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Selecting Texts for Beginning Reading Instruction

Elfrieda H. Hiebert, University of Michigan


References

Adams, M. J. (1990). Beginning to read: Thinking and learning about print. Cambridge, MA: MIT Press.

Adams, M. J., Bereiter, C., Hirshberg, J., Anderson, V., & Bernier, S. A. (1995). Framework for effective teaching. Grade 1: Thinking and learning about print, Teacher's guide, Part A. Chicago: Open Court.

Anderson, R.C., Hiebert, E.H., Scott, J., & Wilkinson, I.A. G. (19985). Becoming a nation of readers. Champaign-Urbana, IL: Center for the Study of Reading & The National Academy of Education.

Beck, I., L., McKeown, M., Omanson, R. & Pople, M. (1984). Improving the comprehensibility of stories: The effects of revisions that improve coherence. Reading Research Quarterly, 19, 263–277.

Bloomfield, L., & Barnhart,C.L. (1961). Let's read: A linguistic approach. Detroit:Wayne State University Press.

Bond, G., & Dykstra, R. (1967). The cooperative research program in first-grade reading instruction. Reading Research Quarterly, 2, 5–142.

Brennan, A., Bridge, C., & Winograd, P. (1986). The effects of structural variation on children's recall of basal reader stories. Reading Research Quarterly, 21, 91–104.

Bridge, C. (1986). Predictable books for beginning readers and writers. In M.R. Sampson (Ed.), The pursuit of literacy: Early reading and writing. Dubuque, IA: Kendall/Hunt.

Brown, R. (1973). A first language. Cambridge, MA: Harvard University Press.

California English/Language Arts Committee (1987). English-Language Arts Framework for California Public Schools (Kindergarten Through grade Twelve). Sacramento, CA: CA Department of Education.

Campbell, J. R., & Ashworth, K.P. (Eds.) (1995). A synthesis of data from NAEP's 1992 Integrated Reading Performance Record at Grade 4. Washingotn, DC: Office of Educational Research & Improvement, U.S. Department of Education.

Carroll, J. B., Davies, P., & Richman, B. (1971). Word frequency book. Boston: Houghton & Mifflin.

Chall, J.S. (1982). Learning to read: the great debate (2nd Ed.). New York: McGraw-Hill. (Original work published 1967).

Cullinan, B., & Galda, L. (1994). Literature and the child (3rd Ed.). Fort Worth, TX; Harcourt Brace College Publishers.

Cunningham, P.M. (1992). What kinds of phonics instruction will we have? In C. Kinzer & D. Leu (Eds.), Literacy research, theory, and practice: Views from many perspectives (pp. 17–32). Chicago, IL: National Reading Conference, Inc.

Dyson, A. H. (1993). Social worlds of children learning to write in an urban primary school. New York: Teachers College Press.

Elson, W. H., & Gray, W.S. (1930). Elson Basic Readers. Chicago, IL: Scott, Foresman.

Fisher, C. W., & Berliner, D.C. (1985). Perspectives on instructional time. In New York: Longman.

Fisher, C.W., & Hiebert, E.H. (1990). Characteristics of tasks in two literacy programs. Elementary School Journal, 91, 6–13.

Flesch, R. (1957). Why Johnny can't read. New York: Random House.

Grattan, K.W. (1997). They can do it too!: Book club with first and second graders. In S.I. McMahon and T.E. Raphael with V.J. Goatley and L.S. Pardo (Eds.), The book club connection: Literacy learning and classroom talk (pp. 267-xxx). New York: Teachers College Press & International Reading Association.

Guralnik, D.B. (1979). Webster's New World Dictionary (2nd Ed.). New York: Williams Collins.

Hagerty, P., & Hiebert, E.H. (1989). Students' comprehension, writing, and perceptions in two approaches to literacy instruction. In S. McCormick & J. Zutell (Eds.), Cognitive and Social Perspectives for Literacy Research and Instruction (38th Yearbook of the National Reading Conference), pp. 453–460. Chicago: NRC.

Hiebert, E.H., & Raphael, T.E. (1997). Early literacy instruction. Fort Worth, TX: Harcourt Brace College Publishers.

Hiebert, E.H., Colt, J.M., Catto, S., & Gury, E. (1992). Reading and writing of first-grade students in a restructured Chapter 1 program. American Educational Research Journal, 29, 545–572.

Hiebert, E. H., Liu, G., Levin, L., Huxley, A., & Chung, K. (November 1995). First graders reading the new first-grade readers. Presented at the annual meeting of the National Reading Conference. New Orleans, LA.

Holdaway, D. (1979). The foundations of literacy. Sydney: Ashton Scholastic.

Honig, B. (1996). How should we teach our children to read? A balanced approach. Sacramento, CA: California Department of Education.

Juel, C. (1991). Beginning reading. In R. Barr, M. L. Kamil, P. B. Mosenthal, & P. D. Pearson (Eds.), Handbook of reading research (pp. 759–788). New York: Longman.

