Literacy on the road: Backpacking partnerships between school and home

Reading Teacher

Volumn 52, Issue 1, 1998, Pages 18-29

  Richgels, Donald J ^a   Wold, Linda S ^b  

^a NORTHERN ILLINOIS UNIVERSITY   (United States)

^b NONE

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0040216865     PISSN: 00340561     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Article

References (27)

1. Baumann, J.F., Jones, L.A., & Seifert-Kessell, N. (1993). Using think alouds to enhance children's comprehension monitoring abilities. The Reading Teacher, 47,184-193.
2. Beck, I.L., & Dole, J.A. (1992). Reading and thinking with history and science text. In C. Collins & J.N. Mangieri (Eds.), Teaching thinking: An agenda for the twenty-first century (pp. 3-21). Hillsdale, NJ: Erlbaum.
3. Cudd, E.T., & Roberts, L.L. (1993-1994). A scaffolding technique to develop sentence sense and vocabulary. The Reading Teacher, 47, 346-349.
4. Duffy, G.G., Roehler, L.R., & Herrmann, B.A. (1988). Modeling mental processes helps poor readers become strategic readers. The Reading Teacher, 41, 762-767.
5. Eeds, M., &Wells, D. (1989). Grand conversations: An exploration of meaning construction in literature study groups. Research in the Teaching of English, 23, 4-29.
6. Fleer, M. (1992). Identifying teacher-child interaction which scaffolds scientific thinking in young children. Science Education, 76, 373-397.
7. Gaffney, J. & Anderson, R. (1991). Two-tiered scaffolding: Congruent processes of teaching and learning (Contract No. G0087-C1001-90). Urbana, IL: University of Illinois, Center for the Study of Reading. (ERIC, Document Reproduction No. ED 328 642)
8. Gleason, J.B., Hay, D., & Cain, L. (1989). The social and affective determinants of language acquisition. In M.L. Rice & R.L. Schiefelbusch (Eds.), The teachability of language (pp. 171-186). Baltimore, MD: Brookes.
9. Holdaway, D. (1979). Foundations of literacy. Sydney, Australia: Ashton Scholastic.
10. McGee, L.M. (1992). Meaning construction in first graders' grand conversations. In C. Kinzer & D. Leu (Eds.), Literacy research, theory, and practice: Views from many perspectives (pp. 177-187). Chicago: National Reading Conference.
11. McGee, L.M., & Richgels, D.J. (1996). Literacy's beginnings: Supporting young readers and writers (2nd ed.). Needham, MA: Allyn & Bacon.
12. Mclntyre, E. (1996). Strategies and skills in whole language: An introduction to balanced teaching. In E. Mclntyre & M. Pressley (Eds.), Balanced instruction: Strategies and skills in whole language (pp. 1-20). Norwood, MA: Christopher-Gordon.
13. Meyer, D.K. (1993). What is scaffolded instruction? Definitions, distinguishing features, and misnomers. In D.J. Leu & C.K. Kinzer (Eds.), Examining central issues in literacy research, theory, and practice (pp. 41-53). Chicago: National Reading Conference.
14. Morrison, S. (1991). Literacy learning: Whole language goes home. Illinois Reading Council Journal, 19(4), 8-12.
15. Ninio, A., & Bruner, J. (1978). The achievement and antecedents of labeling. Journal of Child Language, 5, 1-15.
16. Ninio, A., & Snow, C.E. (1988). Language acquisition through language use: The functional sources of children's early utterances. In Y. Levy, I.M. Schlesinger, & M.D.S. Braine (Eds.), Categories and processes in language acquisition (pp. 11-30). Hillsdale, NJ: Erlbaum.
17. Ohlhausen, M.M., & Jepsen, M. (1992). Lessons from Goldilocks: "Somebody's been choosing my books but I can make my own choices now!" The New Advocate, 5(1), 31-46.
18. Reutzel, D.R., & Fawson, P.C. (1990). Traveling tales: Connecting parents and children through writing. The Reading Teacher, 44, 222-227.
19. Richgels, D.J. (1995). A kindergarten sign-in procedure: A routine in support of written language learning. In K.A. Hinchman, D.J. Leu, & C.K. Kinzer (Eds.), Perspectives on literacy research and practice (pp. 243-254). Chicago: National Reading Conference.
20. Robinson, C.C., Larsen, J.M., & Haupt, J.H. (1996). The influence of selecting and taking picture books home on the at-home reading behaviors of kindergarten children. Reading Research and Instruction, 35, 249-259.
21. Rogoff, B. (1990). Apprenticeship in thinking: Cognitive development in social context. New York: Oxford University Press.
22. Rubert, H. (1994). The impact of a parent involvement program designed to support a first-grade reading intervention program. In C.K. Kinzer & D.J. Leu (Eds.), Multidimensional aspects of literacy research, theory, and practice (pp. 230-239). Chicago: National Reading Conference.
23. Shockley, B. (1993). Extending the literate community: Reading and writing with families. The New Advocate, 6(1), 11-21.
24. Teale, W.H. (1986). Home background and young children's literacy development. In W.H. Teale & E. Sulzby (Eds.), Emergent literacy: Writing and reading (pp. 173-206). Norwood, NJ: Ablex.
25. Vygotsky, L.S. (1978). Mind and society: The development of higher order thinking processes. Cambridge, MA: Harvard University Press.
26. Wells, G., & Chang-Wells, G.L. (1992). Constructing knowledge together: Classrooms as centers of inquiry and literacy. Portsmouth, NH: Heinemann.
27. Wold, L. (1996). Explicit instruction for early learners: Enhancing reading comprehension using a multiple strategy repertoire. In E. Mclntyre & M. Pressley (Eds.), Balanced instruction: Strategies and skills in whole language (pp. 213-227). Norwood, MA: Christopher-Gordon.