Tune In Straight to the Source
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When last doing graduate research at OSU during the 1980s, I spent hour after hour, day after day in the library pouring through books, journals, and microfiches. I am amazed that I was able to conduct nearly all my research for this course project without hardly ever leaving my computer/printer workstation. The world wide web truly is an astounding place to visit.
References
Adams, M.J. (1990). Beginning to read: Thinking and learning about print. Cambridge, MA: MIT Press.
Ausubel, D.P. (1969). Reading in school learning. New York: Holt, Rinehart and Winston.
Bishop, A.G. (2003). Predictions of first grade reading achievement: A comparison of fall and winter kindergarten screening. Learning Disabilities Quarterly, 26, 453-468.
Bloodgood, J.W. (1999). What's in a name? Children's name writing and literacy acquisition. Reading Research Quarterly, 34, 342-367.
Bond, G.L., & Dykstra, R. (1967). The cooperative research program in first grade reading instruction. Reading Research Quarterly, 2, 10-141.
Bradley, B., & Stahl, S. (2001). Learning the Alphabet. Presented at the National Reading Conference. San Antonio, TX.
Brand,S.T. (2006). Facilitating emergent literacy: A literature-based, multiple intelligence approach. Journal of Research and Childhood Education, 21(2), 133-147.
Bredekamp, S., & Copple, C. (eds.). (1997). Developmental appropriate practice in early childhood programs. Washington, D.C.: National Association for The Education of Young Children.
Brophy, J., & Everston, C. (1976). Learning from teaching: A developmental perspective. Boston, MA: Allyn and Bacon.
Ehri, L.C. (1983). A critique of five studies related to letter-name knowledge and learning to read. In L.M. Gentile, M.L. Kamil, & J.S. Blanchard (eds.), Reading Revisited, pp. 143-153. Columbus, Ohio: Charles Merrill.
Ehri, L.C., Deffner, N.D., & Wilce, L.S. (1984). Pictorial mnemonics for phonics. Journal of Educational Psychology, 76, 880-893.
Ehri, L.C., & Roberts, T. (2006). The roots of learning to read and write: Acquisition of letters and phonemic awareness. In D. Dickinson and S. Neuman (Eds.), Handbook of Early Literacy Research (2nd ed.), New York: Guilford, pp. 113-131.
Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. New York: Basic Books.
Gardner, H. (1999). Intelligence reframed: Multiple intelligences for the 21st century. New York: Simon & Schuster.
Glenberg, A.M. (1979). Component-levels theory of the effects of spacing of repetition on recall and recognition. Memory and Cognition 7, 95-112.
Gould, T. (2008). Laying sound foundations for literacy: Supporting communication, language and literacy with children in the early years. English 4-11, (34), 6-10.
Hammill, D.D. (2004). What we know about correlates of reading. Exceptional Children, 70, 453-468.
Hillman, M., & Moore, T. (2004). The web and early literacy. Computers in the Schools, 21(3/4), 15-21.
Hohn, W.E., & Ehri, L.C. (1983). Do alphabet letters help pre-readers acquire phonemic segmentation skill? Journal of Education Psychology, 75, 752-762.
Houghton-Mifflin. (2008). Alpha Friends. Retrieved from http://www.eduplace.com/marketing/prek/support/components/alphafriends.html
Hutinger, P., & Johanson, J. (2000). Implementing and maintaining an effective early childhood comprehensive technology system. Topics in Early Childhood Special Education, 20(3), 159.
Jewett, C. (2008). Multimodality and literacy in school classrooms. Review of Research and Education, 32, 241-267.
Justice, L.M., Pence, K., Bowles, R.B., & Wiggins, A. (2006). An investigation of four hypothesis concerning the order by which four year old children learn the alphabet letters. Early Childhood Research Quarterly, 21, 374-389.
Labbo,L.D., & Kuhn, M.R. (2000). Weaving chains of affect and cognition: A young child's understanding of CD-Rom talking books. Journal of Literacy Research, 32, 187-210.
Lamb, S.J., & Gregory, A.H. (1993). The relationship between music and reading and beginning readers. Educational Psychology, 13(1), 19-27.
Larson, B. (2001). Itchy's Alphabet teaching guide. Kelowna, Canada: ABB Creations.
Learning Theories http://www.learning-theories.com/
Mayfield, K. H., & Chase, P.N. (2002). The effect of cumulative practice on mathematics problem solving. Journal of Applied Behavioral Analysis, 35, 105-123.