Juel, C., & Roper/Schneider, D. (1985). The influence of basal readers on first grade reading. Reading Research Quarterly, 20, 134–152.

Juel, C., & Solso, R.L. (1981). The role of orthographic redundancy, versatility, and spelling-sound correspondences in word identification. In M.L. Kamil (Ed.), Directions in reading: Research and instruction (30th Yearbook of the National Reading Conference, pp. 74–92). Rochester, NY: National Reading Conference.

Klare, G. (1984). Readability. In P.D. Pearson, R. Barr, M.L. Kamil, & P. Mosenthal (Eds.), Handbook of Reading Research (Vol. 1). New York: Longman.

Martin, B., & Brogan, P. (1971). Teacher's guide to the instant readers. New York: Holt, Rinehart, & Winston.

Martin, L.A., & Hiebert, E.H. (April 1997). Becoming literate in school: Examining the profiles of first-grade readers in Chapter 1. Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL.

Paivio, A. (1968). A factor-analytic study of word attributes and learning. Journal of Verbal learning and Verbal Behavior, 7, 41-48.

Peterson, B. (1991). Selecting books for beginning readers: Children's literature suitable for young readers. In D.E. DeFord, C.A. Lyons, & G.S. Pinnell (Eds.), Bridges to literacy: Learning from Reading Recovery (pp. 119–147). Portsmouth, NH: Heinemann.

Pikulski, J.J., Cooper, J.D., Durr, W.K., and others (1993). The literature experience. Boston: Houghton Mifflin Co.

Rasmussen, D., & Goldberg, L. (1964). The Bad Fan (Level A, Basic Reading Series). Chicago: Science Research Associates.

Rider, N.F. (1986). Tiny. In W.K. Durr, J.J. Pikulski et al. (Eds.), Bells. Boston: Houghton Mifflin Co.

Rumelhart, D.E. (1977). Toward an interactive model of reading. In S. Dornic (Ed.), Attention and performance VI (pp. 573–603). Hillsdale, NJ: Lawrence Erlbaum Associates.

Samuels, S.J. (1970). Effects of pictures on learning to read, comprehension and attitudes. Review of Educational Research, 40, 397–408.

Smith, N. B. (1934/1965). American reading instruction. Newark, DE: International Reading Association.

Solso, R.L., & Juel, C.L. (1980). Positional frequency and versatility of bigrams for two-through nine-letter English words. Behavior Research Methods and Instrumentation, 12, 297–343.

Stanovich, K. (1990). A call for an end of the paradigm wars in reading research. Journal of Reading Ehavior, 22, 221–231.

Stein, N.L., & Glenn, C.G. (1979). An analysis of story comprehension in elementary children. In R. Freedle (Eds.), New directions in discourse processing (pp. 53–120). Norwood, NJ: Ablex.

Stickney, J. (1885). A Primer. Boston: Ginn and Company.

Sulzby, E. (1985). Children's emergent reading of favorite storybooks: A developmental study. Reading Research Quarterly, 20, 458–481.

Thorndike, E.L. (1921). The teacher's word book. New York: Columbia University Press.

van der Veur, B. (1975). Imagery rating of 1,000 frequently used words. Journal of Educational Psychology, 67, 44–56.

Vygotsky, L.S. (1962) Thought and language. Cambridge, MA: MIT Press.

Wood, B., Bruner, J.S., & Ross, G. (1976). The role of tutoring in problem solving. Journal of Child Psychology and Psychiatry, 17, 89–100.

Wylie, R.E., & Durrell, D.D. (1970). Teaching vowels through phonograms. Elementary English 47, 787–791.

Children's Books

Brown, M. (1993). Arthur's family vacation. Boston, MA: Little, Brown & Company.

Deming, A.G. (1988). Who is tapping at my window? Illus. M. Wellington. New York: Dutton.

Emberley, E. (1974). Klippity Klop. New York: Little, Brown, & Company.

Fox, M. (1988). Hattie and the fox. Illus. P. Mullins. New York: Bradbury.

Henkes, K. (1996). Lilly's purple plastic purse. New York: Grenwillow Books.

Inkpen, M. (1988). If I had a pig. New York: Macmillan Children's Books.

Lobel, A. (1970). Frog and toad are friends. New York: HarperCollins.

Martin, B. (1967). Brown bear, brown bear, what do you see? New York: Henry Holt.

McCully, E. A. (1992). Mirette on the high wire. New York: Putnam.

Minarik, E.H. (1957). Little bear. New York: Harper.

Moss, L. (1995). Zin! zin! zin!: A violin. New York: Simon & Schuster.

Say, A. (1993). Grandfather's journey. Boston, MA; Houghton Mifflin.

Seuss, Dr. (1960). Green eggs and ham. New York: Beginner Books, Random House.

Wildsmith, B. (1982). Cat on the mat. Oxford: Oxford University Press.

Yabuuchi, M. (1981). Whose baby? New York: Philomel Books.

 

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