Talking the walk: Children reading urban environmental print

Reading Teacher

Volumn 52, Issue 6, 1999, Pages 612-619

  Orellana, Marjorie Faulstich ^a   Hernández, Arcelia ^b  

^a NORTHWESTERN UNIVERSITY   (United States)

^b CLAREMONT GRADUATE UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0007322867     PISSN: 00340561     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Article

References (12)

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2. Davies, B. (1989). Frogs and snails and feminist tales: Preschool children and gender. Boston: Allen & Unwin.
3. Davies, B. (1993). Shards of glass. Cresskill, NJ: Hampton Press.
4. Freire, P. (1970). Pedagogy of the oppressed. New York: Seabury Press.
5. Goodman, K. (1989). Whole language research foundations and development. Elementary School Journal, 90, 207-221.
6. Harste, J.C., Woodward, V.A., & Burke, C.L. (1984). Language stories and literacy lessons. Portsmouth, NH: Heinemann.
7. Kamler, B. (1993). No single meaning: Empowering students to construct socially critical readings of the text. Australian Journal of Language and Literacy, 16, 307-322.
8. Moll, L. (1992). Bilingual classroom studies and community analysis. Educational Researcher, 21, 20-24.
9. Orellana, M.F. (1995). Literacy as a gendered social practice: Tasks, texts, talk, and take-up. Reading Research Quarterly, 30, 674-708.
10. Solsken, J. (1993). Literacy, gender, and work in families and in school. Norwood, NJ: Ablex.
11. Taylor, D. (1983). Family literacy: Young children learning to read and write. Exeter, NH: Heinemann.
12. Teale, W.H., & Sulzby, E. (Eds.). (1986). Emergent literacy: Writing and reading. Norwood, NJ: Ablex.