Project SEEL: Part I. Systematic and Engaging Early Literacy Instruction

Communication Disorders Quarterly

Volumn 25, Issue 2, 2004, Pages 79-88

  Culatta, Barbara ^a   Fife, Megan ^a   Setzer, Lee Ann ^a   Aslett, Richard ^b  

^a BRIGHAM YOUNG UNIVERSITY   (United States)

^b Provo School District   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84992850755     PISSN: 15257401     EISSN: None     Source Type: Journal    
DOI: 10.1177/15257401040250020501     Document Type: Article

References (64)

1. Baker, C. (2001). Foundations of bilingual education and bilingualism. Clevedon, England: Multilingual Matters.
2. Bredekamp, S., & Rosegrant, T. (1995). Reaching potentials through transforming curriculum, assessment, and teaching. In S. Bredekamp & T. Rosegrant (Eds.), Reaching potentials: Transforming early childhood curriculum and assessment (Vol. 2, pp. 15–22). Washington, DC: National Association for the Education of Young Children.
3. Brisk, M., & Harrington, M. (2000). Literacy and bilingualism: A handbook for ALL teachers. Mahwah, NJ: Erlbaum.
4. Butler, K.T. (2000). Rip's secret spot. New York: Harcourt.
5. California Department of Education. (2001). California reading initiative [Web site]. Retrieved January 18, 2000, from cde.ca.gov/ci/reading.html
6. Christie, J. (1991). Play and early literacy development. Albany: State University of New York Press.
7. Cloud, N., Genesee, F., & Hamayan, E. (2000). Dual language instruction. Boston: Heinle & Heinle.
8. Cousins, L. (2000). Maisy takes a bath. Cambridge, MA: Cordewick Press.
9. Crystal, D. (1996). Language play and linguistic intervention. Child Language Teaching and Therapy, 12, 328–344.
10. Culatta, B., Setzer, L.A., Wilson, C., & Aslett, R. (in press). Project SEEL: Part III. Children's engagement and progress attainments. Communication Disorders Quarterly, 25.
11. Cummins, J. (2002, March). Keynote address. Paper presented at the meeting of the Teachers of English to Speakers of Other Languages, Salt Lake City.
12. Dahl, K., Scharer, P., Lawson, L., & Grogran, P. (1999). Phonics instruction and student achievement in whole language first-grade classrooms. Reading Research Quarterly, 34, 312–341.
13. Denton, C.A., Hasbrouck, J.E., Weaver, L.R., & Riccio, C.A. (2000). What do we know about phonological awareness in Spanish? Reading Psychology, 21, 335–352.
14. DeTemple, J.M., & Snow, C.E. (2001). Conversations about literacy: Social mediation of psycholinguistic activity. In L. Verhoeven & C. Snow (Eds.), Literacy and motivation: Reading engagement in individuals and groups (pp. 71–94). Mahwah, NJ: Erlbaum.
15. Freeman, Y., & Freeman, D. (1996). Teaching reading and writing in Spanish in the bilingual classroom. Portsmouth, NH: Heinemann.
16. Gallego, M.A., & Hollingsworth, S. (2000). What counts as literacy: Challenging the school standard. New York: Teachers College Press.
17. Garcia, G.E., & Godina, H. (1994, December). Bilingual preschool children's participation in classroom literacy activities: “Once upon a time” and its alternatives. Paper presented at the annual meeting of the National Reading Conference, San Diego, CA.
18. Gee, J.P. (2001). A sociocultural perspective on early literacy development. In S. B. Neuman & D. K. Dickinson (Eds.), Handbook of early literacy research (pp. 30–42). New York: Guilford Press.
19. Genesee, F. (2002, March 15). Early literacy in dual language instruction. Paper presented at the Dual Language Conference, Provo, UT.
20. Graves, M.F., Juel, C., & Graves, B.B. (2001). Teaching reading in the 21st century. Needham Heights, MA: Allyn & Bacon.
