Adams, M.J. 1990. Beginning to read: Thinking and learning about print. Cambridge MA: MIT Press.
Allington, R.L. & Baker, K. 1999. Best practices in literary instruction for children with special needs. In L.B. Gambrell, L.M. Morrow, S.B. Neuman, & M. Pressley (Eds.). Best Practices in Literacy Instruction (pp. 292-310). New York NY: The Guilford Press.
Applebee, A.N., Langer, J.A., & Mullis, I.V.S. 1987. Grammar, punctuation, and spelling: Controlling the conventions of written English at ages 9, 13, 17, The nation's report card. Princeton NJ: National Assessment of Educational Progress, Education Testing Service.
Ashton-Warner, S. 1965. Teacher. New York NY: Simon & Schuster.
Atwell, N. 1998. In the middle: New understandings about writing, reading, and literature (2nd ed.). Toronto ON: Irwin Publishing.
Atwell. 1987. In the middle: Writing, reading, and learning with adolescents. Portsmouth NH: Boynton Cook Publishing, Inc.
Barchers, S.I. 1993. Teaching language arts: An integrated approach. Denver CO: West.
Barnes, D. 1993. Supporting exploratory talk for learning. In K.M. Pierce, D. Barnes, & C.J. Giles (Eds.). Cycles of Meaning: Exploring the Potential of Talk in Learning Communities (pp. 17-34). Portsmouth NH: Heinemann.
Beck, I.L., McKeown, M.G., & Omanson, R.C. 1987. The effects and uses of diverse vocabulary instructional techniques. In M. C. McKeown & M. E. Curtis (Eds.). The Nature of Vocabulary Acquisition (pp. 147-164). Hillsdale NJ: Lawrence Erbaum Associates.
Bishop, A. & Bishop, S. 1996. Teaching phonics, phonemic awareness and word recognition. Westminster CA: Teacher Created Materials, Inc.
Blueprint for life/work designs: Competencies and indicators K-adult. 1998. Ottawa ON: Human Resources Development Canada.
Booth, D. 1996. Literacy techniques for building successful readers and writers. Markham ON: Pembroke Publishers Ltd.
Booth, D. 1994. Story drama: Reading, writing, and role-playing across the curriculum. Markham ON: Pembroke Publishers Ltd.
Braunger, J. & Lewis, J. 1998. Building a knowledge base in reading. Portland OR: Northwest Regional Educational Laboratory.
Brownlie, F. & Close, S. 1992. Beyond chalk and talk: Collaborative strategies for the middle and high school years. Markham ON: Pembroke.
Brunner, C. & Tally, W. 1999. The new media literacy handbook: An educator's guide to bringing new media into the classroom. New York NY: Doubleday.
Burton, W. 2000. Creating a balanced literacy program: A guided reading action research project. Victoria BC: University of Victoria.
Calkins, L. 1986. The art of teaching writing. Portsmouth NH: Heinemann.
Calkins, L.M. 1994. The art of teaching writing (2nd ed.). Portsmouth NH: Heinemann.
Chall, J.S., Jacobs, V.A. & Baldwin, L.E. 1990. The reading crisis: Why poor children fall behind. Cambridge MA: Harvard University Press.
Chomsky, C. 1972. Stages in language development and reading exposure. Harvard Educational Review, 42, 1-33.
Chomsky, C. 1980. Developing facility with language structure. In G. S. Pinnell. (Ed.). Discovering Language with Children (pp. 56-59). Urbana IL: National Council of Teachers of English.
Christie, J., Roskos, K., Enz, B., Vulkevich, C., & Neuman, S. 1995. Reading for linking literacy and play. Newark DE: International Reading Association.
Clay, M.M. 1991. Becoming literate: The construction of inner control. Portsmouth NH: Heinemann.
Clay, M., Gill, M., Glynn, T., McNaughton, T., & Salmon, K. 1983. Record of oral language and biks and gutches. Auckland NZ: Heinemann Publishers.
Clay, M. 1993. An observation survey of early literacy achievement. Portsmouth NH: Heinemann.
Cook-Gumperz, J. & Gumperz, J. 1981. From oral to written culture: The transition to literacy. In M. F. Whiteman (Ed.). Writing: The Nature, Development and Teaching of Written Communication (pp. 89-110). Hillsdale NJ: Erlbaum.
Cox, C. 1999. Teaching language arts: A student- and response-centered classroom. Boston MA: Allyn & Bacon.
Cunningham, A.E. 1990. Explicit versus implicit instruction in phonemic awareness. Journal of Experimental Child Psychology, 50, 429-444.
