Adams, M. (1990). Beginning to read: Thinking and learning
about print. Cambridge,
MA: MIT Press.
Agar, M. Speaking of ethnography. Newbury Park, CA: Sage.
Allington, R. (1997). Overselling phonics. Reading Today,
August/September,
15-16.
Allington, R. & Woodside-Jiron, H. (1997). Thirty years of
research...: When is a research
summary not a research summary?
Albany, NY: National Research Center on English
Learning and Achievement,
SUNY-Albany.
Allington, R.& Woodside-Jiron, H. (1998). Decodable text
in beginning reading: Are mandates
and policy based on research?
ERS Spectrum: Journal of Research and Information,
Spring, 3-29.
Alvermann, D. (1991). The Discussion Web: A graphic aid for learning
across the
curriculum. The
Reading Teacher, 45, 92-99
Anderson, R.C., Hiebert, E.H., Scott, J.A., & Wilkinson. I.A.G.
(1985). Becoming a nation of
readers: The report of
the commission on reading. Champaign, IL: Center
for the Study
of reading.
Applebee, A. (1978). The child's concept of story. Chicago:
University of Chicago Press.
Ashcroft, L. (1987). Defusing "empowering": The what and the
why. Language Arts, 64,
142-156.
Atwell, N. (1987). In the middle: Writing, reading, and learning
with adolescents.
Portsmouth, NH: Heinemann.
Atwell, N. (1991). Side by side: Essays on teaching to learn.
Portsmouth, NH:
Heinemann.
Archer, P. and Edward, J.R. (1982). Predicting school achievement
from data on pupils
obtained from teachers:
Towards a screening device for disadvantaged. Journal
of
Educational Psychology,
74,
761-770.
Avery, C.S. (1985). Lori Afigures it out@: Ayoung writer learns
to read. In J. Hansen, T.
Newkirk, & Donald Graves
(Eds.) Breaking ground : Teachers relate reading and
writing in the elementary
school. (pp. 15-28). Portsmouth, NH: Heinemann.
Barnes, B.L. (1997). But teacher you went right on: A perspective
on Reading Recovery. The
Reading Teacher,
50,
284-292.
Bassett, R.E., Whittington, N., and Staton-Spicer, A. (1978). The basics
in speaking and
listening for high school
graduates: What should be assessed? Communication
Education, 27,
300-307.
Bauer, C. (1992). Read for the fun of it. Bronx,
NY: H.W. Wilson Co.
Bauer, A.M. (Ed.) (1993). Children who challenge the
system. Norwood, NJ: Ablex
Publishing.
Bear, D.R. & Templeton, S. (1998). Explorations in developmental
spelling: foundations for
learning and teaching phonics,
Spelling, and vocabulary. The Reading
Teacher, November,
222-242.
Beck, J, & McKeown, M. (1981). Developing questions that promote
comprehension:
The story map. Language
Arts, 58, 913-918.
Bergeron, B. & Rudenga, E. (1996). Seeking authenticity:
What is Areal@ about thematic
literacy Instruction? The
Reading Teacher, 49, 544-551.
Bishop, D. & Adams, C. (1989). Conversational characteristics
of children with
semantic-pragmatic disorder.
II. What features lead to a judgment of
inappropriate? British
Journal of Disorders of Communication, 24, 241-263.
Blank, M., Rose, S. & Berlin, L. (1978). The language
of Learning. New York: Grune
and Stratton, Inc.
Boyle, O. & Peregoy, S. (1990). Literacy scaffolds: Strategies
for first- and second- language
readers and writers. The
Reading Teacher, 44, 194-199.
Brinkley, E.H., with Connie Weaver et al (1997). Believing in
what's possible: Taking action
to make a difference. Language
Arts, November, 537-544.
Brinton, B. & Fujiki, M. (1992). Setting the context for
conversational language
sampling. Best Practices
in School Speech-Language Pathology, 2.
Brophy, J.E. and Good, T.L. (1974). Teacher-student relationships:
Cause and
consequences. New
York: Holt, Rinehart and Winston.
Browne, A., Fitts, M., Mclaughlin, B., McNamara, M.J., & Williams,
J. (1997).
Teaching and learning in
Reading Recovery: Response to ABut teacher you went right
on@. The Reading
Teacher, 50, 294-300.
Brown, J., Anderson, A., Shillicock, R., & Yule, G. (1983). Teaching
talk. Cambridge:
Cambridge University Press
Bruner, J.S. (1984). Language, mind, and reading. In H.
Goelman, A. Oberg, & F.
Smith. (Eds.). Awakening
to literacy. (pp. 193-200) Portsmouth, NH: Heinemann.
Buckley, M.A., & Boyle, O.F. (1981). Mapping the writing journey.
Berkeley, CA:
University of California
Press.
Calkins, L. (1983). Lessons from a child: On the teaching
and learning of writing. Exeter,
NH: Heinemann.
Camp, B.W. & Bash, M.A. (1981). Think aloud: Increasing
social and cognitive skills -
A problems solving approach
for children. Champaign, IL: Research Press.
Campione, J. (1989). Assisted assessment: A taxonomy of
approaches and an outline of
strengths and weaknesses.
Journal of Learning Disabilities, 22, 151-165.
Carbo, M. (1988). Debunking the great phonics myth. Phi
Delta Kappan, 70
(November), 226-20.
Carrasquillo, A. & Hedley, C. (Eds.) (1993). Whole language
and the bilingual learner.
Norwood, NJ: Ablex Publishing
Catts, H. (1991). Facilitating phonological awareness: Role of
speech-language
pathologists. Language,
Speech, and Hearing Services in Schools, 22, 196-203.
Catts, H. (1997). The early identification of language-based
reading disabilities. Language,
Speech, and Hearing Services
in Schools, 28, 86-89.
Center for the Future of Teaching and Learning (1996). Thirty
years of NICHD research: What
we now know about how children
learn to read. Effective School Practices, 15
(3),
33-46.