21. Guarino, D. (1993). ¿Tu Mamá es una llama? [Is your mama a llama?]. New York: Mariposa.
22. Guthrie, J., & Knowles, K. (2001). Promoting reading motivation. In L. Verhoeven & C. Snow (Eds.), Literacy and motivation: Reading engagement in individuals and groups (pp. 159–176). Mahwah, NJ: Erlbaum.
23. Gutierrez-Clellen, V. (1999). Mediating literacy skills in Spanish-speaking children with special needs. Language, Speech, & Hearing Services in Schools, 30, 285–292.
24. Herman, G. (2001). Hay una ciudad. [There is a city]. New York: Random House.
25. Hiebert, E.H., & Martin, L.A. (2001). The texts of beginning reading instruction. In S. B. Neuman & D. K. Dickinson (Eds.), Handbook of early literacy research (pp. 361–376). New York: Guilford Press.
26. International Reading Association. (1998). Phonics in the early reading program: A position statement. Newark, DE: Author.
27. Kucer, S.B. (2001). Dimensions of literacy: A conceptual base for teaching reading and writing in school settings. Mahwah, NJ: Erlbaum.
28. Ladson-Billings, G. (2000). Reading between the lines and beyond the pages. In M. A. Gallego & S. Hollingsworth (Eds.), What counts as literacy (pp. 139–151). New York: Teachers College Press.
29. Leseman, P.P., & deJong, P.F. (2001). How important is home literacy for acquiring literacy in school? In L. Verhoeven & C. Snow (Eds.), Literacy and motivation: Reading engagement in individuals and groups (pp. 71– 94). Mahwah, NJ: Erlbaum.
30. Lyon, R. (1999, May). Reading development, reading disorders, and reading instruction: Research-based findings. Language Learning and Education; ASHA Division 1 Newsletter, pp. 8–16.
31. McFadden, T. (1998). Sounds and stories: Teaching phonemic awareness in interactions around text. American Journal of Speech Language Pathology, 7, 5–13.
32. McKenna, M. (2001). Development of reading attitudes. In L. Verhoeven & C. Snow (Eds.), Literacy and motivation: reading engagement in individuals and groups (pp. 135–158). Mahwah, NJ: Erlbaum.
33. Moll, L. (1992). Literacy research in community and classrooms: A sociocultural approach. In R. Beach, J. L. Green, M. L. Kamil, & T. Shanahan (Eds.), Multidisciplinary perspectives on literacy research (pp. 211–244). Urbana, IL: National Conference of Research in English.
34. Morrow, L.M., & Gambrell, L.B. (2001). Literature-based instruction in the early years. In S. B. Neuman & D. K. Dickinson (Eds.), Handbook of early literacy research (pp. 348–360). New York: Guilford Press.
35. National Center for Education Statistics. (1998). www.nces.ed.gov.
36. National Center for Education Statistics. (2001). National assessment of educational progress. Available: http://www.nces.ed.gov.
37. National Institutes of Health. (2000). National Reading Panel report on effective reading instruction (News release). Washington, DC: National Institute of Child Health & Human Development.
38. Neuman, S., Copple, C., & Bredekamp, S. (2000). Learning to read and write. Washington, DC: National Association for the Education of Young Children.
39. Nord, C.W., Lennon, J., Liu, B., & Chandler, K. (1999). Home literacy activities and signs of children's emerging literacy, 1993 and 1999. Washington, DC: National Center for Education Statistics.
40. Notari-Syverson, A., O'Connor, R.E., & Vadasy, P.F. (1998). Ladders to literacy: A preschool activity book. Baltimore: Brookes.
41. Owocki, G. (1999). Literacy through play. Portsmouth, NH: Heinemann.