McIntire, J.M. (2007). Developing literacy through music. Teaching Music, 15(1), 44-48.
Murray, B.A., Stahl, S.A., & Ivy, M.G. (1996). Developing phonemic awareness through alphabet books. Reading and Writing: An Interdisciplinary Journal, 8, 307-322.
National Institute of Child Health and Human Development. (2000). Report of the National Reading Panel (NPR). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction (NIH Publication No. 00-4769). Washington, D.C.: U.S. Government Printing Office.
Newman, S.B. (2006). N is nonsensical: Low-income preschool children need content-rich instruction, not drill and procedural skills. Educational Leadership, 64, 28-31.
Neuman, S.B., Copple, C., & Bredekamp, S. (2000). Learning to Read and Write: Developmentally Appropriate Practices for Young Children. Washington, D.C.: National Association for The Education of Young Children.
Ornstein, A.C. (1990). Practice and drill: Implication for instruction. National Association of Secondary School Prinicpals, 74, 112-117.
Putnam, R. T. & Borko, H., (2000). What do new views of knowledge and thinking have to say about research on teacher learning?. Educational Researcher, 20(1), 4-15.
Rainey, D.W., & Larsen, J.L. (2002). The effect of familiar melodies on initial learning and long-term memory for unconnected text. Music Perception, 20(2), 173-186.
Regush, N., Anderson, J., & Lee, E. (2002). Using play as a context for children's acquisition of phonemic awareness. Yearbook of The College Reading Association, 234-246.
Reynolds, J.H., & Glasser, R. (1964). Effects of repetition and spaced review upon the retention of a complex learning task. Journal of Educational Psychology, 55, 297-308.
Rosenshine, B., & Stevens, R. (1986). Teaching functions. In M.C. Wittrock (ed.), Handbook of research on teaching: Vol. 3, 376-391. New York: Macmillen.
Share, D.L., & Gur, T. (1999). How reading begins: A study of preschoolers' print identification strategies, Cognition and Instruction, 17, 177-213.
Smith, J.A. (2000). Singing and songwriting support early literacy instruction. The Reading Teacher, 53(8), 646-651.
Smolkin, L.B. & Yaden, D.B., Jr. (1992). "O" is for "mouse": First encounters with the alphabet book. Language Arts, 69, 432-441.
Snow, C.E., Burns, M.S., & Griffin, P. (Eds.), (1998). Preventing reading difficulties in young children. Washington, D.C.: National Academy Press.
Snyder, S. (1997). Developing musical intelligence: Why and How. Early Childhood Education Journal, 24(3), 165-171.
Stevenson, H. & Hackett, R. (2009). Should four year olds use computers to develop emergent literacy skills?: A study of the Waterford Early Reading Program. Journal of Literacy & Technology, 10(2), 64-84.
Storch, S.A., & Whitehurst, G.J. (2002). Oral language and code-related precursors to reading: Evidence from a longitudinal structure model. Developmental Psychology, 38, 934-947.
Suh, R., & Gerson, V. (2013). Using technology for phonics instruction in kindergarten. California Reader, Spring 2013, Vol 46, Issue 3, pp. 30-33.
Tracey, D. & Young, J. (2007). Technology and early literacy: The impact of an integrated learning system on high risk kindergarteners' achievement. Reading Psychology, (28), 443-467.
Treiman, R., & Broderick, V. (1998). What's in a name: Children's knowledge about letters in their own name. Journal of Experimental Child Psychology, 70, 97-116.
Villiaume, S.K., & Wilson, L.C. (1989). Preschool children's explorations of letters in their own names. Applied Psycholinguistics, 10, 283-300.
Walton-Hadlock, M. (2008). Tots to tweens: Age-appropriate technology programming for kids. Children & Libraries: The Journal of The Association for Library Service to Children, 6(3), 53-55.
Warner, L. & Weiss, S. (2005). Why young children need alphabet books. Kappa Delta Pi Record, Vol. 41, Issue 3, 124-127.
Waters, G. (1999). The whole language instructional program. Retrieved from http://www.sil.org/lingualinks/literacy/implementaliteracyprogram/
TheWholeLanguageInstructionalP.htm.
Yaden, D.B., Jr., Smolkin, L.B. & MacGillivray, L. (1993). A physogenetic perspective on children's understanding about letter associations during alphabet book reading. Journal of Reading Behavior, 25, 43-68.