Chalfant, J., Pysh, M., & Moultrie, R. (1979). Teacher assistance
teams: A model for
within-building problem
solving. Learning Disability Quarterly, 2,
Chall, J. (1983). Learning to read: The Great Debate (Updated).
New York: McGraw- Hill.
Chall, J. (1989). Learning to read: The great debate 20 years
later - A response to
A Debunking the great phonics
myth.@ Phi Delta Kappan, 70 (March), 521-538.
Chamberlain, P. & Landurand, P. (1991). Practical considerations
in the assessment of
bilingual students.
In E.V. Hamayan and J.S. Damico (Eds.) Limiting bias
in
the assessment of bilingual
students. Austin: PRO-ED.
Chamot, A. & O'Malley, M. (1987). The cognitive academic
language learning
approach: A
bridge to the mainstream. TESOL Quarterly, 21, 227-249
Cheng, L.L. (1990). The identification of communicative disorders
in Asian-Pacific
students. Journal
of Childhood Communicative Disorders, 13, 113-119.
Cheng, L.L. (1990). Ethnography as a language assessment procedure.
Journal of
Childhood Communication
Disorders, 13.
Cheng, L.L. (1987). Assessing Asian language performance. Rockville,
MD: Aspen.
Clay, M. (1979). The early detection of reading difficulties.
Portsmouth, NH:
Heinemann.
Clay, M. (1991). Becoming literate: The construction of inner
control. Portsmouth, NH:
Heinemann.
Cloud, N. (1991). Educational assessment. In E.V. Hamayan
and J.S. Damico (Eds.)
Limiting bias in the
assessment of bilingual students. Austin: PRO-ED.
Cooper, H. (1989). Synthesis of research on homework. Educational
Leadership, November,
85-91.
Creaghead, N. (1992). What does this student know about school?
Analysis of
classroom scripts for interaction.
Best
Practices in School Speech-Language
Pathology,
2,
65-72.
Cummins, J.P. (1986). Empowering minority students: A framework
for intervention. Harvard
Educational Review,
56,
18-36.
Cummins, J. (1989). Empowering minority students. Sacramento,
CA: California Association
of Bilingual Educators.
Crystal, D. (1982). Profiling Linguistic Disability.
London: Edward Arnold.
Cunningham, P.M. & Cunningham, J.W. (1992). Making words:
Enhancing the invented
spelling-decoding connection.
The Reading Teacher, 46, 106-115.
Damico, J.S. (1985). Clinical Discourse Analysis: A functional
language assessment
technique. In C.S.
Simon (Ed.), Communication skills and classroom success:
Assessment of language-learning
disabled students. (pp. 165-204) San Diego:
College Hill Press.
Damico, J.S. and Oller, J.W., Jr. (1985). Spotting Language
Problems. San Diego:
Los Amigos Research Associates.
Damico, J.S. & Armstrong, M.B. (1990-1991). Empowerment in the
clinical context: The
speech-language pathologist
as advocate. NSSLHA Journal, 18, 34-43.
Damico, J.S. (1991). Descriptive assessment of communicative
ability in limited
English proficient students.
In E.V. Hamayan & J.S. Damico (Eds.), Limiting
Bias in the Assessment
of Bilingual Students. Austin, TX: Pro-Ed.
Damico, J.S. (1992). Whole language for Special Needs Students.
Chicago: Riverside
Publications.
Damico, J.S., Secord, W.A., & Wiig, E.H. (1992). Descriptive
language assessment
at school: Characteristics
and design. Best Practices in School Speech-Language
Pathology, 2,
1-9.
Damico, J.S. (Ed.) (1992). Descriptive and nonstandardized assessment
in the schools.
Best Practices in School
Speech-Language Pathology, 2. (The Psychological
Corporation...512-299-1061)
Damico, J.S. (1992). Systematic Observation of Communicative
Interaction: A valid
and practical descriptive
assessment technique. Best Practices in School
Speech-Language Pathology,
2, 133-144.
Damico, J.S. & Damico, S.K. (1993). Language and social skills
from a diversity
perspective. Language,
Speech, and Hearing Services in Schools, 24, 236-243.
Damico, J.S. & Damico, S.K. (1993). Mapping a course over different
roads: Language
teaching with special populations.
In J.W. Oller, Jr.(Ed.). Methods that work: A
smorgasbord of language
teaching ideas (2nd Ed.). New York: Newbury House.
Damico, S.K. (1994). Empowering nonvocal populations: An emerging
concept. NSSLHA
Journal, 21, 31-44.
Damico, J.S. (Ed.) (1996) Attention Deficit Hyperactivity Disorder:
Theoretical and
Practical Implications.
Vols I & II. New York: Theime Publishers.
Damico, J.S. & Hamayan, E.V. (in press). Establishing authentic
assessment in the
classroom. In E.V.
HamaLimiting Bias in the Assessment of
Bilingual Students.yan
and J.S. Damico (Eds.) (2nd Edition) Austin, TX: Pro-Ed.
Daniels, H. (1994). Literature circles: Voice and choice in
the student-centered
classroom.
New York: Stenhouse Publishers.
Daniels, H. (1995). Is whole language doomed? Rethinking
Schools, Winter, 1, 5.
Daniels, H. & Bizar, M. (1998). Methods that matter: Six
structures for best practice
classrooms.
York, ME: Stenhouse Publishers
Daniels, H. & Bizar, M. (1998). Representing-to-learn.
In H. Daniels & M. Bizar.
Methods that matter:
Six structures for best practice classrooms. (96-129). York,
Maine: Stenhouse Publishers.
Davey, B. (1983). Think aloud: Modeling the cognitive process of
reading
comprehension. Journal
of Reading, 37, 104-112.
Davis, Z. (1989). Story map instruction: A road map for reading comprehension.
The
Reading
Teacher, 42,
232-239.
Deal, A., Trivette, C., and Dunst, C. (1988). Family Functioning
Style Scale. In C.
Dunst, C. Trivette, and A. Deal, Enabling and empowering families:
Principles
and guidelines for practice.
