Contemporary Educational
Psychology, 30, 207-241. doi: 10.1016/j.cedpsych.2004.08.001
Harper, C., & Jong, E. (2004). Misconceptions about teaching English-language learners. Journal of Adolescent and Adult Literacy, 48(2), 152-162.
Hinchman, K. A., Alvermann, D. E., Boyd, F. B., Brozo, W. G., & Vacca, R. T. (2003). Supporting older students in- and out-of-school literacies. Journal of adolescent and adult literacy, 47(4), 304-310.
Kuhn, M. (2004). Helping students become accurate, expressive readers: Fluency instruction for small groups. The Reading Teacher, 58 (4), 338-344. DOI:10.1598/RT.58.4,3
Kurat, O., Bahar, E., & Snapir, M. (2002). Sociodramatic play as opportunity for literacy development: The
teacher’s role. The Reading Teacher, 56(4), 386-393.
Laman, T. T., & Sluys, K.V. (2008). Being and becoming:Multilingual writers' practices. Language Arts, 85(4), 265-274.
Morrow, L.M.(2012). Literacy development in the early years: Helping children read and write (7th ed.). Boston, MA: Pearson.
National Association for the Education of Young Children (1998). Learning to read and write: Developmentally
appropriate practices for young children. A joint position statement of the International Reading Association
(IRA) and the National Association for the Education of Young Children (NAEYC). Young children, 30-46.
Parsons, A. (2012). Class notes.
Stone, S.J., & Christie, J.F. (1996). Collaborative literacy learning during sociodramatic play in a multiage
(K-2) primary classroom. Journal of Research in Childhood Education, 10(2), 123-133.
Taboada, A., Gutherie, J. T., & McRae, A. (2007). Building engaging classrooms. In R. Fink & Samuels (Eds.),
Inspiring Reading Success (pp. 141-166). International Reading Association.