Young, J. (2009). Enhancing emergent literacy potential for young children. Australian Journal of Language and Literacy, 32(2), 163-180.
Ausubel, D.P. (1969). Reading in school learning. New York: Holt, Rinehart and Winston.
Bishop, A.G. (2003). Predictions of first grade reading achievement: A comparison of fall and winter kindergarten screening. Learning Disabilities Quarterly, 26, 453-468.
Bloodgood, J.W. (1999). What's in a name? Children's name writing and literacy acquisition. Reading Research Quarterly, 34, 342-367.
Bond, G.L., & Dykstra, R. (1967). The cooperative research program in first grade reading instruction. Reading Research Quarterly, 2, 10-141.
Bradley, B., & Stahl, S. (2001). Learning the Alphabet. Presented at the National Reading Conference. San Antonio, TX.
Brand,S.T. (2006). Facilitating emergent literacy: A literature-based, multiple intelligence approach. Journal of Research and Childhood Education, 21(2), 133-147.
Bredekamp, S., & Copple, C. (eds.). (1997). Developmental appropriate practice in early childhood programs. Washington, D.C.: National Association for The Education of Young Children.
Brophy, J., & Everston, C. (1976). Learning from teaching: A developmental perspective. Boston, MA: Allyn and Bacon.
Ehri, L.C. (1983). A critique of five studies related to letter-name knowledge and learning to read. In L.M. Gentile, M.L. Kamil, & J.S. Blanchard (eds.), Reading Revisited, pp. 143-153. Columbus, Ohio: Charles Merrill.
Ehri, L.C., Deffner, N.D., & Wilce, L.S. (1984). Pictorial mnemonics for phonics. Journal of Educational Psychology, 76, 880-893.
Ehri, L.C., & Roberts, T. (2006). The roots of learning to read and write: Acquisition of letters and phonemic awareness. In D. Dickinson and S. Neuman (Eds.), Handbook of Early Literacy Research (2nd ed.), New York: Guilford, pp. 113-131.
Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. New York: Basic Books.
Gardner, H. (1999). Intelligence reframed: Multiple intelligences for the 21st century. New York: Simon & Schuster.
Glenberg, A.M. (1979). Component-levels theory of the effects of spacing of repetition on recall and recognition. Memory and Cognition 7, 95-112.
Gould, T. (2008). Laying sound foundations for literacy: Supporting communication, language and literacy with children in the early years. English 4-11, (34), 6-10.
Hammill, D.D. (2004). What we know about correlates of reading. Exceptional Children, 70, 453-468.
Hillman, M., & Moore, T. (2004). The web and early literacy. Computers in the Schools, 21(3/4), 15-21.
Hohn, W.E., & Ehri, L.C. (1983). Do alphabet letters help pre-readers acquire phonemic segmentation skill? Journal of Education Psychology, 75, 752-762.
Houghton-Mifflin. (2008). Alpha Friends. Retrieved from http://www.eduplace.com/marketing/prek/support/components/alphafriends.html
Hutinger, P., & Johanson, J. (2000). Implementing and maintaining an effective early childhood comprehensive technology system. Topics in Early Childhood Special Education, 20(3), 159.
Jewett, C. (2008). Multimodality and literacy in school classrooms. Review of Research and Education, 32, 241-267.
Justice, L.M., Pence, K., Bowles, R.B., & Wiggins, A. (2006). An investigation of four hypothesis concerning the order by which four year old children learn the alphabet letters. Early Childhood Research Quarterly, 21, 374-389.
Labbo,L.D., & Kuhn, M.R. (2000). Weaving chains of affect and cognition: A young child's understanding of CD-Rom talking books. Journal of Literacy Research, 32, 187-210.
Lamb, S.J., & Gregory, A.H. (1993). The relationship between music and reading and beginning readers. Educational Psychology, 13(1), 19-27.
Larson, B. (2001). Itchy's Alphabet teaching guide. Kelowna, Canada: ABB Creations.
Learning Theories http://www.learning-theories.com/
Mayfield, K. H., & Chase, P.N. (2002). The effect of cumulative practice on mathematics problem solving. Journal of Applied Behavioral Analysis, 35, 105-123.
McIntire, J.M. (2007). Developing literacy through music. Teaching Music, 15(1), 44-48.
Murray, B.A., Stahl, S.A., & Ivy, M.G. (1996). Developing phonemic awareness through alphabet books. Reading and Writing: An Interdisciplinary Journal, 8, 307-322.
