References
Adams, M.J. (2011). The relation between
alphabetic basics, word recognition, and
reading. In S.J. Samuels & A.E. Farstrup (Eds.),
What research has to say about reading
instruction (p. 4-24). Newark, DE:
International Reading Association.
Bear, D.R., Invernizzi, M., Templeton, S., &
Johnston, F. (2008). Words their way. Upper
Saddle River, NJ: Merrill Prentice Hall.
Bos, C., Mather, N., Dickson, S., Podhajski, B., &
Chard, D. (2001). Perceptions and
knowledge of preservice and inservice
educators about early reading instruction.
Annals of Dyslexia, 51, 97-120.
Cheesman, E.A., McGuire, J.M., Shankweiler, D.,
& Coyne, M. (2009). First-year teacher
knowledge of phonemic awareness and its
instruction. Teacher Education and Special
Education, 32(3), 270-289.
Conrad, N.J. (2008). From reading to spelling
and spelling to reading: Transfer goes both
ways. Journal of Educational Psychology,
100(4), 869-878.
Cunningham, P.M., & Cunningham, J.W. (1992).
Making words: Enhancing the invented
spelling-decoding connection. The Reading
Teacher, 46, 106-115.
Cunningham, P.M., & Cunningham, J.W. (2013).
What principals need to know about teaching
and learning reading. Bloomington, IN:
Solution Tree Press.
Duncan, L. G., & Seymour, P. H. K. (2000).
Socio-economic differences in foundation-
level literacy. British Journal of Psychology,
91, 145-166.
Ehri, L.C. (2000). Learning to read and learning
to spell: Two sides of a coin. Topics in
Language Disorders, 20(3), 19-36.
Elkonin, D.B. (1973). U.S.S.R. In J. Downing
(Ed.), Comparative reading: Cross-national
studies of behavior and processes in reading
and writing (pp. 551-579). New York:
Macmillan.
Justice, L.M., Mashburn, A.J., Hamre, B.K., &
Pianta, R.C. (2008). Quality of language and
literacy instruction in preschool classrooms
serving at-risk pupils. Early Childhood
Research Quarterly, 23(1), 51-68.
Kruidenier, J. (2002). Research-based
principles for adult basic education reading
instruction. Jessup, MD: National Institute for
Literacy.
Mather, N., Bos, C., & Babur, N. (2001).
Perceptions and knowledge of preservice
and inservice teachers about early literacy
instruction. Journal of Learning Disabilities,
34(5), 472-482.
McCarthy, P.A. (2008/2009). Using sound
boxes systematically to develop phonemic
awareness. The Reading Teacher, 62(4),
346-349.
McGee, L.M., & Ukrainetz, T.A. (2009). Using
scaffolding to teach phonemic awareness in
preschool and kindergarten. The Reading
Teacher, 62(7), 599-603.
Merriam, S.B. (2009). Qualitative research: A
guide to design and implementation. San
Francisco: Jossey Bass.
Moats, L.C., & Foorman, B.R. (2003). Measuring
teachers’ content knowledge of language
and reading. Annals of Dyslexia, 53, 23-45.
Moats, L., & Lyon, G.R. (1996). Wanted:
Teachers with knowledge of language.
Topics in Language Disorders, 16(2), 73-86.
National Governors Association Center for Best
Practices (NGACBP), Council of Chief State
School Officers. (2010). Common Core State
Standards (English Language Arts, p. 15).
Washington, DC: National Governors
Association Center for Best Practices, Council
of Chief State School Officers.
Yopp, H.K. (1992). Developing phonemic
awareness in young children. The Reading
Teacher, 45(9), 696-703.
Yopp, H.K., & Yopp. R.H. (2000). Supporting
phonemic awareness development in the
classroom. The Reading Teacher, 54(2),
130-143.
41