Cunningham, P.M. 1995. Phonics they use: Words for reading and writing (2nd ed.). New York NY: Harper Collins.
Cunningham, P.M. 1999. What should we do about phonics? In L.B. Gambrell, L.M. Morrow, S.B. Neuman, & M. Pressley (Eds.). Best Practices in Literacy Instruction (pp. 68-89). New York NY: The Guilford Press.
Dahl, K.L., Scharer, P.L., Lawson, L.L., & Grogan, P.R. 2001. Rethinking phonics: Making the best teaching decisions. Portsmouth NH: Heinemann.
Daniels, H. 1994. Literature circles: Voice and choice in the student-centered classroom. York ME: Stenhouse.
Davey, B. 1983. Think aloud - modeling the cognitive processes of reading comprehension. Journal of Reading, 27, 44-47.
Diagnostic Learning Centre. n.d. Reading, during, and after reader: BDA. Winnipeg MB: The Winnipeg School Division No. 1.
Diederich, P. 1974. Measuring growth in English. Urbana IL: National Council of Teachers of English.
Dolch, E.W. 1948. Problems in reading. Champaign IL: Garrard Press.
EduAction: A Canadian studies resource guide (Volume 2). 2000. Ottawa ON: A Canadian Heritage/Patrimoine Canadien.
Eeds, M. & Wells, D. 1989. Grand conversations: An exploration of meaning construction in literature study groups. Research in the Teaching of English, 23, 4-29.
Eisenberg, M.G. & Berkowitz, R.E. 1990. Information problem-solving: The big six skills approach to library and information skills instruction. Norwood NJ: Ablex.
Eisenberg, M.G. & Berkowitz, R.E. 1995. The six study habits of highly effective students: Using the big six to link parents, students, and homework. School Library Journal, 41, 22-25.
Eldredge, J.L. 1995. Teaching decoding in holistic classrooms. Englewood Cliffs NJ: Merrill/Prentice Hall.
Ericson, L. & Juliebo, M. F. 1998. The phonological awareness handbook for kindergarten and primary teachers. Newark DE: International Reading Association
Fiderer, A. 1998. 35 rubrics and checklists to assess reading and writing (Scholastic Teaching Strategies K-2). New York NY: Scholastic Professional Books.
Flood, J. & Lapp, D. 1994. Developing literary appreciation and literacy skills: A blueprint for success. The Reading Teacher, 48, 76-79.
Flood, J. & Salus, P.H. 1984. Language and the language arts. Englewood Cliffs NJ: Prentice-Hall, Inc.
Forney, M. 1999. The writing menu: Ensuring success for every student. Gainesville FL: Maupin House Publishing.
Fountas, I.C. & Pinnell, G.S. 1996. Guided reading: Good first teaching for all children. Portsmouth NH: Heinemann.
Geller, L. 1985. Word play and language learning for children. Urbana IL: National Council of Teachers of English.
Gentry, J.R. 1985. Developmental spelling inventory. Norwalk CT: Contact Publisher, Teaching K-8.
Gentry, J.R. 1987. Spell … is a four-letter word. Portsmouth NH: Heinemann.
Gentry, J.R. 1997. Spelling. The Council Chronicle, 7:3, p. 3.
Goldenberg, C. 1993. Instruction conversations: Promoting comprehension through discussion. The Reading Teacher, 46, 316-326.
Goodman, K. 1986. What's whole in whole language? Portsmouth NH: Heinemann.
Goodman, Y.M., & Marek, A. 1992. Retrospective miscue analysis: Revolving readers and reading. Portsmouth NH: Heinemann.
Graves, D.H. 1983. Writing: Teachers and children at work. Portsmouth NH: Heinemann.
Graves, D.H. 1994. A fresh look at writing. Portsmouth NH: Heinemann.
Griffith, F. & Olson, M. 1992. Phonemic awareness helps beginning readers break the code. The Reading Teacher, 45:7, 516-523.
Grubgeld, E. 1986. Helping the problem speller without suppressing the writer. English Journal, 7:2, 58-61.
Hall, N. & Robinson. A. (Eds.). 1996. Learning about punctuation. Portsmouth NH: Heinemann.
Halliday, M. 1981/1982. Three aspects of children's language development: Learning language, learning through language, learning about language. In Y. Goodman, M. Hausler, & D. Strickland (Eds.). Oral and Written Language Development Research: Impact on the Schools (pp. 165-192). Urbana IL: National Council of Teachers of English.
Halliday, M.A.K. 1975. Learning how to mean. London UK: Edward Arnold.
