Learning together: creating a community of practice to support English language learner literacy

References

• Anderson, R., Wilson, P., & Fielding, L. (1988). Growth in reading and how children spend their time outside of school. Reading Research Quarterly, 23(3), 285–303. doi: 10.1598/RRQ.23.3.2
   Web of Science ®Google Scholar
• Auerbach, E. (1995). Deconstructing the discourse of strengths in family literacy. Journal of Reading Behavior, 27(4), 643–660.
   Web of Science ®Google Scholar
• Burgess, S. (1997). The role of shared reading in the development of phonological awareness: A longitudinal study of middle- to upper-class children. Early Childhood Development and Care, 127/128(1), 191–199. doi: 10.1080/0300443971270116
   Google Scholar
• Bus, A. G., van IJzendoorn, M. H., & Pelligrini, A. D. (1995). Joint book reading makes for success in learning to read: A meta-analysis on intergenerational transmission of literacy. Review of Educational Research, 65(1), 1–21. doi: 10.3102/00346543065001001
   Web of Science ®Google Scholar
• Edwards, P. A. (2003). The impact of family on literacy development: Convergence, controversy, and instructional implications. NRC annual review of research address. In J. V. Hoffman, D. L. Shallert, C. M. Fairbanks, J. Worthy, & B. Maloch (Eds.), 52nd yearbook of the National Reading Conference (pp. 92–103). Milwaukee, WI: National Reading Conference.
   Google Scholar
• Edwards, P. A., & Turner, J. D. (2009). Family literacy and comprehension. In S. Israel & G. Duffy (Eds.), Handbook of research on reading comprehension (pp. 622–641). New York: Routledge.
   Google Scholar
• Hansen-Thomas, H. (2009). Reform-oriented mathematics in three 6th grade classes: How teachers draw ELLs to academic discourse. Journal of Language, Identity, and Education, 8(2–3), 88–106. doi: 10.1080/15348450902848411
   Web of Science ®Google Scholar
• Home School Connections. (2008). Emergent reading bilingual parent handbook. College Park, MD: Author.
   Google Scholar
• Lave, J. (1988). Cognition in practice. Cambridge: Cambridge University Press.
   Google Scholar
• Lave, J., & Wenger, É. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press.
   Google Scholar
• Martin-Beltran, M., & Peercy, M. M. (2012). How can ESOL and mainstream teachers make the best of a standards-based curriculum to collaborate? TESOL Journal, 3(3), 425–444. doi: 10.1002/tesj.23
   Google Scholar
• Martin-Beltran, M., Peercy, M. M., & Selvi, A. F. (2012). Collaboration to teach elementary English language learners: ESOL and mainstream teachers confronting challenges through shared tools and vision. In A. Honigsfeld & M. Dove (Eds.), Co-teaching and other collaborative practices in the EFL/ESL classroom: Rationale, research, reflections, and recommendations (pp. 111–120). Charlotte, NC: Information Age.
   Google Scholar
• Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2nd ed.). Thousand Oaks, CA: Sage.
   Google Scholar
• Morrow, L. M. (1983). Home and school correlates of early interest in literature. Journal of Educational Research, 76(4), 221–230.
   Web of Science ®Google Scholar
• Pearson. (2012). Developmental reading assessment. Retrieved from http://www.pearsonschool.com/index.cfm?locator=PSZ4Z4&pageitemid=1&PMDbProgramId=23661&PMDbSiteId=3761&PMDbSolutionId=27682&PMDbSubSolutionId=&PMDbCategoryId=27705&level=4&prognav=pt&CFID=28770696&CFTOKEN=25730636&jsessionid=5230943369f035736628
   Google Scholar
• Peercy, M. M., & Martin-Beltrán, M. (2012). Envisioning collaboration: Including ESOL students and teachers in the mainstream classroom. International Journal of Inclusive Education, 16(7), 657–673. doi: 10.1080/13603116.2010.495791
   Web of Science ®Google Scholar
• Purcell-Gates, V. (2000). Family literacy: A research review. In M. L. Kamil, P. B. Mosenthal, P. D. Pearson, & R. Barr (Eds.), The handbook of reading research, volume 3 (pp. 853–870). Mahwah, NJ: Erlbaum.
   Google Scholar
• Roberts, T. A. (2008). Home storybook reading in primary or second language with preschool children: Evidence of equal effectiveness for second-language vocabulary acquisition. Reading Research Quarterly, 43(2), 103–130. doi: 10.1598/RRQ.43.2.1
   Web of Science ®Google Scholar
• Rodriguez-Brown, F. (2009). The home-school connection: Lessons learned in a culturally and linguistically diverse community. New York, NY: Routledge.
   Google Scholar
• Senéchal, M., & Young, L. (2008). The effect of family literacy intervention on children's acquisition of reading from kindergarten to grade 3: A meta-analytic review. Review of Educational Research, 78(4), 880–907. doi: 10.3102/0034654308320319
   Web of Science ®Google Scholar
• Sfard, A. (1998). On two metaphors for learning and the dangers of choosing just one. Educational Researcher, 27(2), 4–13. doi: 10.3102/0013189X027002004
   Google Scholar
• Strauss, A., & Corbin, J. (1998). Basics of qualitative research: Techniques and procedures for developing grounded theory. Thousand Oaks, CA: Sage.
   Google Scholar
• Street, B. (1993). Cross-cultural approaches to literacy. Cambridge: Cambridge University Press.
   Google Scholar
• Taylor, D. (1983). Family literacy: Young children learning to read and write. Portsmouth, NH: Heinemann.
   Google Scholar
• Taylor, D. (Ed.). (1997). Many families, many literacies: An international declaration of principles. Portsmouth, NH: Heinemann.
   Google Scholar
• Teale, W. H. (1984). Reading to young children: Its significance for literacy development. In H. Goelman, A. Oberg, & F. Smith (Eds.), Awakening to literacy (pp. 110–121). Portsmouth, NH: Heinemann.
   Google Scholar
• Thornburg, D. (1993). Intergenerational literacy learning with bilingual families: A context for the analysis of social mediation of thought. Journal of Reading Behavior, 25(3), 323–352.
   Google Scholar
• Wenger, É. (1998). Communities of practice: Learning, meaning, and identity. Cambridge: Cambridge University Press.
   Google Scholar