(pp.179-184) Cambridge, MA: Brooline Books.
DeBaryshe, B.D. (1993). Joint picture-book reading correlates
of early language skill.
Journal of Child Language,
20,
455-461.
Dudley-Marling, C. & Rhodes, L. (1987). Pragmatics and literacy.
Language, Speech, and
Hearing Services in Schools,
18,
41-52.
Dudley-Marling, C. & Dippo, D. (1991). The Language of whole language.
Language
Arts, 68,
548-554.
Dudley-Marling, C. & Murphy, S. (1997). A political critique
of remedial reading
programs: The example of
Reading Recovery. The Reading Teacher, 50, 460-468.
Duthie, J. (1986). The web: A powerful tool for the teaching and evaluation
of the
expository essay. The
History and Social Science Teacher, 21, 232-236.
Edelsky, C., Draper, K., & Smith, K. (1983). Hookin' em in at the
start of school in a ' Whole
language classroom'. Anthropology
and Education Quarterly, 27, 257-281.
Edelsky, C., Altwerger, B. & Flores, B. (1990). Whole
language: What's the difference?
Portsmouth, NH: Heinemann.
Edmiaston, R.K. (1988). Preschool literacy assessment. Seminars
in Speech and Hearing, 9,
27-36.
Elley, W. (1989). Vocabulary acquisition from listening to stories.
Reading
Research
Quarterly, 24,
174-187.
Fagan, W. (1989). Empowered students: empowered teachers. The
Reading Teacher, April,
572-578.
Falk, B. (1998). Focus on research. Testing the way children
learn: Principles for valid
literacy assessments. Language
Arts, September, 57-66.
Farr, R. (1990). Setting directions for language arts portfolios.
The
Reading Teacher,
43, 103.
Ferreiro, E. & Teberosky, A. (1982). Literacy before schooling.
Portsmouth NH:
Heinemann Educational Books.
Feuerstein, R. (1979). The dynamic assessment of retarded
performers: The learning
potential assessment
device: Theory, instruments, and techniques.,Baltimore: University
Park Press.
Fey, M.E., Catts, H.W., & Larrivee, L.S. (1995). Preparing
preschoolers for the academic
and social challenges of
school. In M.E. Fey, J. Windsor, & S.F. Warren (Eds.).
Language intervention.
Preschool through the elementary years. (pp. 3- 38)
Baltimore,
MD: Paul Brookes.
Fine, G.A., & K.L. Sandstrom. (1988). Knowing children.
Participant observation with
minors. Newbury
Park, CA: Sage.
Flood, J., & Lapp, D. (1989). Reporting reading progress: A comparison
portfolio for
parents. The Reading
Teacher, 42, 508-514.
Flood, J .& Lapp, D. (1995). Television and reading:
Refocusing the debate. The Reading
Teacher, 49,
160-163.
Flores,B., Cousin, P. & Diaz, E. (1991). Transforming deficit myths
about learning, language,
and culture. Language
Arts, 68, 369-377.
Freire, P. (1968). Pedagogy of the oppressed. New York: Seabury.
Freire, P. (1973). Education for critical consciousness.
New York: Seabury Press.
Freppon, P. & Dahl, K. (1991). Learning about phonics in
a whole language classroom.
Language Arts,
68, 190-197.
Fulwiler, T. (1986). The personal connection: Journal writing across
the curriculum. In
Fulwiler & Young (Eds),
Language
connections: Writing and reading across the
curriculum. (pp.
15-31). Urbana, IL: National council of Teachers of English.
Garcia, S.B. and Ortiz, A.A. (1988). Preventing inappropriate
referrals of language
minority students to special
education. New Focus: Occasional Papers in
Bilingual Education,
5,
1-12. Wheaton, MD: The national clearinghouse for
bilingual education.
Gentry, J.R. (1987). SPEL...is a four-letter word.
Portsmouth, NH: Heinemann.
Gillam, R., McFadden, T. & van Kleeck, A. (1995). Improving
narrative abilties of
children with language disorders:
Whole language and language skills
approaches. In M.
Fey, J. Windsor, & S. Warren (Ed.), Language intervention:
Preschool through the
elementary years (pp. 145-182). Baltimore: Paul H.
Brookes
Publishing Co.
Geva, E. (1983). Facilitating reading comprehension through flow
charting. Reading Research
Quarterly, 28, 384-405.
Goffman, E. (1967). On face-work: An analysis of ritual
elements in social interaction. In
Goffman, E. Interactional
Ritual: Essays on face-to-face behavior. New York: Pantheon
Books.
Goffman, E. (1963). Stigma: Notes on the management
of spoiled identity. New York: Simon
Schuster, Inc.
Goodman, Y. (1984). The development of initial literacy.
In H.. G. Oberg, & F. Smith. (Eds.).
Awakening to literacy.
(pp. 102-109) Portsmouth, NH: Heinemann Educational Books.
Goodman, Y. (1985). Kid watching: An alternative to testing.
National
Elementary
Principal, 57(4),
41-45.
Goodman, K. (1986). What's whole in whole language?.
Portsmouth, NH: Heinemann.
Goodman, Y.M., Watson, D.J., & Burke, C.L. (1987). Reading Miscue
Analysis:
Alternative procedures.
New York: Robert C. Owens Publishers.
Goodman, K. (Ed.). 1998. In defense of good teaching: what
teachers need to know about the
Areading wars@.
York, ME: Stenhouse.
Goodman, K., Goodman, Y, & Hood, W. (Eds.) (1989). The whole
language evaluation
book. Portsmouth,
NH: Heinemann.
Goodman, Y. (1989). Roots of the Whole-Language movement. Elementary
School
Journal, 90, 113-127.
Goodman, K. (1993). Phonics Phacts: A common-sense look at
the most controversial issue
affecting today's classrooms!
Portsmouth, NH: Heinemann.
Gottlieb, M. (1991). Portfolio Assessment. A workshop
developed for the Illinois
Resource Center. Des
Plaines, IL.