Hansen, J. 1994. Literacy portfolios: Windows on potential. In S.W. Valencia, E.H. Hiebert, & P.P. Afflerbach (Eds.). Authentic Reading Assessment: Practices and Possibilities (pp. 26-44). Newark DE: International Reading Association.
Harste, J.C., Short, K.G., & Burke, C.L. 1988. Creating classrooms for authors: The reading-writing connection. Portsmouth NH: Heinemann.
Heim, A.B. 1994. Beyond the stereotypes: Characters with mental disabilities in children's books. School Library Journal, 40, pp. 139-142.
Hiebert, E.H., Pearson, P.D., Taylor, B.M., Richardson, V., & Paris, S.G. 1998 Every child a reader: Applying reading research in the classroom. Ann Arbor MI: CIERA (Center for the Improvement of Early Reading Achievement).
Hillerich R.L. 1977. Let's teach spelling - not phonetic misspelling. Language Arts, 54, 301-307.
Hillocks, G. & Smith, M.W. 1991. Grammar and usage. In J. Flood, J.M. Jensen, D. Lapp, & J.R. Squire (Eds.). Handbook of Research on Teaching the English Language Arts (pp. 591-603). New York NY: McMillian.
Hodges, R.E. 1981. Learning to spell. Urbana IL: NCTE.
Hoskisson, K. & Tompkins, G.E. 1987. Language arts: Content and teaching strategies. Columbus OH: Merrill Publishing Co.
Hoyt, L. 2000. Snapshots: Literacy mini-lessons up close. Portsmouth NH: Heinemann Educational Books.
International Reading Association. 1999. Using multiple methods of beginning reading instruction: A position statement of the International Reading Association. Newark DE: International Reading Association.
International Reading Association & National Council of Teachers of English. 1996. Standards of the English language arts. Urbana, IL: NCTE; Newark DE: IRA.
Juel, C. & Minden-Cupp, C. 2000. One down and 80,000 to go: Word recognition in the primary grades. The Reading Teacher, 53:4, 332-335.
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, 243-255.
Johnson, D.D. & Johnson, B. 1986. Highlighting vocabulary in inferential comprehension instruction. Journal of Reading, 29:7, 622-25.
Johnson, D. & Pearson, P.D. 1984. Teaching reading vocabulary (2nd ed.). New York NY: Holt, Rinehart, & Winston.
LaBerge, D. & Samuels, S.J. 1976. Toward a theory of automatic information processing in reading. In H. Singer & R.B. Ruddell (Eds.). Theoretical Models and Processes of Reading (3rd ed.) (pp. 293-323). Newark DE: IRA.
Leu, D.J. & Kinzer, C.K. 1999. Effective literacy instruction. Upper Saddle River NJ: Prentice-Hall Inc.
Lundsteen, S.W. 1979. Listening: Its impact on reading and the other language arts (rev. ed.). Urbana IL: National Council of Teachers of English.
Macrorie, K. 1985. Telling writing (4th ed). Upper Montclair NJ: Boynthon/Cook.
Malloch, J. & Malloch, I. 1986. Books alive: Teacher's guide 4. Toronto ON: Doubleday Canada.
Manzo, A.V. 1969. The reQuest procedure. Journal of Reading, 11, 123-126.
Martin, B. & Brogan, P. n.d. Seven story types. In Buchanan, E. (Ed.). For the Love of Reading (pp. 85-86). Winnipeg MB: The C.E.L. Group Inc.
Marzano, R.J. 2000. Transforming classroom grading. Alexandria VA: Association for Supervision and Curriculum Development.
Matchullis, L. & Mueller, B. 1996. Success for All Learners: A handbook on differentiating instruction, a resource of kindergarten to senior 4. Winnipeg MB: Manitoba Education and Training.
May, F.B. 1994. Reading as communication. New York NY: Macmillan Publishing Co.
McCarrier, A., Pinnell, G.S., & Fountas, I.C. 1999. Interactive writing: How language and literacy come together. Portsmouth NH: Heinemann.
McCracken, R. & McCracken, M. 1986. Stories, songs and poetry to teach reading and writing. Winnipeg MB: Peguis Publishers Ltd.
McCreath, J. 1999. Guided reading. Query 28:3, 34-36.
McTighe, J. & Lyman, F.T. 1992. Mind tools for matters of the mind. In A. Costa, J. Bellanca, & R. Fogarty (Eds.). If Minds Matter: A Foreword to the Future, Vol. 2 (pp. 71-90). Palatine IL: IRI/Skylight Pub.
Moffett, J. & Wagner, B.J. 1992. Student-centered language arts and reading, K-12: A handbook for teachers. Portsmouth NH: Boynton/Cook Heinemann.
