Bibliography for EYPEG151A: Literacy Practice in Writing and Comprehension BETA

1.

Beard, R.: Chapter 8. In: Developing writing 3-13. pp. 170–190. Hodder & Stoughton, London (2000).

2.

Dyson, A.H.: Writing in Childhood Worlds. In: The SAGE handbook of writing development. pp. 32–45. SAGE, Los Angeles (2009).

3.

Reutzel, D.R.: Early Literacy Research: Findings Primary-Grade Teachers Will Want to Know. The Reading Teacher. 69, (2015).

4.

Kellogg, R.T.: Training writing skills: A cognitive developmental perspective. Journal of Writing Research. 1, 1–26 (2008). https://doi.org/10.17239/jowr-2008.01.01.1.

5.

Bazerman, C.: Bazerman, C. et al (2017) ‘Taking the long view on Writing Development’ Research in the Teaching of English; Urbana, vol 51:3 pp. 351-360. (2017).

6.

Myhill, D., Jones, S., Watson, A., Lines, H.: Playful explicitness with grammar: a pedagogy for writing. Literacy. 47, 103–111 (2013). https://doi.org/10.1111/j.1741-4369.2012.00674.x.

7.

Ford, M.P., Opitz, M.F.: A National Survey of Guided Reading Practices: What We Can Learn from Primary Teachers. Literacy Research and Instruction. 47, 309–331 (2008). https://doi.org/10.1080/19388070802332895.

8.

Pinnell, G.S., Fountas, I.C.: Research base for guided reading as an instructional approach, http://teacher.scholastic.com/products/guidedreading/pdf/2.0_InYourClassroom/GR_Research_Paper_2010.pdf, (2010).

9.

Schwartz, R.M.: Decisions, Decisions: Responding to Primary Students During Guided Reading. The Reading Teacher. 58, 436–443 (2005). https://doi.org/10.1598/RT.58.5.3.

10.

Beard, R., Burrell, A.: Investigating narrative writing by 9-11-year-olds. Journal of Research in Reading. 33, 77–93 (2010). https://doi.org/10.1111/j.1467-9817.2009.01433.x.

11.

Bryant, P., Nunes, T.: Chapter 22: Morphemes and children’s spelling. In: The SAGE handbook of writing development. SAGE, Los Angeles (2009).

12.

Kintsch, W., Rawson, K.A.: Chapter 12: Comprehension. In: The science of reading: a handbook. pp. 209–226. Wiley InterScience, Hoboken, NJ (2008).

13.

Oakhill, J., Cain, K., Elbro, C.: Understanding and teaching reading comprehension: a handbook. Routledge, London (2015).

14.

Wray, D.: Chapter 5. In: Literacy and awareness. Hodder and Stoughton in association with the United Kingdom Reading Association, London (1994).

15.

Wery, J., Thomson, M.M.: Motivational strategies to enhance effective learning in teaching struggling students. Support for Learning. 28, 103–108 (2013). https://doi.org/10.1111/1467-9604.12027.

16.

Bearne, E.: Bearne, E. (2009). Multimodality, Literacy and Texts: Developing a Discourse. Journal of Early Childhood Literacy, 9(2), 156–187. Written Communication. 2, 156–187 (2009). https://doi.org/https://journals.sagepub.com/doi/abs/10.1177/1468798409105585.

17.

Jewitt, C.: Jewitt, C. (2008). Multimodality and Literacy in School Classrooms. Review of Research in Education, 32(1), 241–267. Review of Research in Education. 32, 241–267 (2008). https://doi.org/https://journals.sagepub.com/doi/10.3102/0091732X07310586.

18.

Bearne, E.: Rethinking literacy: communication, representation and text. Literacy (formerly Reading). 37, 98–103 (2003). https://doi.org/10.1046/j.0034-0472.2003.03703002.x.

19.

Dallacqua, A.K., Kersten, S., Rhoades, M.: Using Shaun Tan’s Work to Foster Multiliteracies in 21st-Century Classrooms. The Reading Teacher. 69, 207–217 (2015). https://doi.org/10.1002/trtr.1395.