Collaborative conversations about second-grade readers

Reading Teacher

Volumn 58, Issue 5, 2005, Pages 458-464

  Picard, Sarah ^a  

^a NONE

Author keywords

[No Author keywords available]

Indexed keywords

EID: 14844317617     PISSN: 00340561     EISSN: None     Source Type: Journal    
DOI: 10.1598/RT.58.5.5     Document Type: Review

References (10)

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2. Fountas, I.C., & Pinnell, G.S. (1996). Guided reading: Good first teaching for all children. Portsmouth, NH: Heinemann.
3. Fountas, I.C., & Pinnell, G.S. (1999). Matching books to readers: Using leveled books in guided reading, K-3. Portsmouth, NH: Heinemann.
4. Hollingsworth, S. (1994). Teacher research and urban literacy education: Lessons and conversations in a feminist key. New York: Teachers College, Columbia University.
5. Hubbard, R.S., & Power, B.M. (1993). The art of classroom inquiry: A handbook for teacher-researchers. Portsmouth, NH: Heinemann.
6. Lewis, C., & Tsuchida, I. (1998). A lesson is like a swiftly flowing river: How research lessons improve Japanese education. American Educator, 22(4) 12-17, 50-53.
7. Lieberman, A., Se Miller, L. (1999). Teachers-transforming their world and their work. New York: Teachers College Press.
8. New Standards Primary Literacy Committee. (1999). Reading and writing grade by grade: Primary literacy standards for kindergarten through third grade (New York City, Ed.). New York: Board of Education of the City of New York.
9. Paez, M. (2003). Gimme that school where everything's scripted! One teacher's journey toward effective literacy instruction. Phi Delta Kappan, 85, 757-763.
10. Scholastic Inc. (2004). WiggleWorks: Guided reading edition. Retrieved May 10, 2004, from http://teacher.scholastic.com/products/wiggleworks/ guidedreading/leveledaf.htm