Moline, S. 1995. I see what you mean: Children at work with visual information. York ME: Stenhouse, 1995.
Morrow, L.M. 1989. Using story retelling to develop comprehension. In K. D. Muth (Ed.). Children's Comprehension of Text: Research into Practice (pp. 37-58). Newark DE: International Reading Association.
Moustafa, M. 1997. Beyond traditional phonics: How children learn to read and how you can help them. Portsmouth NH: Heinemann.
Muller, R. & Duranceau, S. 1991. Hickory, dickory, dock. Richmond Hill ON: Scholastic.
Murray, D.H. 1982. Learning by teaching. Montclair NJ: Boynton/Cook.
Neuman, S. & Roskos, K. (Eds.). 1998. Children achieving: Best practices in early literacy. Newark DE: International Reading Association.
Ogle, D.M. 1989. The know, want to know, learn strategy. In K.D. Muth (Ed.). Children's Comprehension of Text: Research into Practice (pp. 205-223). Newark DE: IRA.
Ogle, D. 1986. The K-W-L: A teaching model that develops active reading of expository text. The Reading Teacher, 29, 564-70.
Palinscar, A.S. & Brown, A.L. 1985. Reciprocal teaching: Activities to promote "reading with your mind". In T.L. Harris & E.J. Cooper (Eds.). Reading, Thinking, and Concept Development (pp. 147-158). New York NY: College Board Publications.
Papandropoulou, I. & Sinclair, H. 1974. What is a word? Experimental study of children's ideas on grammar. Human Development, 17, 241-258.
Paulson, F.L. 1991. What makes a portfolio a portfolio? Educational Leadership, 48:5, 60-63. Alexandria VA: Association for Supervision and Curriculum Development
Plourde, L. & Schoenherr, J. 1997. Pigs in the mud in the middle of the rud. New York NY: Blue Sky Press.
Pooley, R.C. 1974. The teaching of English usage. Urbana IL: National Council of Teachers of English.
Pressley, M. 1992. Encouraging mindful use of prior knowledge: Attempting to construct explanatory answers facilitates learning. Education Psychologist, 27, 91-109.
Raines, S. & Canady, R. 1990. The whole language kindergarten. New York NY: Teachers College Press.
Randell, B. 1995. PM Alphabet Starters. Markham ON: Scholastic Canada Ltd.
Rhodes, L.K. & Shanklin, N.L. 1993. Windows into literacy: Assessing learners K-8. Portsmouth, NH: Heinemann.
Rosenblatt, L.M. 1978. The reader, the text, the poem: The transactional theory of the literary work. Carbondale IL: Southern Illinois University Press.
Rosenblatt, L.M. 1994. The transactional theory of reading and writing. In R. Ruddell, M. Ruddell, & H. Singer (Eds.). Theoretical Models and Processes of Reading (pp. 1057-1092). Newark DE: International Reading Association.
Rumelhart, D. 1994. Toward an interactive model of reading. In R.B. Ruddell, M.R., Ruddell, & H. Singer (Eds.). Theoretical Models and Processes of Reading (pp. 864-894). Newark DE: International Reading Association.
Saskatchewan Education. 1988. Understanding the common essential learnings: A handbook for teachers. Regina SK: Saskatchewan Education.
Saskatchewan Education. 1989. Learning resource centers in Saskatchewan: A guide for development. Regina SK: Saskatchewan Education.
Saskatchewan Education. 1991. Selecting fair and equitable learning materials. Regina SK: Saskatchewan Education.
Saskatchewan Education. 1991. Student evaluation: A teacher handbook. Regina SK: Saskatchewan Education.
Saskatchewan Education. 1992. Diverse voices: Selecting equitable resources for Indian and Mètis education. Regina SK: Saskatchewan Education.
Saskatchewan Education. 1992. Gender equity: A framework for practice. Regina SK: Saskatchewan Education.
Saskatchewan Education. 1992. The adaptive dimension in core curriculum. Regina SK: Saskatchewan Education.
Saskatchewan Education. 1994. Children first: A curriculum guide for kindergarten. Regina SK: Saskatchewan Education.
Saskatchewan Education. 1995. Indian and Métis education policy from kindergarten to grade 12. Regina SK: Saskatchewan Education.
Saskatchewan Education. 2000. Early literacy: A resource for teachers. Regina SK: Saskatchewan Education.
Short, K.G. & Pierce, K.M. (Eds). 1990. Talking about books: Creating literate communities. Portsmouth NH: Heinemann.
