|
Microsoft Word Pub Series 004 # Kamil doc
28
Cazabon, M. T., Nicoladis, E., & Lambert, W. E. (1998). Becoming bilingual in the Amigos Two-
Way Immersion Program. Santa Cruz, CA: Center for Research on Education, Diversity
& Excellence.
Chamot, A. U., & O’Malley, J. M. (1987). The cognitive academic language learning approach:
A bridge to the mainstream. TESOL Quarterly, 21(2), 227–249.
Chamot, A. U., & O’Malley, J. M. (1996). The cognitive academic language learning approach:
A model for linguistically diverse classrooms. Elementary School Journal, 96(3), 259–
273.
Cisero, C. A., & Royer, J. M. (1995). The development and cross-language transfer of
phonological awareness. Contemporary Educational Psychology, 20, 275–303.
Comeau, L., Cormier, P., Grandmaison, E., & Lacroix, D. (1999). A longitudinal study of
phonological processing skills in children learning to read in a second language. Journal
of Educational Psychology, 91(1), 29–43.
Crawford, J. W. (2001). Census 2000: A guide for the perplexed. Retrieved April 29, 2002 from
http://ourworld.compuserve.com/homepages/JWCRAWFORD/census02.htm
Cummins, J. (1979). Linguistic interdependence and the educational development of bilingual
children. Review of Educational Research, 49(2), 222–251.
Cummins, J. (1981). The role of primary language development in promoting educational success
for language minority students. In Schooling and language minority students: A
theoretical framework (pp. 3–49). Los Angeles, CA: Department of Education,
Evaluation, Dissemination, and Assessment Center.
Delpit, L. (1995). Other people’s children: Cultural conflict in the classroom. New York: New
Press.
Droop, M., & Verhoeven, L. (1998). Background knowledge, linguistic complexity, and second-
language reading comprehension. Journal of Literacy Research, 30(2), 253–271.
Durgunoglu, A. Y. (1998). Acquiring literacy in English and Spanish in the United States. In A.
Y. Durgunoglu & L. Verhoeven (Eds.), Literacy development in a multilingual context:
Cross-cultural perspectives. Mahwah, NJ: Lawrence Erlbaum Associates.
Durgunoglu, A., Nagy, W. E., & Hancin-Bhatt, B. J. (1993). Cross-language transfer of
phonological awareness. Journal of Educational Psychology, 85, 453–465.
Edelsky, C., Hudelson, S., Flores, B., Barkin, F., Altwerger, B., & Jilbert, K. (1983).
Semilingualism and language deficit. Applied Linguistics, 4, 1–22.
Fernandez, M. C., Pearson, B. Z., Umbel, V. M., & Oller, D. K. (1992). Bilingual receptive
vocabulary in Hispanic preschool children. Hispanic Journal of Behavioral Sciences, 14,
268–276.
Fifield, M. & Farmer, L. (1976). Teacher aides provide direct instruction. Journal of American
Indian Education, 16(1), 13–18.
29
Fitzgerald, J. (1995a). English-as-a-second-language learners’ cognitive reading processes: A
review of research in the United States. Review of Educational Research, 65, 145–190.
Fitzgerald, J. (1995b). English-as-a-second-language reading instruction in the United States: A
research review. Journal of Reading Behavior, 27, 115–152.
Garcia, G. E. (1991). Factors influencing the English reading test performance of Spanish-
speaking Hispanic children. Reading Research Quarterly, 26(4), 371–392.
Garcia, G. E. (1998). Mexican–American bilingual students’ metacognitive reading strategies:
What’s transferred, unique, problematic? National Reading Conference Yearbook, 47,
253–263.
Garcia, G. E. (2000). Bilingual children’s reading. In M. L. Kamil, P. B. Mosenthal, & P. D.
Pearson (Eds.) Handbook of reading research, (Vol. 3, pp. 813–834). Mahwah, NJ:
Lawrence Erlbaum Associates.
Garcia, G. E., Jimenez, R. T., & Pearson, P. D. (1998). Metacognition, childhood bilingualism,
and reading. In D. J. Hacker, J. Dunlosky, & A. C. Graesser (Eds.), Metacognition in
educational theory and practice (pp. 193–219). Mahwah, NJ: Lawrence Erlbaum Associates.
Garcia, G. E., Montes, J., Janisch, C., Bouchereau, E., & Consalvi, J. (1993). Literacy needs of
limited-English proficient students: What information is available to mainstream
teachers? In D. J. Leu & C. K. Kinzer (Eds.), Examining central issues in literacy
research, theory, and practice: Forty-second yearbook of the National Reading
Conference (pp. 171–177). Chicago: National Reading Conference.