Gunderson, L. & Shapiro, J. (1987). Some findings on whole
language instruction.
Reading-Canada-Lecture,
5,
22-26.
Graden, J.L., Casey, A., & Bonstrom, O. (1985). Implementing
a prereferral intervention
system: Part II. The data.
Exceptional
Children, 51, 487-496.
Graves, D. H. (1983). Writing: Teachers and children at work.
Portsmouth, NH: Heinemann.
Graves, D.H. (1991). Build a literate classroom (The reading/writing
teacher's companion).
Graves, D.H. & Sunstein, B.S. (1992). Portfolio portraits.
Portsmouth, NH: Heinemann.
Greene, E. (1991). Books, babies, and libraries: Serving infants,
toddlers, their parents and
caregivers.
Chicago: American Libraries Association.
Greenlee, A.A., Monson, D.L., & Taylor, B.M. (1996). The
lure of series books: Does it
affect appreciation for
recommended literature? The Reading Teacher, 50, 216-
225.
Greenwood, C.R., Delquadri, J, & Carta, J.J. (1988). Classroom
Peer tutoring. Seattle,
WA: Educational Achievement
Systems.
Gumperz, J. (1981). Conversational inference and classroom learning.
In J. Green & C.
Wallatt (Eds.), Ethnography
and language in educational settings (pp 3-23). Norwood,
NJ:Ablex.
Halliday, M.A.K., & Hasan, R. (1976). Cohesion in English.
London: Longman.
Hamayan, E.V. & Damico, J.S. (Eds.) (1991a). Limiting
bias in the assessment of
bilingual students.
Austin, TX: PRO-ED.
Hamayan, E.V. & Perlman, R. (1990). Helping language minority
students after they
exit from bilingual/ESL
programs. Washington, DC: NCBE.
Heath, S.B.(1980). The functions and uses of literacy.
Journal
of Communication, 30,
206-211.
Heath, S.B. (1983). Ways with words. Cambridge: Cambridge University
Press.
Heath, S.B. (1986). Taking a cross-cultural look at narratives.
Topics in Language
Disorders, 7,
84-94.
Hedberg, N.L. & Stoel-Gammon, C. (1986). Narrative analysis:
Clinical procedures.
Topics in Language Disorders,
7,
58-69.
Herman, P.A., & Dole, J. (1988). Theory and practice in vocabulary
learning and instruction.
The Elementary School
Journal, September, 43-54.
Hill, B.C. & Ruptic, C. (1994). Practical aspects of authentic
assessment: Putting the pieces
together. Norwood,
MA: Christopher-Gordon Publishers.
Holdaway, D. (1979). The foundations of literacy.
Sydney: Aston.
Hood, L., McDermott, R., & Cole, M. (1980). "Let's try to
make it a good day" - Some not so
simple ways. Discourse
Processes, 3, 155-168.
Hux, K., Reid, R., & Lugert, M. (1994). Self-instruction
training following neurological
injury. Applied
Cognitive Psychology, 8, 259-271.
Jeffrey, D.A. (1995). Literate beginnings: Programs for babies
and toddlers. Chicago:
American Library Association.
Jensen, J. (1993). What do we know about the writing of elementary
school children?
Language Arts, 70,
290-292
Johnson, D.W., & Johnson, R.T. (1980). Circles of Learning:
Cooperation in the
classroom.
Englewood Cliffs, NJ: Prentice-Hall, Inc.
Johnson, D.W., & Johnson, R.T. (1987). Learning together
and alone: Cooperative,
competitive and individualistic
learning. Englewood Cliffs, NJ: Prentice-Hall.
Jongsma, K.S. (1989). Portfolio assessment. The Reading
Teacher, 43, 264-265.
Kaderavek, J.N. & Sulzby, E. (1998). Parent-child joint book
reading: An observational
protocol for young children.
American Journal of Speech-Language Pathology, 7,
33-47.
Kamhi, A.G. (1984). Problem solving in child language disorders:
The clinician as
clinical scientist. Language,
Speech and Hearing Services in Schools, 15, 226-
234.
Keene, E.O. & Zimmermann, S. (1997). Homes in the mind: Connecting
the known to the new.
In E.O. Keene & S. Zimmermann
(Eds.). Mosaic of thought: Teaching
comprehension in a reader's
workshop. (pp. 45-72). Portsmouth, NH: Heinemann.
Keene, E.O. & Zimmermann, S. (1997). The essence of text:
Determining the
importance. In E.O.
Keene & S. Zimmermann (Eds.). Mosaic of thought:
Teaching comprehension
in a reader's workshop. (pp. 73-96). Portsmouth, NH:
Heinemann.
Kemp. M. (1990). Watching children read and write. Portsmouth,
NH: Heinemann.
King-Sears, M. (1997). Best academic practices for inclusive
classrooms. Focus on
Exceptional Children,
29
(7), 1-22.
King-Sears, M. & Bradley, D. (1995). Classwide Peer Tutoring:
Heterogeneous
instruction in general education
classrooms. Preventing School Failure, 40, 29-
35.
Kirchner, D. (1991). Reciprocal book reading: A discourse-based
intervention for the
child with atypical language
development. In T. Gallagher (Ed.) Pragmatics of
language: Clinical
practice issues. (pp. 301-332). San Diego, CA: Singular
Publishing.
Knapp, M.S., Shields, P.M., Turnbull, B.J. (1995). Academic challenge
in high-poverty
classrooms. Phi
Delta Kappan, June,
Kovarsky, D. (1992). Ethnography and language assessment:
Toward the contextualized
description and interpretation
of communicative behavior. Best Practices in
School Speech-Language
Pathology, 2.
Krashen, S. (1993). The power of reading: Insights from the
research. Englewood, CA;
Libraries Unlimited, Inc.
Kratcoski, A.M. (1998). Guidelines for using portfolios in assessment
and
evaluation. Language,
Speech and Hearing Services in Schools, 1, 3-10.
Kupetz, B. (1993). A shared responsibility: Nurturing literacy
in the very young. School
Library Journal,
39,
28-31.
