Cozy Corner Research and Bibliography
Hilliard, A. (2001). “Race” identity hegemony and education: What do we need to know now? Watkins, W., Lewis, J. & Chou, V. (eds.), Race and Education. Boston: Allyn and Bacon. International Literacy Association (2018). What effective pre-k litera cy instruction looks like (Literacy leadership brief). Newark, DE Author. National Reading Panel (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Jessup, MD: National Institute for Literacy. Neuman, S. & Roskos, K. (2005). Whatever happened to developmentally appropriate practice in early literacy? Beyond the Journal, Young Children on the Web, July. The NICHD Study of Early Child Care and Youth Development . National Institute of Child Health and Human Development (NICHD), January 2006, NIH Pub. No. 05-4318. Resnick , L.B. & Snow, C.E. (revised 2008). Speaking and listening for preschool through third grade . Newark, NJ: International Reading Association. Rosenkoetter, S.E. & Knapp-Philo, J. (2006). Learning to read the world: Language and literacy in the first three years . Washington, DC: Zero to Three Press. Shaw, P. & Liu, E.T. (1998). What develops in the developing of second-language writing? Applied Linguistics, 19, 225–254. New York: Oxford University Press. Snow, C.E., Burns, S., & Griffin, P. (eds.) (1998). Preventing reading difficulties in young children. Washington, DC: National Academies Press. Strickland, D. & Riley-Ayers, S. (2007). Literacy leadership in early childhood education. NY: Teachers College Press. Swank, H.H., Smith, K., & Landry, S. (2004). Maternal support for play and language across early childhood . Early Education and Development, 15 (1), 94–113. Tabors, P.O. (2008). One child, two languages: A guide for early childhood educators of children learning English as a second language . Second edition. Baltimore, MD: Brookes Publishing Co. Wong, F. (1990). Now or later? Issues related to the early education of minority-group children . Early Childhood and Family Education (2).
Baker, Simmons, & Kame’enui (1997). Vocabulary acquisition: Research bases. Simmons, D.C. & Kame’enui, E.J. (eds.), What reading research tells us about children with diverse learning needs: Bases and basics. Mahwah, NJ: Erlbaum. Beck, I.L., McKeown, M.G., & Kucan, L. (2002). Bringing words to life: Robust vocabulary instruction. NY: The Guilford Press. Biemiller, A., and Slonim, N. (2001). Teaching and learning vocabulary. Mahwah, NJ: Lawrence Erlbaum Publishers. Bierman, K., Greenberg, M., & Avenavoli, R. (2017). Promoting social and emotional learning in preschool. Retrieved from https://www.rwif.org/en/library/ research/2017/05/promoting-social-and-emotional- learning-in-preschool.html Bowman, B.T., et al. (2000). Eager to learn: Educating our preschoolers. Washington, DC: National Academies Press. Burns, S.M., Griffin, P. & Snow, C.E. (eds.) (1999). Starting out right: A guide to promoting children’s reading success. National Research Council. Washington, DC: National Academy. Delpit, L. (1995). Other people’s children . New York: Norton. Developing early literacy (2009): Report of the National Early Literacy Panel. Jessup, MD: National Institute for Literacy. Dewey, John (1938). Experience and education . Indianapolis: Kappa Delta Pi. Dickinson, D.K. & Tabors, P.O. (eds.), (2001). Beginning literacy with language: Young children learning at home and school . Baltimore, MD: Brookes Publishing Co. Espinosa, L.M. (2002). High-quality preschool: What it looks like and why we need it. Washington, DC: National Institute for Early Education Research. Harper, L.J. “Using picture books to promote social and emotional literacy” Young Children, Vol. 71, No. 3 (July 2016), pp. 80–86. Retrieved from https://www.jstor.org/ stable/ycyoungchildren.71.3.80?seq=1#page_scan_tab_ contents Hart, B. & Risley, T. (2002). Meaningful differences in everyday experiences of young American children . Baltimore, MD: Brookes Publishing Co.
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