References and resources

References

Berne, J. I., & Blachowicz, C. L. (2008) What reading teachers say about vocabulary instruction: Voices from the classroom. The Reading Teacher, 62 (4), 314-323

Catts, H. W., Fey, M.E., Zhang, X., & Tomblin, J. B. (1999). Language basis of reading and reading disabilities: Evidence from a longitudinal investigation. Scientific Studies of Reading 3(4), 331-361

Gallagher, A., Firth, U., & Snowling, M. (1999). Early literacy development in children at genetic risk of dyslexia. In B. F. Pennington (Chair), Longitudinal studies of children at family risk for dyslexia: Results from four countries. Symposium conducted at the meeting of the Society for Research in Child Development, Albuquerque, NM.

Hart. B., & Risely, T. R. (1995). Meaningful Differences in the Everyday of Young American Children. Baltimore: Paul H. Brookes Publishing Co.

Metsala, J. L., & Walley, A. C. (1998). Spoken vocabulary growth and the segmental restructuring of lexical representation: Precursors to phonemic awareness and early reading ability. In J. L. Metsala & L. C. Ehri (Eds.), Word recognition in beginning literacy (pp. 89-120). Mahwah, NJ: Erlbaum.

Whitehurst, G. J., & Lonigan, C. J. (1998). Child development and emergent literacy. Child Development, 69, 848-872.

Neuman, S. B. (2006). The knowledge gap: Implications for early education. In Dickinson, D. K. & Neuman, S. B. Handbook of early literacy research, Volume 2. New York: Guilford Press

Biemiller, A. (2006). Vocabulary development and instruction: A prerequisite for school learning. In Dickinson, D. K. & Neuman, S. B. Handbook of early literacy research, Volume 2. New York: Guilford.

Bennet-Armistead, V. S., Duke, N. K., & Moses, A. M. (2005). Literacy and the youngest learner: Best practices for educators of children from birth to 5. New York: Scholastic. (Chapter 8, “The Writing Center”)