Writing empowering literacy

YC Young Children

Volumn 62, Issue 1, 2007, Pages 12-19

  Love, Angela ^a   Burns, M Susan ^b   Buell, Martha Jane ^c  

^a CITY UNIVERSITY OF NEW YORK   (United States)

^b GEORGE MASON UNIVERSITY   (United States)

^c UNIVERSITY OF DELAWARE   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 38749125097     PISSN: 15386619     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Article

References (32)

1. Bialystok, E. 1997. Effects of bilingualism and biliteracy on children's emerging concepts of print. Developmental Psychology 33: 429-40.
2. Bissex, G.L. 1980. Gyns at wrk: A child learns to read and write. Cambridge, MA: Harvard University Press.
3. Bodrova, E., & D.J. Leong. 2001. Tools of the mind: A case study of implementing the Vygotskian approach in American early childhood and primary classrooms. Geneva, Switzerland: UNESCO.
4. Bowman, B., S. Donovan, & M.S. Burns, eds. 2000. Eager to learn: Educating our preschoolers. Washington, DC: National Academy Press.
5. Brenneman, K., C. Massey, S.F. Machado, & R. Gelman. 1996. Young children's plans differ for writing and drawing. Cognitive Development 11: 397-419.
6. Burns, M.S., & R. Casbergue. 1992. Parent-child interaction in a letterwriting context. JRB: A Journal of Literacy 24: 289-312.
7. Burns, M.S., P. Griffin, & C.E. Snow, eds. 1999. Starting out right: A guide to promoting children's reading success. Washington, DC: National Academy Press.
8. Burns, M.S., & R.A. Stechuk. 2004. Early childhood curricula experimental replication: Measuring fidelity of implementation. Paper presented at the annual meeting of the American Education Research Association, 12-16 April, in San Diego.
9. Burns, S., L. Goin, & J.T. Donlon. 1990. A computer in my room. Young Children 45 (2): 62-67.
10. Clay, M.S. 1988. What did I write? Beginning writing behavior. Portsmouth, NH: Heinemann.
11. DeBaryshe, B., M. Buell, & J. Binder. 1996. What a parent brings to the table: Young children writing with and without parental assistance. Journal of Literacy Research 28: 71-90.
12. Dyson, A.H. 1989. Multiple worlds of child writers: Friends learning to write. New York: Teachers College Press.
13. Epstein, M. 2002. The emergence of conventional writing. ERIC Document ED461121.
14. Espinosa, L., & M.S. Burns. 2002. Early literacy for young children and second language learners. In Teaching and learning in the classroom for four- to eight-yearold children, ed. CL. Howes, 47-69. Baltimore: Brookes.
15. Gadsden, V.L. 1993. Literacy, education, and identity among African-Americans: The communal nature of learning. Urban Education 27: 352-69.
16. Gutman, L.. & E. Sulzby. 2000. The role of autonomy-support versus control in the emergent writing behaviors of African American kindergarten children. Reading Research and Instruction 39: 170-83.
17. Heath, S.B. 1983. Ways with words. New York: Cambridge University Press.
18. Hutinger, P., M. Beard, C. Bell, J. Bond, L. Robinson, C. Schneider, & C. Terry. 1998. Emerging literacy and technology: Working together. Research report. Macomb. IL: Western Illinois University, Macomb College of Education and Human Services.
19. Invernizzi, M., M. Abouzeid, & J.T. Gill. 1994. Using students' invented spellings as a guide for spelling instruction that emphasizes word study. The Elementary School Journal 95 (2): 155-67.
20. Levin, I., & A.G. Bus. 2003. How is emergent writing based on drawing? Analyses of children's products and their sorting by children and mothers. Developmental Psychology 39: 891-905.
21. McGee, L.M., D.J. Richgels, & R. Charlesworth. 1986. Emerging knowledge of written language: Learning to read and write. In Advances in early education and day care: A research annual, vol. 4, ed. S. Kilmer, 67-121. Greenwich, CT: JAI.
22. Morrow, L.M., &M.K. Rand. 1991. Promoting literacy during play by designing early childhood classroom environments. The Reading Teachers: 396-402.
23. NAEYC & IRA (International Reading Association). 1998. Learning to read and write: Developmentally appropriate practices for young children. Joint position statement. Washington DC: NAEYC Online: www.naeyc.org/about/positions/ pdf/PSREAD98.pdf.
24. Neuman, S.B. 1998. How can we enable all children to achieve? In Children achieving: Best practices in early literacy, eds. S.B. Neuman & K. Roskos, 5-19. Newark, DE: International Reading Association.
25. Nixon, J.G., & K.J. Topping. 2001. Emergent writing: The impact of structured peer interaction. Educational Psychology 21: 41-58.
26. Schickedanz, J., & R.M. Casbergue. 2004. Writing in preschool: Learning to orchestrate meaning and marks. Newark, DE: International Reading Association.
27. Strickland, D., C.E. Snow, P. Griffin, M.S. Burns,, & M. McNamara. 2002. Preparing our teachers: Opportunities for better reading instruction. Washington, DC: Joseph Henry.
28. Teale, W.H., & E. Sulzby. 1986. Emergent literacy: Writing and reading. Norwood, NJ: Ablex.
29. Tolchinsky, L. 2003. The cradle of culture and what children know about writing and numbers before being taught. Mahwah, NJ: Erlbaum.
30. Vernon, S.A., & E. Ferreiro. 1999. Writing development: A neglected variable in the consideration of phonological awareness. Harvard Educational Review 69: 395-415.
31. Vygotsky, L. 1978. Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
32. Winsler, A, R.M. Diaz, M. Rafael, L. Espinosa, & J.L. Rodriguez. 1999. When learning a second language does not mean losing the first: Bilingual language development in low-income, Spanish-speaking children attending bilingual preschool. Child Development 70 (2): 349-62.