Siks, G.B. 1983. Drama with children. New York NY: Harper & Row.
Smith, C.C. & Bean, T.W. 1980. The guided writing procedure: Integrating content reading and writing improvement. Reading World, 19, 290-294.
Smith, N.B. 1969. Many faces of reading comprehension. The Reading Teacher 23:3, 249-259.
Stauffer, R.G. 1975. Directing the reading-thinking process. New York NY: Harper & Row.
Stauffer, R. 1980. The language-experience approach to teaching of reading (2nd ed.). New York NY: Harper & Row.
Stice, C., Bertrand, J., & Bertrand, N. 1995. Integrating reading in the other language arts. Belmont CA: Wadsworth.
Strong, W. 1986. Creative approaches to sentence combining. Urbana IL: National Council of Teachers of English.
Tarasoff, M. 1990. Spelling strategies you can teach. Victoria BC: Active Learning Institute.
Tarasoff, M. 1993. Reading instruction that makes sense. Victoria BC: Active learning Institute.
Temple, C. & Gillet, J.W. 1989. Language arts: Learning processes and teaching practices (2nd ed.). Glenview IL: Scott, Foresman & Company.
Tiedt, I.M. 1983. The language arts handbook. Englewood Cliffs NJ: Prentice-Hall, Inc.
Tompkins, G.E. 1997. Literacy for the 21st century: A balanced approach. Upper Saddle River NJ: Merrill/Prentice-Hall, Inc.
Tompkins, G.E. 2000. Teaching writing: Balancing process and product (3rd ed.). Don Mills ON: Maxwell Macmillan Canada, Inc.
Tompkins, G. E., Bright, R.M., Pillard, M.J., & Winso, P.J.T. 1999. Language arts: Content and teaching strategies (Can. ed.). Scarborough ON: Prentice Hall Allyn and Bacon Canada.
Tough, J. 1976. Listening to children talking: A guide to the appraisal of children's language use. Portsmouth NH: Heinemann.
Trachtenburg, P. 1990. Using children's literature to enhance phonics instruction. The Reading Teacher, 43, 284-289.
Trelease, J. 1996. Have you read to your kids today? Instructor, 105, 56-60.
Vacca, R.T. & Vacca, J.L. 1999. Content area reading: Literacy and learning across the curriculum. New York NY: Addison-Wesley Education Publishers Inc.
Van Allen, R. 1976. Language experiences in communication. Boston MA: Houghton Mifflin Co.
Veatch, J., Sawicki, F., Elliott, G., Flake, E., & Blakey. J. 1979. Key words to reading: The language experience approach begins (2nd ed.). Columbus OH: Charles E. Merrill Publishing Company.
Vygotsky, L.S. 1978. Mind in society: The development of higher psychological processes. Cambridge MA: Harvard University Press.
Wade, S.E. 1990. Using think alouds to assess comprehension. The Reading Teacher, 43, 442-453.
Wasserman, S. 1990. Serious players in the primary classroom: Empowering children through active learning experiences. New York NY: Teachers College Press.
Watson, D. 1988. Community meaning: Personal knowing within a social place. In K. Pierce & C. Gills (Eds.). Cycles of Meaning (pp. 3-15). Portsmouth NH: Heinemann.
Weaver, C. 1994. Reading process and practice: From social-psycholinguistics to whole language (2nd ed.). Portsmouth NH: Heinemann
Weaver, C. 1996. Teaching grammar in context. Portsmouth NH: Heinemann
Whisler, N. & Williams, J. 1990. Literature and co-operative learning: Pathways to literacy. Sacramento CA: Literature Co-op.
White, T.G., Sowell, J., & Yanagihara, A. 1989. Teaching elementary students to use word-part clues. The Reading Teacher, 43, 320-307.
Whitin, P. 1996. Sketching stories, stretching minds: Responding visually to literature. Portsmouth NH: Heinemann.
Wilde, S. 1993. You kan red this! Spelling and punctuation for whole language classrooms, K-6. Portsmouth NH: Heinemann.
Wilkinson, A., Stratta, L., & Dudley, P. 1974. The quality of listening. London UK: Macmillan.
Wise Brown, M. 1938. Bugs. New York NY: Dutton.
Zarrillo, J. & Cox, C. 1992. Efferent and aesthetic teaching. In J. Many & C. Cox (Eds.). Reader Stance and Literary Understanding: Exploring the Theories, Research, and Practice (pp. 235-249). Norwood NJ: Ablex.
Zorfass, J. & Copel, H. 1995. The I-search: Guiding students toward relevant research. Educational Leadership, 53:1, 48-51.