Selected References for Pedagogy of Effective Literacy Instruction

Bransford, Cocking & Brown (2000). How people learn. Washington. DC: National Academy
Press.
Brimijoin, K., Marquissee, E., & Tomlinson, C. (2003). Using data to differentiate instruction.
Educational Leadership, 60(5), 70-73.
Chang, M. (2004). Classroom management in photographs. New York: Teaching
Resources/Scholastic, Inc.
Darling-Hammond & Bransford (2005). Preparing teachers for a changing world.
Washington, DC: National Academy Press.
Diller, D. (2003). Literacy work stations: Making centers work. Portland, ME: Stenhouse
Publishers.
Farris, P., Fuhler, C. & Walther, M. (2004). Teaching reading: A balanced approach for today’s
classrooms. Boston: McGraw Hill.
Farstrup, A.E. & Samuels, S.J. (Eds.) (2002). What research has to say about reading instruction
(3rd Ed.). Newark, DE: International Reading Association.
Foorman, B. & Moats, L. (2004). Conditions for sustaining research-based practices in early
reading instruction. Remedial and Special Education, 25(1), 51-60.
Fountas, I. & Pinnell, G.S. (1996). Guided reading: good first teaching for all children.
Portsmouth, NH: Heinemann.
Fountas, I, and Pinnell, G.S. (1999). Matching books to readers: A leveled book list for guided
reading, K-3. Portsmouth, NH: Heinemann.
Fry, E. (2002). Readability versus leveling. The Reading Teacher, 56(3), 286-291.
Harp, B. & Brewer, J. (2005). The informed reading teacher: Research-based practice. Upper
Saddle River, NJ: Pearson Education, Inc.
Johnson, C.D. (2003). The role of child development and social interaction in the selection of
children’s literature to promote literacy acquisition. Early Childhood Research and
Practice, Fall, 68-73.
Johnson, C.D. (1996). Responding to linguistic and cultural diversity recommendations for
effective early childhood education: A position statement of the National Association for
the Education of Young Children. Young Children, 1-8.
Joyce, B. and Showers, B. (1995). Student achievement through staff development:
Fundamentals of school renewal. White Plains, NY: Longman.
Morrow, L. (2001). Literacy development in the early years: Helping children read and write.
Boston: Allyn and Bacon.
Newmann & Associates (1996). Authentic achievement: restructuring schools for intellectual
quality. San Francisco, CA: Jossey-Bass Nichols.
Pressley, M. (2002). Reading instruction that works: The case for balanced teaching. New York:
Guilford Press.
Rog, L. & Burton, W. Matching texts and readers: Leveling early reading materials for
assessment and instruction. The Reading Teacher, 55(4), 348-356.
Rose, D.H. & Meyer, A. (2000). Universal design for learning. Journal of Special Education
Technology, 15(1), 67-70.
Rose, D.H. & Meyer, A. (2002). Teaching every student in the digital age: Universal design for
learning. Alexandria, VA: Association for Supervision and Curriculum Development.
Roskos, K., Christie, J. & Richgels, D. (2003). The essentials of early literacy instruction. Young
Children, March, 52- 62.
Seefeldt, C. & Galper, A. (2001). Active experiences for active children: Literacy emerges.
Columbus, OH: Merrill Prentice Hall.
Smith, M. & Dickinson, D. (2002). Early language & literacy classroom observation (ELLCO)
toolkit, Research edition. Baltimore, MD: Paul H Brookes Publishing Co.
Snow, C., Griffin, P., & Burns, S. (Eds.). (2005). Knowledge to support the teaching of
reading: Preparing teachers for a changing world. San Francisco, CA: Jossey-Bass.
Taberski, S. (2000). On solid ground: Strategies for teaching reading K-3. Portsmouth, NH:
Heinemann.
Vaughn, S. & Linan-Thompson, S. (2004). Research-based methods of reading instruction,
grades K-3. Alexandria, VA: Association for Supervision and Curriculum Development.
Warby, D., Greene, M., Higgins, K, & Lovitt, T. (1999). Suggestions for translating research into
classroom practice. Intervention in School and Clinic, 34(4), 205-211, 223).
Wilhelm, J. (2001). Improving comprehension with think-aloud strategies. New York: Scholastic
Professional Books.