Gee, J. P. (2000). Discourse and sociocultural studies in reading. In M. L. Kamil, P. B.
Mosenthal, & P. D. Pearson (Eds.), Handbook of reading research, (Vol. 3, pp. 195–
207). Mahwah, NJ: Lawrence Erlbaum Associates.
Genesee, F. (1984). On Cummins’ theoretical framework. In C. Rivera (Ed.), Language
proficiency and academic achievement (pp. 20–27). Clevedon, England: Multilingual
Matters.
Geva, E. (1995). Orthographic and cognitive processing in learning to read English and Hebrew.
In I. Taylor & D. R. Olson (Eds.), Scripts and literacy (pp. 277–291). The Netherlands:
Kluwer Academic Publishers.
Geva, E., Wade-Woolley, L., & Shany, M. (1993). The concurrent development of spelling and
decoding in two different orthographies. Journal of Reading Behavior, 25, 383–406.
Goldenberg, C. (1994). Promoting early literacy development among Spanish-speaking children:
Lessons from two studies. In E. H. Hiebert & B. M. Taylor (Eds.), Getting ready right
from the start (pp. 171–199). Boston: Allyn & Bacon.
Gottardo, A., Yan, B., Siegel, L. S., & Wade-Woolley, L. (2001). Factors related to English
reading performance in children with Chinese as a first language: More evidence of
cross-language transfer of phonological processing. Journal of Educational Psychology,
93(3), 530–542.
30
Hao, R. N., & Hartley-Forsyth, P. (1993). Reading and writing across the preservice curriculum.
Kamehameha Journal of Education, 4, 97–104.
Harris, T. L., & Hodges, R. E. (Eds.). (1995). The literacy dictionary: The vocabulary of reading
and writing (p. 39). Newark, DE: International Reading Association.
Hornberger, N. H. (1992). Biliteracy contexts, continua, and contrasts: Policy and curriculum for
Cambodian and Puerto Rican students in Philadelphia. Education and Urban Society,
24(2), 196–211.
Jackson, J. B., & Paratore, J. R. (1999). An early intervention supporting the literacy learning of
children experiencing substantial difficulty. Learning Disabilities Research and Practice,
14(4), 254–267.
Jimenez, R. T. (1997). The strategic reading abilities and potential of five low-literacy Latina/o
readers in middle school. Reading Research Quarterly, 32(3), 224–243.
Jimenez, R. T., & Gamez, A. (1996). Literature-based cognitive strategy instruction for middle
school Latina/o students. Journal of Adolescent and Adult Literacy, 40(2), 84–91.
Jimenez, R. T., Garcia, G. E., & Pearson, P. D. (1996). The reading strategies of bilingual
Latina/o students who are successful English readers: Opportunities and obstacles.
Reading Research Quarterly, 31(1), 90–112.
Juel, C., Griffith, P. L., & Gough, P. B. (1986). Acquisition of literacy: A longitudinal study of
children in first and second grade. Journal of Educational Psychology, 78(4), 243–255.
Kamil, M. L., & Bernhardt, E. (2001). Reading instruction for English-language learners. In M.
Graves, C. Juel, & B. Graves. Teaching reading in the 21st century, Second Edition (pp.
460–503). Boston: Allyn and Bacon.
Kroll, J. F., & Sholl, A. (1992). Lexical and conceptual memory in fluent and nonfluent
bilinguals. In R. J. Harris (Ed.), Cognitive processing in bilinguals. (pp. 191–204).
Amsterdam, The Netherlands: Elsevier.
Lambert, W.E. (1974). Culture and language as factors in learning and education. In F.E. Aboud
& R.D. Mead (Eds.), Cultural factors in learning and education. Bellingham, WA: Fifth
Western Washington Symposium on Learning.
Lapp, D., & Flood, J. (1986). Teaching students to read. New York: Macmillan Publishing
Company.
LeMoine, N. (1999). English for your success: A language development program for African
American children. Maywood, NJ: The Peoples Publishing Group.
Limbos, M., & Geva, E. (2001). Accuracy of teacher assessments of second-language students at
risk for reading disability. Journal of Learning Disabilities, 34(2), 136–151.
Liu, P. (1996). Limited English proficient children’s literacy acquisition and parental involvement:
A tutoring/family literacy model. Reading Horizons, 37(1), 60–74.
