Literacy development: the 21st century bilingual immersion classroom

References

• Ascenzi-Moreno, Laura. 2016. “An Exploration of Elementary Teachers’ Views of Informal Reading Inventories in Dual Language Bilingual Programs.” CUNY Academic Works. http://academicworks.cuny.edu/bc_pubs/101.
   Google Scholar
• Aud, S., S. Wilkinson-Flicker, P. Kristapovich, A. Rathbun, X. Wang, and J. Zhang. 2013. The Condition of Education 2013. NCES 2013-037. Washington, DC: National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education. nces.ed.gov/pubs2013/2013037.pdf.
   Google Scholar
• Brooks, M. D. 2017. “How and When Did You Learn Your Languages? Bilingual Students’ Linguistic Experiences and Literacy Instruction.” Journal of Adolescent & Adult Literacy 60: 383–393. doi:10.1002/jaal.573.
   Web of Science ®Google Scholar
• Collins, J. L., J. Lee, J. D. Fox, and T. P. Madigan. 2017. “Bringing Together Reading and Writing: An Experimental Study of Writing Intensive Reading Comprehension in Low-Performing Urban Elementary Schools.” Reading Research Quarterly 52 (3): 311–332. doi:10.1002/rrq.175.
   Web of Science ®Google Scholar
• Fillmore, L. W., and C. E. Snow. 2000. What Teachers need to know About Language. Washington, DC: Center for Applied Linguistics.
   Google Scholar
• Francis, D. J., M. Rivera, N. Lesaux, M. Kieffer, and H. Rivera. 2006. Practical Guidelines for the Education of English Language Learners: Research-Based Recommendations for Instruction and Academic Interventions. Portsmouth, NH: Center on Instruction, RMC Research.
   Google Scholar
• Gamez, P. B., D. Gonzalez, and L. M. Urbin. 2016. “Shared Book Reading and English Learners' Narrative Production and Comprehension.” Reading Research Quarterly 52 (3): 275–290. doi:10.1002/rrq.174.
   Web of Science ®Google Scholar
• Garcia, O. 2009. Bilingual Education in the 21st Century: A Global Perspective. West Sussex: Wiley-Blackwell.
   Google Scholar
• García, O., and Li Wei. 2014. Translanguaging: Language, Bilingualism and Education. New York, NY: Palgrave Macmillan.
   Google Scholar
• Gardner, R. C. 1985. Social Psychology and Second Language Learning. London: Edward Arnold.
   Google Scholar
• Gersten, R., S. K. Baker, T. Shanahan, S. Linan-Thompson, P. Collins, and R. Scarcella. 2007. Effective Literacy and English Language Instruction for English Learners in the Elementary Grades. Washington, DC: Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, U.S. Department of Education.
   Google Scholar
• Greenfader, C. M., L. Brouillete, and G. Farkas. 2015. “Effect of Performing Arts Program on the Oral Language Skills of Young English Learners.” Reading Research Quarterly 50 (2): 185–203. doi:10.1002/rrq.90.
   Web of Science ®Google Scholar
• Jia, F., A. Gottardo, P. W. Koh, X. Chen, and A. Pasquarella. 2014. “The Role of Acculturation in Reading a Second Language: It’s Relation to English Literacy Skills in Immigrant Chinese Adolescents.” Reading Research Quarterly 49 (2): 251–261. doi: 10.1002/rrq.69
   Web of Science ®Google Scholar
• Kieffer, M. J. 2010. “Socioeconomic Status, English Proficiency, and Late-emerging Reading Difficulties.” Educational Researcher 39 (6): 484–486. doi: 10.3102/0013189X10378400
   Web of Science ®Google Scholar
• Krashen, S. 1982. Principles and Practice in Second Language Acquisition. New York, NY: Pergamon.
   Google Scholar
• Lonigan, C. J., J. M. Farver, J. Nakamoto, and S. Eppe. 2013. “Developmental Trajectories of Preschool Early Literacy Skills: A Comparison of Language-Minority and Monolingual-English Children.” Developmental Psychology 49 (10): 1943–1957. doi:10.1037/a0031408.