42. Pappas, C., Hart, S., Escobar, D., Jones, H., & O'Malley, D. (2001). Two teachers' efforts to transform the reading-aloud curriculum genre for collaboration: Examining shifts of process and content dimensions of sharing authority. In C. Pappas & L. B. Zecker (Eds.), Transforming literacy curriculum genres (pp. 127–156). Mahwah, NJ: Erlbaum.
43. Pappas, C., & Zecker, L.B. (2001a). Transforming literacy curriculum genres. Mahwah, NJ: Erlbaum.
44. Pappas, C., & Zecker, L.B. (2001b). Urban teacher researchers' struggles in sharing power with their students: Exploring changes in literacy curriculum genres. In C. Pappas & L. B. Zecker (Eds.), Transforming literacy curriculum genres (pp. 1–31). Mahwah, NJ: Erlbaum.
45. Pellegrini, A.D. (2001). Some theoretical and methodological considerations in studying literacy in social context. In S. B. Neuman & D. K. Dickinson (Eds.), Handbook of early literacy research (pp. 54–65). New York: Guilford Press.
46. Pellegrini, A.D., & Galda, L. (2000). Cognitive development, play, and literacy: Issues of definition and developmental function. In K. Roskos & J. Christie (Eds.), Play and literacy in early childhood (pp. 63–74). Mahwah, NJ: Erlbaum.
47. Phillips, S. U. (Ed.). (1972). Participant structures and communicative competence. New York: Teachers College Press.
48. Reutzel, D.R. (1997). Integrating literacy learning for young children: A balanced literacy perspective. In C. H. Hart, D. C. Burts, & R. Charlesworth (Eds.), Intgegrated curriculum and developmentally appropriate practice (pp. 225–256). Albany: State University of New York Press.
49. Richgels, D.J., Poremba, K.J., & McGee, L.M. (1996). Kindergarteners talk about print: Phonemic awareness in meaningful contexts. The Reading Teacher, 49, 632–642.
50. Riley, L. (1997). Mouse mess. New York: Scholastic.
51. Roskos, K.A., & Christie, J.F. (2000). Play and literacy in early childhood. Mahwah, NJ: Erlbaum.
52. Ruben, D., Liao, J., & Collier, D. (2001). Fostering young readers: Creating contexts for kindergarteners' reenactments of books in the classroom. In C. Pappas & L. B. Zecker (Eds.), Transforming literacy curriculum genres (pp. 251–278). Mahwah, NJ: Erlbaum.
53. Serpell, R. (2001). Cultural dimensions of literacy. Mahwah, NJ: Erlbaum.
54. Snow, C., Burns, S., & Griffin, P. (1998). Preventing reading difficulties in young children. Washington, DC: National Academy Press.
55. Verhoeven, L. (2001). Prevention of reading difficulties. In L. Verhoeven & C. Snow (Eds.), Literacy and motivation: Reading engagement in individuals and groups (pp. 123–134). Mahwah, NJ: Erlbaum.
56. Verhoeven, L., & Snow, C. (2001). Literacy and motivation: Bridging cognitive and sociocultural viewpoints. In L. Verhoeven & C. Snow (Eds.), Literacy and motivation: Reading engagement in individuals and groups (pp. 1–20). Mahwah, NJ: Erlbaum.
57. Voss, G. (1995). Llama in pajamas. Boston: MFA Publications.
58. Walker, R., Rattanavich, S., & Oller, J.W. (1992). Teaching all children to read. Buckingham, England: Open University Press.
59. Watson, R. (2001). Literacy and oral language: Implications for early literacy acquisition. In S. B. Neuman & D. K. Dickinson (Eds.), Handbook of early literacy research (pp. 43–53). New York: Guilford Press.
60. Willinsky, J. (1990). The new literacy: Redefining reading and writing in the schools. New York: Routledge.
61. Wood, A. (1984). La casa adormecida [In a napping house] (A. F. Ada & F. I. Campoy, Trans.). New York: Harcourt Brace.
62. Wood, L. (1988). Cava, cava [Dig, dig]. New York: Oxford University Press.
63. Yopp, H.K. (1992). Developing phonemic awareness in young children. The Reading Teacher, 45, 696–706.
64. Yopp, R., & Yopp, H. (2001). Literature-based reading activities. Boston: Allyn & Bacon.