Ladson-Billings, G. (1994). The Dreamkeepers: Successful teachers
of African American
children. San
Francisco: Jossey-Bass Publishers
Langdon, H.W. & Cheng, L-R.L. (1992). Hispanic children
and adults with
Communicative disorders:
Assessment and prevention. Gaithersburg, MD:
Aspen.
Langer, J. (1982). Facilitating text processing: The elaboration
of text knowledge. In J. Langer
& M.T. Smith-Burke (Eds.),
Reader
meets author/bridging the gap.
Newark, Delaware: International
Reading Association.
Langer, J. & Applebee, N. (1986). Reading and writing instruction:
Toward a theory of
teaching and learning. In
Review
of research in education . Washington, DC:
American Educational Research
Association.
Larson, V.L. & McKinley, N.L. (1987). Communication assessment
and intervention
strategies for
adolescents. Eau Claire, WI: Thinking Publications.
Lee, N.G., & Neal, J.C. (1992/1993). Reading rescue: Intervention
for a student Aat
promise@. Journal
of Reading, December/January, 276-282.
Lesley, L. & Caldwell, J. (1990). Qualitative Reading
Inventory. Glenview, IL: Scott
Foresman.
Lesesne, T.S. (1998). Reading aloud to build success in reading.
In K. Beers & B.G.
Samuels (Ed.), IntoFocus:
Understanding and creating middle school readers.
(pp.245-260). Norwood,
MA: Christopher-Gordon.
Lewis, V.V. & Mayes, W.M. (1998). Best books for children:
A lively, opinionated guide.
New York: Avon Books.
Lidz, C.S. (Ed.). (1987). Dynamic assessment: Foundations and fundamentals.
New
York: Guilford Press.
Loban, W. (1976). Language development: K-12. Urbana,
IL: National Council of
Teachers of English.
Lonigan, C.J. (1994). Reading to preschoolers: Is the emperor
really naked?
Developmental Review,
14, 303-323.
Lovitt, T.C. (1991). Preventing school Dropouts: Tactics for at-risk,
remedial, and
mildly handicapped adolescents.
Austin, TX: PRO-ED, Inc.
Maag, J.W. & Reid, R. (1994). Attention-deficit hyperactivity
disorder: a functional approach
to assessment and treatment.
Behavioral Disorders, 20, 5-23.
Manning, M., Manning, G., & Kamii, C. (1988). Early phonics
instruction: It=s effect on
literacy development.
Young
Children, November, 4-8.
Manzo, A.V. (1969). The ReQuest procedure. Journal of Reading,
13, 123-126.
Marvin, C. & Wright, D. (1997). Literacy socialization in
the homes of preschool children.
Language, Speech, and
Hearing Services in Schools, 28, 154-163.
Mattes, L.J. (1985). Spanish Language Assessment Procedures:
A communication skills
inventory.
San Diego: Los Amigos Research Associates.
Mattes,L.J.& Omark,D.R.(1984). Speech and language assessment
for the bilingual
handicapped.
San Diego, CA: College-Hill Press.
Maxwell, M.M. (1997). Communication assessments of individuals
with limited hearing.
Language, Speech, and
Hearing Services in Schools, 27, 231-244.
McCabe, A. (1989). Differential language learning styles in young
children: The importance
of context.
Developmental
Review, 9, 1-20.
McCabe, A. & Peterson, C. (Eds.) (1991). Developing narrative
structure. Hillsdale, NJ:
Lawrence Erlbaum.
McCabe, A. & Rollins, P.R. (1994). Assessment of preschool
narrative skills. American
Journal of Speech-Language
Pathology, 3, 45-56.
Means, B. & Knapp, M.S. (1991). Cognitive approaches to teaching
advanced skills
to educationally disadvantaged
students. Phi Delta Kappan, December, 282-289.
Miller, J. and Chapman, R. (1983). SALT: Systematic
analysis of language transcripts, User's
manual. Madison:
University of Wisconsin.
Mills, H., O'Keefe, T. & Stephens, D. (1992). Looking
closely: Exploring the role of
phonics in one
whole language classroom. Urbana, IL: National Council of
Teachers of
English.
Moran, M. (1997). Facilitating literacy in young children.
In L.McCormick, D. Loeb, & R.
Schiefelbusch (Eds.)
Supporting
children with communication difficulties in
inclusive settings: School-based
intervention. Needham Heights, MA: Allyn &
Bacon.
Morris, D. (1992). What constitutes at-risk: Screening
children for first grade reading
intervention. Best Practices
in School Speech-Language Pathology, 2.
Morrow, L., Tracey, D., & Maxwell, C. (1995). A survey
of family literacy in the United
States. Newark,
DE: International Reading Association.
Moya, S.S. & O'Malley, J. M. (1994). A portfolio assessment
model for ESL. The Journal of
Educational issues of
langauge minority students. 13, 13-36.
Nelson, N.W. (1985). Curriculum-based language assessment and
intervention.
Language, Speech, and
Hearing Services in Schools, 16, 170-184.
Nelson, N.W. (1985). Teacher talk and child listening -- fostering
a better match. In
C.S. Simon (Ed.) Communication
skills and classroom success: Assessment of
language-learning disabled
students. (pp. 65-104). San Diego, CA: College-Hill.
Nelson, N.W. (1990). Only relevant practices can be best.
Best
Practices in
School Speech-Language
Pathology, 1, 15-28.
Nelson, N.W. (1992). Targets of curriculum-based language assessment.
Best
Practices
in School Speech-Language
Pathology, 2.
Nelson, N.W. (1993). Childhood language disorders in context:
Infancy through
adolescents.
New York: Merrill/McMillian.
Newman, J.M. & Church, S.M. (1990). Myths of whole language.
The Reading
Teacher, 44, 20-16.
Norris, J.A. (1988). Using communicative reading strategies to
enhance
reading strategies. The
Reading Teacher, 47, 668-673.
