Books
American Psychological Association (2020). Publication manual of the American psychological association (7th ed.). Washington, DC.
Vacca, J., Vacca, R., Gove, M., Burkey, L., Lenhart, L., and McKeon, C. (2018). Reading and Learning to Read (10th ed.). Pearson.
Tompkins, Gail E. Language arts: Patterns of practice (9th ed.). Boston: Pearson.
McGregor, T. (2013). Genre connections: Lessons to launch literary and nonfiction texts. Heinemann Educational Books.
Fox, B. J. (2014). Phonics and Word Study for the Teacher of Reading (11th ed.). Pearson Education (US).
Articles
Abbott, S., & Grose, C. (1998). "I know English so many, Mrs. Abbott": Reciprocal Discoveries in a Linguistically Diverse Classroom. Language Arts, 75(3), 175–184.
Askew, B. J., & Fountas, I. C. (1998). Building an early reading process: Active from the start! The Reading Teacher, 52(2), 126–134.
August, D., Shanahan, T., & Escamilla, K. (2009). English language learners: Developing literacy in second-language learners—Report of the National Literacy Panel on Language-Minority Children and Youth. Journal of Literacy Research, 41(4), 432–452.
Bradley, B. & Jones, J. (2007). Sharing alphabet books in early childhood classrooms. International Reading Association, 452–463.
Button, K., Johnson, M., & Furgeson, P. (1996). Interactive writing in a primary classroom. The Reading Teacher, 49(6), 446–454.
Cambourne, B. (1995). Toward an educationally relevant theory of literacy learning: Twenty years of inquiry. The Reading Teacher, 49(3), 182.
Duran, L. B., & Duran, E. (2004). The 5E Instructional Model: A Learning Cycle Approach for Inquiry-Based Science Teaching. Science Education Review, 3(2), 49–58.
Duke, N., Purcell-Gates, V., Hall, L., & Tower, C. (2006). Authentic literacy activities for developing comprehension and writing. International Reading Association, 344–355.
Duke, N., Ward, A., & Pearson, D. (2021). The Science of Reading Comprehension Instruction. The Reading Teacher, 74(6), 663–672.
Gambrell, L. B., Palmer, B. M., Codling, R. M., & Mazzoni, S. A. (1996). Assessing motivation to read. The Reading Teacher, 49(7), 518–533.
Jones, C., Clark, S., & Reutzel, D. (2012). Enhancing Alphabet Knowledge Instruction: Research Implications and Practical Strategies for Early Childhood Educators. Early Childhood Education Journal.
Monobe, G., Bintz, W., & McTeer, J. (2017). Developing English Learners’ Reading Confidence with Whole-Class Repeated Readings. The Reading Teacher, 71(3), 347–350.
Morrow, L. M., & Asbury, E. (2003). Current practices in early literacy development. Best Practices in Literacy Instruction, 2, 43–63.
National Reading Panel (US) et al. (2000). Report of the National Reading Panel: Teaching children to read. National Institute of Child Health and Human Development, NIH.
Neuman, S. B., & Roskos, K. (1990). Play, print, and purpose: Enriching play environments for literacy development. The Reading Teacher, 44(3), 214–221.
Paige, D., Rupley, W., Olinger, C., Leslie, M., & Smith, G. (2018). Acquisition of Letter Naming Knowledge, Phonological Awareness, and Spelling Knowledge of Kindergarten Children at Risk for Learning to Read. Child Development Research, 2018.
Pikulski, J., & Chard, D. (2005). Fluency: Bridge between decoding and reading comprehension. International Reading Association, 510–519.
Rasinski, T. (2012). Why Reading Fluency Should Be Hot! The Reading Teacher, 65(8), 516–522.
Ray, K. W. (2006). Exploring inquiry as a teaching stance in the writing workshop. Language Arts, 83(3), 238.
Scharlach, T. D. (2008). START comprehending: Students and teachers actively reading text. The Reading Teacher, 62(1), 20–31.
Son, E., & Chase, M. (2018). Books for Two Voices: Fluency Practice with Beginning Readers. The Reading Teacher, 72(2), 233–240.
Winograd, P., Paris, S., & Bridge, C. (1991). Improving the assessment of literacy. The Reading Teacher, 45(2), 108–113.