   PubMed Web of Science ®Google Scholar
• Lonigan, C. J., C. Schatschneider, L. Westberg, and with the National Early Literacy Panel. 2008. Impact of Code-Focused Interventions on Young Children's Early Literacy Skills. Developing Early Literacy: Report of the National Early Literacy Panel, 107-151. Washington, DC: National Institute for Literacy.
   Google Scholar
• Lonigan, C. J., T. Shanahan, A. Cunningham, and with The National Early Literacy Panel. 2008. Impact of Shared-reading Interventions on Young Children's Early Literacy Skills. Developing Early Literacy: Report of the National Early Literacy Panel, 153-171). Washington, DC: National Institute for Literacy.
   Google Scholar
• Lucero, A. 2015. “Dual Language Teachers’ Use of Conventional, Environmental, and Personal Resources to Support Academic Language Development.” Bilingual Research Journal 38: 107–123. doi:10.1080/15235882.2015.1017028.
   Web of Science ®Google Scholar
• Mancilla-Martinez, J., and N. K. Lesaux. 2011. “The Gap Between Spanish Speakers’ Word Reading and Word Knowledge: A Longitudinal Study.” Child Development 82 (5): 1544–1560. doi:10.1111/j.1467-8624.2011.01633.x.
   PubMed Web of Science ®Google Scholar
• Mol, S. E., A. G. Bus, M. T. de Jong, and D. J. Smeets. 2008. “Added Value of Dialogic Parent-Child Book Readings: A Meta-Analysis.” Early Education and Development 19 (1): 7–26. doi:10.1080/10409280701838603.
   Web of Science ®Google Scholar
• National Center for Education Statistics. 2012. The Nation’s Report Card: Vocabulary Results from the 2009 and 2011 NAEP Reading Assessments. NCES 2013-452. Washington, DC: Institute of Education Sciences, National Center for Education Statistics, U.S. Department of Education. nces.ed.gov/nationsreportcard/pubs/main2011/2013452.aspx.
   Google Scholar
• National Research Council. 1998. Preventing Reading Difficulties in Young Children. Washington, DC: National Academy Press.
   Google Scholar
• Neuman, S. B., and D. K. Dickinson. 2011. Handbook of Early Literacy Research. Vol. 3. New York, NY: Guilford.
   Google Scholar
• Schumann, J. R. 1986. “Research on the Acculturation Model for Second Language Acquisition.” Journal of Multilingual and Multicultural Development 7 (5): 379–392. doi:10.1080/01434632.1986.9994254.
   Web of Science ®Google Scholar
• Stewart, M. A. 2014. “Social Networking, Workplace, and Entertainment Literacies: The Out-of-school Literate Lives of Newcomer Latina/o Adolescents.” Reading Research Quarterly 49 (4): 365–369. doi:10.1002/rrq.80.
   Web of Science ®Google Scholar
• Storch, S. A., and G. J. Whitehurst. 2002. “Oral Language and Code-Related Precursors to Reading: Evidence from a Longitudinal Structural Model.” Developmental Psychology 38 (6): 934–947. doi:10.1037/0012-1649.38.6.934.
   PubMed Web of Science ®Google Scholar
• Umansky, I., and S. Reardon. 2014. “Reclassification Patterns among Latino English Learner Students in Bilingual, Dual Immersion, and English Immersion Classrooms.” American Educational Research Journal 51 (5): 879–912. doi:10.3102/0002831214545110.
   Web of Science ®Google Scholar
• U.S. Department of Education. 2013. English Language Learners. Washington, DC: Institute of Education Sciences, National Center for Education Statistics, U.S. Department of Education. nces.ed.gov/fastfacts/display.asp?id=96.
   Google Scholar
• Vygotsky, L. S. 1978. “Interaction Between Learning and Development.” In Mind in Society, 79–91. Cambridge, MA: Harvard University Press.
   Google Scholar
• What Works Clearinghouse. 2013. WWC Review of the Report "The Impact of Collaborative Strategic Reading on the Reading Comprehension of grade 5 Students in Linguistically Diverse Schools." Washington, DC: Institute of Education Sciences, U.S. Department of Education. http://ies.ed.gov/ncee/wwc/Docs/SingleStudyReviews/wwc_crs_071613.pdf
   Google Scholar
• Zentella, A. C. 1997. “Growing Up Bilingual: Puerto Rican Children in New York.” http://www.wiley.com.
   Google Scholar