Norris, J.A. & Damico, J.S. (1990). Whole language in theory
and practice: Implications for
language intervention. Language,
Speech, and Hearing Services in Schools, 21, 212-220.
Norris, J.A. (1991). From frog to prince: Using written
language as a context for language
learning. Topics
in Language Disorders, 12, 66-81.
Norris, J.A. & Hoffman, P.R. (1993). Whole language intervention
with school-age children.
San diego, CA: Singular
Press.
Oller, J.W., Jr. (1979). Language Tests at School: A pragmatic
approach. London:
Longman.
Olson, D. (1984). "See! Jumping!" Some oral antecedents of literacy.
In H. Goelman, A.
Oberg, & F. Smith (Eds.),
Awakening to literacy. (pp. 185-192). Exeter, NH: Heinemann.
O'Malley, J.M. (1989). Language proficiency testing with limited
English proficient
students. Georgetown
University Round Table on Languages and Linguistics
1989. Washington,
DC: Georgetown University Press.
Opitz, M.F. & Rasinski, T.V. (1998). Developing comprehension.
In M.F. Opitz & T.V.
Rasinski (Eds.) Good-bye
Round Robin: 25 effective oral reading strategies. (pp.
12- 30). Portsmouth,
NH: Heinemann.
Owens, R. & Robinson, L. (1997). Once upon a time: The use
of children=s literature in
the preschool classroom.
Topics in Language Disorders, 17, 19-48.
Palinscar, A.S. & Brown, A.L. (1986). Interactive teaching
to promote independent
learning from text.
The
Reading Teacher, 39, 771-777.
Palincsar, A.S. & Klenk, L. (1992). Fostering literacy learning
in supportive
contexts. Journal
of Learning Disabilities, 25, 211-225, 229.
Palincsar, A.S., Brown, A.L., & Campione, J.C. (1994). Models
and practices of dynamic
assessment. In G.P. Wallach
& K.G. Butler (Eds.) Language
learning disabilities
in school-age children and adolescents: Some
principles and applications.
(pp. 132-144) New York: MacMillian College
Publishing.
Pappas, C. & Brown, E. (1987). Learning to read by reading:
Learning how to extend the
functional potential of
language. Research in the Teaching of English, 21,
160- 184.
Paratore, J.R. & Indrisano, R. (1987). Intervention assessment
of reading
comprehension. The Reading
Teacher, 40, 778-782.
Pardo, L. & Raphel, T. (1991). Classroom organization for instruction
in content areas. The
Reading Teacher,
44,
556- 565.
Paris, S. (1991). Assessment and remediation of metacognitive
aspects of children's
reading comprehension.
Topics in Language Disorders, 12, 32-50.
Paulson, F.L., Paulson, P.R., & Meyer, C.A. (1991).
What makes a portfolio a portfolio?
Educational Leadership,
48,
60-63.
Peck, J. (1989). Using storytelling to promote language and literacy
development. The Reading
Teacher, 42,
138-141.
Pellegrini, A.D., Perlmutter, J., Galda, L., & Brody, G. (1990).
Joint reading between black
Head Start children and
their mothers. Child Development, 61, 443-453.
Peterson, C. & McCabe, A. (1983). Developmental psycholinguistics:
Three ways of
looking at a child's
narrative. New York: Plenum Press.
Phenix, J. & Scott-Dunne, (1991). Spelling instruction
that makes sense. Markham, ON:
Pembroke.
Pierce, L.V. & O'Malley, J.M. (1991). Using a portfolio
approach to monitor academic
Language development.
Paper presented at the 25th Annual TESOL Convention,
March, New York.
Pils, L. (1991). Soon anofe you tout me: Evaluation in a first-grade
whole language
classroom. The Reading
Teacher, 45, 46-50.
Pikulski, J. (1994). Five successful reading programs for at-risk
students. The Reading
Teacher, October.
Prutting, C.A. and Kirchner, D.M. (1987). A clinical appraisal of the
pragmatic aspects of
language. Journal
of Speech and Hearing Disorders, 52, 105-119.
Rasinski, T. (1989). Reading and the empowerment of parents. The
Reading Teacher,
42, 226-215.
Reutzel, D. (1984). Story mapping: An alternative approach to comprehension.
Reading
World, 24,
16-25.
Reutzel, D. (1985). Story maps improve comprehension. The Reading
Teacher, 38, 400-404.
Rhodes, L.K. & Dudley-Marling, C. (1988). Readers and
writers with a difference.
Portsmouth, NH: Heinemann.
Rhodes, L.K. (Ed.) (1993) Literacy Assessment: A handbook
of Instruments.
Portsmouth, NH: Heinemann,
Rhodes, L.K., & Shanklin, N.L. (1993). Assessing language
systems and strategies in
reading. In L.K. Rhodes
& N.L. Shanklin (Eds.), Windows into literacy: Assessing
learners K-8. (pp.
147-208). Portsmouth, NH; Heinemann.
Ribowsky, H. (1986). The effects of a code emphasis approach
and a whole language
approach upon emergent
literacy of kindergarten children. Unpublished doctoral
dissertation, New York University,
New York.
Rice, M.L., Sell, M.A., and Hadley, P.A. (1990). The Social Interactive
Coding System
(SICS): An on-line, clinically
relevant descriptive tool. Language, Speech, and
Hearing Services in Schools.
21,
Richgels, D.J. (1995). Invented spelling ability and printed
word learning in
Kindergarten. Reading
Research Quarterly, 107,
Routman, R. (1991). Invitations: Changing as teachers and
learners, K-12. Portsmouth, NH:
Heinemann.
Routman, R. (1993). The uses and abuses of invented spelling.
Instructor, May/June, 35-39.
Sears, S., Carpenter, C. & Burstein, N. (1994). Meaningful
reading instruction for learners
with special needs.
The
Reading Teacher, May, 632-638.
Shepard, L.A. & Smith, M.L. (1990). Synthesis of research
on grade retention.
Educational Leadership,
May, 84-88.
Sowers, S. (1988). Six questions teachers ask about invented
spelling. In T. Newkirk & N.