National Institute of Child Health and Human Development. (2000). Report of the National Reading Panel (NPR). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction (NIH Publication No. 00-4769). Washington, D.C.: U.S. Government Printing Office.
Newman, S.B. (2006). N is nonsensical: Low-income preschool children need content-rich instruction, not drill and procedural skills. Educational Leadership, 64, 28-31.
Neuman, S.B., Copple, C., & Bredekamp, S. (2000). Learning to Read and Write: Developmentally Appropriate Practices for Young Children. Washington, D.C.: National Association for The Education of Young Children.
Ornstein, A.C. (1990). Practice and drill: Implication for instruction. National Association of Secondary School Prinicpals, 74, 112-117.
Putnam, R. T. & Borko, H., (2000). What do new views of knowledge and thinking have to say about research on teacher learning?. Educational Researcher, 20(1), 4-15.
Rainey, D.W., & Larsen, J.L. (2002). The effect of familiar melodies on initial learning and long-term memory for unconnected text. Music Perception, 20(2), 173-186.
Regush, N., Anderson, J., & Lee, E. (2002). Using play as a context for children's acquisition of phonemic awareness. Yearbook of The College Reading Association, 234-246.
Reynolds, J.H., & Glasser, R. (1964). Effects of repetition and spaced review upon the retention of a complex learning task. Journal of Educational Psychology, 55, 297-308.
Rosenshine, B., & Stevens, R. (1986). Teaching functions. In M.C. Wittrock (ed.), Handbook of research on teaching: Vol. 3, 376-391. New York: Macmillen.
Share, D.L., & Gur, T. (1999). How reading begins: A study of preschoolers' print identification strategies, Cognition and Instruction, 17, 177-213.
Smith, J.A. (2000). Singing and songwriting support early literacy instruction. The Reading Teacher, 53(8), 646-651.
Smolkin, L.B. & Yaden, D.B., Jr. (1992). "O" is for "mouse": First encounters with the alphabet book. Language Arts, 69, 432-441.
Snow, C.E., Burns, M.S., & Griffin, P. (Eds.), (1998). Preventing reading difficulties in young children. Washington, D.C.: National Academy Press.
Snyder, S. (1997). Developing musical intelligence: Why and How. Early Childhood Education Journal, 24(3), 165-171.
Stevenson, H. & Hackett, R. (2009). Should four year olds use computers to develop emergent literacy skills?: A study of the Waterford Early Reading Program. Journal of Literacy & Technology, 10(2), 64-84.
Storch, S.A., & Whitehurst, G.J. (2002). Oral language and code-related precursors to reading: Evidence from a longitudinal structure model. Developmental Psychology, 38, 934-947.
Suh, R., & Gerson, V. (2013). Using technology for phonics instruction in kindergarten. California Reader, Spring 2013, Vol 46, Issue 3, pp. 30-33.
Tracey, D. & Young, J. (2007). Technology and early literacy: The impact of an integrated learning system on high risk kindergarteners' achievement. Reading Psychology, (28), 443-467.
Treiman, R., & Broderick, V. (1998). What's in a name: Children's knowledge about letters in their own name. Journal of Experimental Child Psychology, 70, 97-116.
Villiaume, S.K., & Wilson, L.C. (1989). Preschool children's explorations of letters in their own names. Applied Psycholinguistics, 10, 283-300.
Walton-Hadlock, M. (2008). Tots to tweens: Age-appropriate technology programming for kids. Children & Libraries: The Journal of The Association for Library Service to Children, 6(3), 53-55.
Warner, L. & Weiss, S. (2005). Why young children need alphabet books. Kappa Delta Pi Record, Vol. 41, Issue 3, 124-127.
Waters, G. (1999). The whole language instructional program. Retrieved from http://www.sil.org/lingualinks/literacy/implementaliteracyprogram/
TheWholeLanguageInstructionalP.htm.
Yaden, D.B., Jr., Smolkin, L.B. & MacGillivray, L. (1993). A physogenetic perspective on children's understanding about letter associations during alphabet book reading. Journal of Reading Behavior, 25, 43-68.
Young, J. (2009). Enhancing emergent literacy potential for young children. Australian Journal of Language and Literacy, 32(2), 163-180.
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"You can't stop a teacher when they want to do something. They just do it."
-J.D. Salinger
-J.D. Salinger