References
Adler, M., Rougle, E., Kaiser, E., & Caughlan, S. (2003). Closing the gap between
concept and practice: Toward more dialogic discussion in the language
arts classroom. Journal of Adolescent & Adult Literacy, 47(4), 312-322.
Blachowicz, C. L. Z., & Fisher, P. (2008). Vocabulary instruction. In M. L.
Kamil, P.B. Mosenthal, P. D. Pearson, & R. Barr (Eds.), Handbook of
reading research (pp. 503-523). New York: Routledge.
Brinton, B. & Fujiki, M. (2004). Social and affective factors in children with language impairment. In C.A. Stone, E.R. Silliman, B.J. Ehren &K. Apel (Eds.) Handbook of language and literacy development and disorders (pp. 130-155). New York, NY: The Guilford Press.
Byrnes, J. P., & Wasik, B. A. (2009). Language and literacy development: What educators need to know. New York: Guilford Press.
Caldwell, J. S. & Leslie, L. (2009). Intervention strategies to follow informal reading inventory assessment: So what do
I do now? Second edition. Boston: Pearson.
Carlisle, J. F. (2010). Effects of instruction in morphological awareness on literacy achievement: An integrative review.
Reading Research Quarterly, 45(4), 464-487.
Carlisle, J. (2004). Morphological processes that influence learning to read. In C. A. Stone, E. R. Silliman, B. J. Ehren & K.
Apel (Eds.), Handbook of Language & Literacy: Development and Disorders (pp. 661-678). New York: Guilford Press.
McKenna, M. C. (2002). Help for struggling readers: Strategies for grades 3-8. New York: Guilford Press.
Nagy, W. E., & Scott, J. A. (2000). Vocabulary processes. In M. L. Kamil, P. B. Mosenthal, P. D. Pearson, & R. Barr
(Eds.), Handbook of reading research Vol. III (pp. 269-284). York: Routledge.
National Council of Teachers of English. (1985). “Resolution on grammar exercises to teach speaking and writing.”
Urbana, IL: National Council of Teachers of English.
National Institute for Literacy. (2007). What content-area teachers should know about adolescent literacy. Retrieved from
http://www.nifl.gov/nifl/publications/adolescent_literacy07.pdf.
Nystrand, M. (With Gamoran, A., Kachur, R., & Prendergast, C) (1997). Opening dialogue: Understanding the dynamics of
language and learning in the English classroom. New York: Teachers College Press.
Nystrand, M. (2006). Research on the role of classroom discourse as it affects reading comprehension. Research in the
Teaching of English, 40(4), 392-412.
Parker, F. & Riley, K. (2010). Linguistics for non-linguistics: A primer with exercises. 5th Edition. New York: Allen & Bacon.
Routman, R. (1996). Literacy at the crossroads: Crucial talk about reading, writing, and other teaching dilemmas.
Portsmouth, NH: Heinemann.
Stone, C.A., Silliman, E.R., Ehren, B.J., & Apel, K. (2004). Handbook of Language and Literacy: Development and
Disorders. New York: The Guilford Press.
Troia, G.A. (2004). Phonological processing and its influence on literacy learning. In C.A. Stone, E.R. Silliman, B.J. Ehren, &
K. Apel (Eds.), Handbook of Language & Literacy: Development and Disorders (pp. 271-301). New York: The Guilford
Press.
Weaver, C. (1996). Teaching grammar in context. Portsmouth, NH: Boynton/Cook.
concept and practice: Toward more dialogic discussion in the language
arts classroom. Journal of Adolescent & Adult Literacy, 47(4), 312-322.
Blachowicz, C. L. Z., & Fisher, P. (2008). Vocabulary instruction. In M. L.
Kamil, P.B. Mosenthal, P. D. Pearson, & R. Barr (Eds.), Handbook of
reading research (pp. 503-523). New York: Routledge.
Brinton, B. & Fujiki, M. (2004). Social and affective factors in children with language impairment. In C.A. Stone, E.R. Silliman, B.J. Ehren &K. Apel (Eds.) Handbook of language and literacy development and disorders (pp. 130-155). New York, NY: The Guilford Press.
Byrnes, J. P., & Wasik, B. A. (2009). Language and literacy development: What educators need to know. New York: Guilford Press.
Caldwell, J. S. & Leslie, L. (2009). Intervention strategies to follow informal reading inventory assessment: So what do
I do now? Second edition. Boston: Pearson.
Carlisle, J. F. (2010). Effects of instruction in morphological awareness on literacy achievement: An integrative review.
Reading Research Quarterly, 45(4), 464-487.
Carlisle, J. (2004). Morphological processes that influence learning to read. In C. A. Stone, E. R. Silliman, B. J. Ehren & K.
Apel (Eds.), Handbook of Language & Literacy: Development and Disorders (pp. 661-678). New York: Guilford Press.
McKenna, M. C. (2002). Help for struggling readers: Strategies for grades 3-8. New York: Guilford Press.
Nagy, W. E., & Scott, J. A. (2000). Vocabulary processes. In M. L. Kamil, P. B. Mosenthal, P. D. Pearson, & R. Barr
(Eds.), Handbook of reading research Vol. III (pp. 269-284). York: Routledge.
National Council of Teachers of English. (1985). “Resolution on grammar exercises to teach speaking and writing.”
Urbana, IL: National Council of Teachers of English.
National Institute for Literacy. (2007). What content-area teachers should know about adolescent literacy. Retrieved from
http://www.nifl.gov/nifl/publications/adolescent_literacy07.pdf.
Nystrand, M. (With Gamoran, A., Kachur, R., & Prendergast, C) (1997). Opening dialogue: Understanding the dynamics of
language and learning in the English classroom. New York: Teachers College Press.
Nystrand, M. (2006). Research on the role of classroom discourse as it affects reading comprehension. Research in the
Teaching of English, 40(4), 392-412.
Parker, F. & Riley, K. (2010). Linguistics for non-linguistics: A primer with exercises. 5th Edition. New York: Allen & Bacon.
Routman, R. (1996). Literacy at the crossroads: Crucial talk about reading, writing, and other teaching dilemmas.
Portsmouth, NH: Heinemann.
Stone, C.A., Silliman, E.R., Ehren, B.J., & Apel, K. (2004). Handbook of Language and Literacy: Development and
Disorders. New York: The Guilford Press.
Troia, G.A. (2004). Phonological processing and its influence on literacy learning. In C.A. Stone, E.R. Silliman, B.J. Ehren, &
K. Apel (Eds.), Handbook of Language & Literacy: Development and Disorders (pp. 271-301). New York: The Guilford
Press.
Weaver, C. (1996). Teaching grammar in context. Portsmouth, NH: Boynton/Cook.