Atwell, Eds.). Understanding
writing: Ways of observing, learning, and teaching. (2nd
Edition). (62-79).
Portsmouth, NH: Heinemann.
Stahl, S.A., Duffy-Hester, A.M., & Dougherty Stahl, A. (1998).
Theory and research
into practice: Everything
you wanted to know about phonics (but were afraid to
ask). Reading Research
Quarterly, Summer.
Scarborough, H. & Dobrich, W. (1994). On the efficacy of
reading to preschoolers.
Developmental Review,
14,
245-302.
Scott, C.M. & Erwin, D.L. (1992). Descriptive assessment
of writing: Process and
products. Best Practices
in School Speech-Language Pathology, 2, 87-98.
Scott, R. (1993). Spelling: Sharing the secrets.
Toronto: Gage Educational Publishing.
Secord, W., Wiig, E., Damico, J. & Goodin, G. (1994). Classroom
Communication
Assessment: Evaluating
performance in context. Chicago: Riverside
Publishing.
Secord, W., Wiig, E., Coolahan, S. & Pallante, D. (1994). Team-based
Problem
Solving: Designing,
implementing and evaluating classroom interventions.
Chicago: Riverside Publishing
Semel, E., Wiig, E.H., Secord, W.A. (1996). CELF Observational
Rating Scales. San
Antonio, TX: The Psychological
Corporation.
Silliman, E.R. & Wilkinson, L.C. (1991). Communicating
for learning: Classroom
observation and collaboration.Gaithersburg,
MD: Aspen.
Silliman, E.R. & Wilkinson, L.C. (1994). Observation is more
than looking. In G.P.
Wallach & K.G. Butler
(Eds.) Language learning disabilities in school-age
children and adolescents:
Some principles and applications. (pp. 145-173) New
York: MacMillian College
Publishing.
Simon, C.S. (1989). Classroom Communication Screening Procedure
for Early
Adolescents: A
handbook for assessment and intervention. Tempe, AZ:
Communi-Cog Publications.
Simpson, A. (1996). Critical Questions: Whose questions?
The
Reading Teacher, 50,
118-127.
Sinclair, R.L. and Ghory, W.J. (1987). Becoming marginal.
In H.T. Trueba (Ed.). Success or
failure? Learning
and the language minority student. (pp. 169-184).
Cambridge, MA: Newbury House.
Smith, F. (1985). Reading without nonsense. New York:
Teachers College Press.
Smith, F. (1988). Joining the literacy club. Portsmouth, NH:
Heinemann.
Smith, F. (1989). Overselling literacy. Phi Delta Kappan,
January, 353-359.
Spradley, J.P. (1979). Ethnographic Interviewing.
New York: Holt, Rinehart, &
Winston.
Spradley, J.P. (1980). Participant Observation.
New York: Holt, Rinehart & Winston.
Snow, C.E., Burns, M.S., & Griffin, P. (Eds.). The process
of learning to read.
Preventing reading
difficulties in young children. (pp. 41 -86). Washington,
DC:
National Academy Press.
Stabb, C. (1990). Teacher mediation in one whole literacy classroom.
The
Reading
Teacher, 43,
548-552.
Stabb, C. (1991). Classroom organization: Thematic centers revisited.
Language
Arts,68,
108-113.
Stackhouse, J. (1997). Phonological awareness: Connecting speech
and literacy
problems. In B. Hodson
& M.L. Edwards (Eds.) Perspectives in applied
phonology. (pp. 157-198).
Gaithersburg, MD: Aspen Publications.
Staton, J. (1983). Dialogue journals: A new tool for teaching
communication.
ERIC/CLL News Bulletin.
ERIC, March.
Stauffer, R. (1981). Directing the reading-thinking process.
New York: Harper and Row. Stephens, D. (1990). Whole
language: A research perspective. Champaign, IL: Richard
C. Owen Publisher.
Strickland, K. (1995). Literacy not labels: Celebrating students'
strengths through
whole language.
Portsmouth, NH: Boynton/Cook Publishers.
Sulzby, E. (1988). A study of children's early reading development.
In A.D. Pellegrini (Ed),
Psychological bases of
early education (pp.39-75).Chichester, NY: Wiley.
Sulzby, E. (1989). Assessment of writing and of other children's language
while writing.
In L. Morrow & J. Smith
(Eds), Assessment for instruction in early literacy
(pp.83-109).
Englewood Cliffs, NJ: Prentice
Hall.
Swank, L.K. (1997). Linguistic influences on the emergence of
written word decoding in
first grade. American
Journal of Speech-Language Pathology, 6, 62-66.
Taylor, D. (1993). Early literacy development and the mental
health of young children. In
D. Taylor (Ed.) From
the child's point of view. (pp.143-174). Portsmouth, NH:
Heinemann.
Taylor, D. (1993). Assessing the complexity of students' learning:
A student advocacy model of
instructional assessment.
In D. Taylor (Ed.) From the child's point of view. (pp. 176
-230). Portsmouth, NH: Heinemann
Taylor, O.L. & Payne, K.T. (1983). Culturally valid testing:
A proactive approach.
Topics in Language Disorders.
3, 8-20.
Taylor, O.L. (1977). The sociolinguistic dimension of standardized
testing. In M.
Saville-Troike (Ed.), Linguistics
and anthropology, Washington, DC: Georgetown
University Press.
Teale, W.H. (1982). Toward a theory of how children learn to
read and write naturally.
Language Arts, 59,
555-570.
Teale, W.H. (1984). Reading to young children: Its significance
for literacy development. In
H. Goelman, A. Oberg, &
F. Smith. (Eds.). Awakening to literacy. (pp. 110-121)
Portsmouth, NH: Heinemann
Educational Books.
Teale, W.H. & Sulzby, E. (Eds.) (1986). Emergent literacy: Writing
and reading. Norwood,
NJ: Ablex.
Temple, C., Nathan, R, Temple, F., & Burris, N. (1993).
The
beginnings of writing (3rd
Edition). Allyn
and Bacon.