31
Miramontes, O. (1990). A comparative study of English oral reading skills in differently schooled
groups of Hispanic students. Journal of Reading Behavior, 22, 373–394.
Moll, L. (1994). Literacy research in community and classrooms: A sociocultural approach. In R.
B. Ruddell, M. R. Ruddell, & H. Singer (Eds.), Theoretical models and processes of
reading (4
th
edition). Newark, DE: International Reading Association.
Muniz-Swicegood, M. (1994). The effects of metacognitive reading strategy training on the reading
performance and student reading analysis strategies of third-grade bilingual students.
Bilingual Research Journal, 18, 83–97.
Nagy, W. E., Garcia, G. E., Durgunoglu, A., & Hancin-Bhatt, B. (1993). Spanish–English
bilingual children’s use and recognition of cognates in English reading. Journal of
Reading Behavior, 25(3), 241–259.
Nagy, W. E., & Scott, J. A. (2000). Vocabulary processes. In M. L. Kamil, P. B. Mosenthal, & P.
D. Pearson (Eds.), Handbook of reading research, (Vol. 3, pp. 269–284). Mahwah, NJ:
Lawrence Erlbaum Associates.
National Clearinghouse for Bilingual Education. (1999). State K–12 LEP Enrollment and Top
Languages. Retrieved April 29, 2002 from http://www.ncbe.gwu.edu/ncbepubs/reports/state-
data/index.htm
National Reading Panel (2000). 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, DC: U.S. Government Printing Office.
Nieto, S. (1993). We have stories to tell: A case study of Puerto Ricans in children’s books. In V.
J. Harris (Ed.), Teaching multicultural literature in grades K–8 (pp. 171–201). Norwood,
MA: Christopher-Gordon.
Padron, Y. (1994). Comparing reading instruction in Hispanic/limited-English-proficient schools
and other inner-city schools. Bilingual Research Journal, 18, 49–66.
Pappas, C. (1993). Is narrative “primary”? Some insights from kindergartners’ pretend readings
of stories and information books. Journal of Reading Behavior, 25, 97–129.
Perez, B. (1993). The bilingual teacher (Spanish/English) and literacy instruction. Teacher
Education Quarterly, 20(3), 43–52.
Perez, B. (1994). Spanish literacy development: A descriptive study of four bilingual whole-
language classrooms. Journal of Reading Behavior, 26(1), 75–94.
Ramirez, D. J., Yuen, S. D., & Ramey, D. R. (1991). Longitudinal study of structured English
immersion strategy, early-exit and late-exit transitional bilingual education programs for
language-minority children. Final report (Vols. 1–2). Washington, DC: Department of
Education.
Rand Reading Study Group. (2002). Reading for understanding: Towards an R&D program in
reading comprehension. Santa Monica, CA: Rand.
32
Snow, C. E., Burns, S. M., & Griffin, P. (Eds.). (1998). Preventing reading difficulties in young
children. Washington, DC: National Academy Press.
Stallings, J., & Krasavage, E. M. (1986). Program implementation and student achievement in a
four-year Madeline Hunter follow-through project. Elementary School Journal, 87(2),
117–138.
Stallings, P., Robbins, P., Presbrey, L., & Scott, J. (1986). Effects of instruction based on the
Madeline Hunter model on students’ achievement: Findings from a follow-through
project. Elementary School Journal, 86(5), 571–587.
Thomas, W., & Collier, V. (1997). School Effectiveness for Language Minority Students. (NCBE
Resource Collection Series, No. 9). Washington, DC: National Clearinghouse for Bilingual
Education.
Troike, R. C. (1984). SCALP: Social and cultural aspects of language proficiency. In C. Rivera
(Ed.), Language proficiency and academic achievement (pp. 44–54). Clevedon, England:
Multilingual Matters.
U.S. Census Bureau. (2000). Census 2000 Supplementary Survey. Retrieved April 29, 2002 from
http://www.census.gov/c2ss/www/Products/Profiles/2000/index.htm
Valdes, G. (1996). Con respeto: Bridging the distances between culturally diverse families and
schools: An ethnographic portrait. New York: Teachers College Press.
Valdes, G. (2001). Learning and not learning English: Latino students in American schools. New
York: Teachers College Press.
Verhoeven, L. T. (1994). Transfer in bilingual development: The linguistic interdependence
hypothesis revisited. Language Learning, 44, 381–415.
Vygotsky, L. (1962). Thought and language. Cambridge, MA: MIT Press.
Dostları ilə paylaş: |
|
|