References
- Bemelmans, L. (1939). Madeline, New York: Viking. Reprint 1962
- Berk, R.A. (2002). Humor as an instructional defibrillator: Evidence-based techniques in teaching and assessment, Sterling, VA: Stylus.
- Glaveanu, V.P. (2011). Children and creativity: A most (un)likely pair?. Thinking Skills and Creativity, 6, 122–131. doi: 10.1016/j.tsc.2011.03.002
- Iowa Department of Education (2011). Iowa Core: English language arts and literacy in history/social studies, science, and technical subjects, http://www.educateiowa.gov/index.php?option=com_content&view=article&id=2372&Itemid=4477 (accessed September 24, 2012)
- Lems, K. (2011). Pun work helps English learners get the joke. Reading Teacher, 65, no. 3197–202. doi: 10.1002/TRTR.01027
- Lillard, A.S. (2005). Montessori: The science behind the genius, New York: Oxford University Press.
- Long, D., and A.C. Rule (2004). Learning vocabulary through morpheme word family object boxes. Journal of Authentic Learning, 1, 40–50.
- Manyak, P.C. (2008). Phonemes in use: Multiple activities for a critical process. Reading Teacher, 61, no. 8659–62. doi: 10.1598/RT.61.8.8
- Montessori, M. (1964). The Montessori method, New York: Schocken Books (First published in English in 1912).
- Montessori, M.M.Jr. (1976). Education for human development: Understanding Montessori, New York: Schocken Books.
- Nesi, H. (2012). Laughter in university lectures. Journal of English for Academic Purposes, 11, 79–89. doi: 10.1016/j.jeap.2011.12.003
- Rasinski, T., W.H. Rupley, and W.D. Nichols (2008). Two essential ingredients: Phonics and fluency getting to know each other. Reading Teacher, 62, no. 3257–260. doi: 10.1598/RT.62.3.7
- Rule, A.C., and M.T. Barrera, III. (2003). Using objects to teach vocabulary words with multiple meanings. Montessori Life, 15, no. 314–17.
- Rule, A.C., C.J. Dockstader, and R.A. Stewart (2006). Hands-on and kinesthetic activities for teaching phonological awareness. Early Childhood Education Journal, 34, no. 3195–201. doi: 10.1007/s10643-006-0130-y
- Rule, A.C., R.A. Stewart, and J. Haunold (2005). Object boxes for tutoring in a literacy lab at a year round elementary school. Journal of Authentic Learning, 2, no. 180–88.
- Scruggs, T.E., and M.A. Mastropieri (2007). Science learning in special education: The case for constructed versus instructed learning. Exceptionality, 15, no. 2507–574. doi: 10.1080/09362830701294144
- Silverstein, S. (1974). Where the Sidewalk Ends, New York: Harper and Row.
- Silverstein, S. (1981). A light in the attic, New York: HarperCollins.
- Torrance, E.P. (1990). The Torrance tests of creative thinking norms-technical manual figural (streamlined) forms A & B, Bensenville, IL: Scholastic Testing Service.
- Torrance, E.P., O.E. Ball, and H.T. Safter (1992). Torrance tests of creative thinking streamlined scoring guide figural a and b, Bensenville, IL: Scholastic Testing Service.
- Wang, A.Y. (2012). Exploring the relationship of creative thinking to reading and writing. Thinking Skills and Creativity, 7, 38–47. doi: 10.1016/j.tsc.2011.09.001
- Whitaker, S. (2008). Finding the joy of language in authentic wordplay. English Journal, 97, no. 445–48.
- Zipke, M. (2008). Teaching metalinguistic awareness and reading comprehension with riddles. The Reading Teacher, 62, no. 2128–137. doi: 10.1598/RT.62.2.4