Tierney, R.J., Carter, M.A., & Desai, L.E. (1991). Portfolio
assessment in the reading-
writing classroom.
Norwood, MA: Christopher-Gordon.
Topping, K. (1989). Peer tutoring and paired reading: Combining
two powerful techniques.
The Reading Teacher,
March,
488-494.
Topping, K.J. (1995). Cued spelling: A powerful technique for
parent and peer tutoring. The
Reading Teacher,
48, 374-383.
Treiman, R. (1992). The role of intrasyllabic units in learning
to read and spell. In P.
Gough, L. Ehri, & R.
Treiman (Eds.), Reading acquisition. Hillsdale, NJ:
Lawrence Erlbaum.
Trelease, J. (1989). Jim Trelease speaks on reading aloud to children.
The
Reading Teacher,
42, 200-205.
Troia, G.A. (1999). Phonological awareness intervention research:
A critical review
of experimental methodology.
Reading Research Quarterly,
January/February/March,
28-52.
Trousdale, A.M. (1990). Interactive storytelling: Scaffolding
children's early
narratives. Language
Arts, 67, 164-173.
Trousdale, A. (1990). Interactive storytelling: Scaffolding children's
early narratives.
Language Arts, 67,
164-173.
Trueba, H.T. (Ed.) (1987). Success or failure? Learning
and the language minority student.
Cambridge: Newbury
House.
Turner, R.L. (1989). The Agreat@ debate - Can both Carbo and
Chall be right? Phi
Delta Kappan, December,
276-283.
Ukrainetz-McFadden, T. (1998). Sounds and stories: Teaching
phonemic-awareness
in interactions around text.
American Journal of Speech-Language Pathology, 7, 5-13.
Valencia, S. (1990). A portfolio approach to classroom reading
assessment: The whys,
whats, and hows. The
Reading Teacher, 43, 338-340.
Valencia, S. & Lipson, M. (1990). Evaluating the reading context.
The
Reading Teacher,
44, 330-332.
Valencia, S. & Paris, S. (1991). Portfolio assessment for young
children. The Reading
Teacher, 44,
680-682.
van Kleeck, A. & Schuele, C.M. (1987). Precursors to literacy:
Normal development. Topics
in Language Disorders,
7(2),
13-31.
van Kleeck, A. (1995). Emphasizing form and meaning separately
in prereading and
early reading instruction.
Topics in Language Disorders, 16, 27-49.
van Kleeck, A., Gillam, R., Hamilton, L. & McGrath, C. (1997).
The relationship between
middle-class parent's book
sharing discussion and their preschoolers' abstract language
development. Journal
of Speech and Hearing Research, 40, 1261-1271.
Vogt, M.E. (1991). An observation guide for supervisors and administrators:
Moving toward integrated
reading/language arts instruction. The Reading Teacher, 45,
206-211.
Wade, S. (1990). Using think alouds to assess comprehension. The
Reading Teacher, 43, 442-
451.
Walker, R.F., Rattanavich, S. & Oller, Jr., J.W. (1993).
Literacy in the third world for all
children. In J.W.
Oller, Jr. (Ed.). Methods that work: Ideas for literacy and language
teachers. (2nd Edition)
(pp. 163-180). Boston: Heinle & Heinle.
Weaver, C. (1990). Understanding whole language: From principles
to practice.
Portsmouth, NH: Heinemann.
Westby, C.E. (1985). Learning to talk - talking to learn:
Oral-literate differences. In C.S.
Simon (Ed.), Communication
Skills and Classroom Success: Therapy methodologies
for language-learning
disabled students. (pp. 181-218). San Diego: College-Hill
Press.
Westby, C. (1989). Assessing and facilitating text comprehension.
In A. Kamhi & H. Catts
(Eds.), Reading disabilities:
A developmental perspective (pp. 199-259). Boston:
College-Hill.
Westby, C.E. (1990). Ethnographic Interviewing: Asking the right
questions to the right
people in the right ways.
Journal
of Childhood Communication Disorders, 13, 101-111.
Westby, C. (1992). Narrative assessment. Best Practices
in School Speech-Language
Pathology, 2.
Westby, C.E., Stevens-Dominguez, M., & Oetter, P. (1996).
A performance/
competence model of
observational assessment. Language, Speech, and
Hearing Services in Schools,
27,
144-156.
Wiggington, E. (1989). Foxfire grows up. Harvard Educational
Review, February, 24-49.
Wiig, E.H. (1990). Wiig Criterion Referenced Inventory of
Language. San Antonio, TX: The
Psychological Corporation.
Wiig, E.H. & Secord, W.A. (1992). Measurement and assessment:
Making sense of test results.
Buffalo, NY: Educom Associates.
Wilde, S. (1992). You kan red this! Spelling and punctuation
for whole language
Wilde, S. (1999). How children learn to spell: Evidence for decades
of research. In
Fountas, I.C. & Pinnell,
G.S. (Eds.) Voices on word matters. (pp.
). Portsmouth,
NH: Heinemann.
Wixon, K.K., & Lipson, M.Y.(1986). Reading (dis)ability: An interactionist
perspective. In T.E.
Raphel (Ed), Contexts
of school-based literacy (pp. 131-148). White Plains, NY:
Longman.
Wolf, D.P. (1989). Portfolio Assessment: Sampling student work. Educational
Leadership, 46(7),
35-39.
Wolfram, W. (1983). Test interpretation and sociolinguistic differences.
Topics in Language
Disorders, 3,
21-34.
Wolfram, W. (1985). The phonologic system: Problems of second
language acquisition. In
J.M.Costello (Ed.), Speech
disorders in adults. (pp. 59-76), San Diego CA: College Hill
Press.
Wollman-Bonilla, J. (1989). Reading journals: Invitations to participate
in literature. The
Reading Teacher,
42, 112-119.
Worthy, J. (1996). A matter of interest: Literature that hooks
reluctant readers and keeps them
reading. The Reading
Teacher, 50, 204-212.