K-Poets

Research & References

What the Research Says about K-poetry and Early Literacy Development
Professional References for Applying Theory into Practice


What the research says about k-poets and early literacy

 

Anthony, J. L.; Lonigan, C. J. (2004). The nature of phonological awareness: Converging evidence from four studies of preschool and early grade school children. Journal of Educational Psychology, 96, 1: 43-55.

Anthony, J. L.; Lonigan, C. J.; Burges, S. R.; Driscoll, K.; Philips, B. M.; Cantor, B. G.. (2002). Structure of preschool phonological sensitivity: Overlapping sensitivity to rhyme, words, syllables, and phonemes. Journal of Experimental Child Psychology, 82, 1: 65-93.

Barclay, K., Coffman, A. (1990). Lyrical literacy. Teaching PreK-8, 20, 8: 57-60.

Barrentine, S.J. (1996). Engaging with reading through interactive read-alouds. The Reading Teacher, 50: 36-43.

Berghoff, B. (1998). Multiple sign systems and reading. The Reading Teacher, 51, 6: 520-523.

Blachman, B. A. (2000). Phonological awareness. In M. L. Kamil, P. B. Mosenthal, P. D. Pearson, & R. Barr (Eds.), Handbook of reading research (vol. III; pp. 483-502). Mahwah, NJ: Erlbaum

Bowey, J.A. (2002). Reflections on onset-rime and phoneme sensitivity as predictors of beginning reading. Journal of Experimental Child Psychology, 82: 29-40.

Bryant, P.E., MacLean, M. Bradley, L.L., & Crossland, J. (1990). Rhyme and alliteration, phoneme detection, and learning to read. Developmental Psychology, 26: 429-438.

Button, K., Johnson, M.J. & Furgerson, P. (1996). Interactive writing in a primary classroom. Reading Teacher, 49, 446-454

Casalis, S. & Alexandre, M.F.L., (2000). Morphological analysis, phonological analysis and learning to read French: A longitudinal study. Reading and Writing 2000 pp. 303-335

Castles, A. & Coltheart, M. (2004). Is there a causal link between phonological awareness and success in learning to read? Cognition, 91: 77-111.

Christenson, M.A., & Bassano, S. (1995). Expanding student learning styles through poetry. In J.M. Reid (Ed.) Learning styles in the ESL/EFL classroom, (pp. 96-107). Boston,: Heinle & Heinle.

Craig, S.A. (2003). The effects of an adapted interactive writing intervention on kindergaten children's phonological awareness, spelling, and early reading development. Reading Research Quaterly, 33, 4: 438-440.

Cullinan, B. Scala, M., & SChroeder, V. (1995). Three voices: An invitation to poetry across the curriculum. York, ME: Stenhouse.

Diller, D. (2003). Literacy work stations. Making centers work. Portland, ME: Stenhouse.

Ehrenworth, M., Labbo, L.D. (2003). Literacy and the aesthetic experience: Engaging children with the visual arts in the teaching of writing. Language Arts, 81, 1: 43-54.

Ewald, W. Lightfoot, A. (2001). I wanna take me a picture: Teaching photography and writing to children. GPN Educational Media.

Fisher, D., Flood, J., Lapp, D., & Frey, N. (2004). Interactive read-alouds: Is there a common set of implementation practices? The Reading Teacher, 58: 8–17.

Gasparo, M., Falletta, B. (1994. Creating drama with poetry:Teaching English as a second language through drmatization and improvisation. Washington, DC: ERIC: Clearinghouse on Languages and Linguistics) ERIC Document Reproduction Service No. ED 368 214).

Goswami, U.C. (1999). Causal connections in beginning reading: The importance of rhyme. Journal of Research in Reading, 22, 217-240.

Guthrie, J. T.; Wigfield, A.; Barbosa, P.; Perencevich, K.C.; Taboada, A.; Davis, M. H.; Scafiddi, N. T.; Tonks, S (2004). Increasing reading comprehension and engagement through concept-oriented reading instruction. Journal of Educational Psychology, 96, 3: 403, 424.

Hadaway, N.L.; Vardell, S. M.; Young, T.A.. (2001). Safffolding oral language development through poetry for students learning English. Reading Teacher, 54, 8: 796-808.

Harrison, D., & Holderith, K. (2003). Using the power of poetry to teach language artss, social studies, math, and more. New York: Scholastic.

Hayes, D. S.,. (2001). Young children's phonological sensitivity after exposure to a rhyming or nonrhyming story. Journal of Genetic Psychology, 162, 3: 253-260.

Jalongo, M., & Ribblett, D. M. (1997). Using song picture books to support emergent literacy. Childhood Education, 74, 1: 15-23.

Kolb, G.R. (1996). Read with a beat: Developing literacy through music and song. Reading Teacher, 50, 1: 76-78.

Lonigan, C. J.; Burgess, S. R. (2000). Development of emergent literacy and early reading skills in preschool children: Evidence from a ... Developmental Psychology, 36, 5: 596-613.

Martin, M. E.; Byrne, B. (2002). Teaching children to recognise rhyme does not directly promote phonemic awareness. British Journal of Educational Psychology, 72, 4: 561-573.

McCarrier, A., Pinnell, G.S., Fountas, I.C. (2000). Interactive writing. How language & literacy come together, K-2. Portsmouth, NH: Heineman.

McCauley, J.K.; McCauley, D.S.. (1992). Using choral reading to promote language learning for ESl children. Reading Teacher, 45, 7: 526-534.

Mesmer, H.A.E., (2005). Text decodability and the first-grade reader. Reading & Writing Quaterly, 21, 1: 61-86.

Muter, V.; Hulme, C.; Snowling, M. J.; Stevenson, J. (2004). Phonemes, rimes, vocabulary, and grammatical skills as foundations of early reading development: Evidence from a longitudinal study. Developmental Psychology, 40, 5: 665-692.

Muter, V.; Hulme, C.; Snowling, M.; Taylor, S., (1998). Segmentation, not rhyming, predicts early progress in learning to read. Journal of Experimental Child Psychology. 71: 3-27

Nation, K., & Hulme, C. (1997). Phonemic segmentation, not onset-rime segmentation predicts early reading and spelling skills. Reading Research Quarterly, 32 , 154-167.

Nation, K., Allen, R., & Hulme, C. (2001). The limitations of orthographic analogy in early reading development: Performance on the clue-word task depends on phonological priming and elementary decoding skill, not the use of orthographic analogy. Journal of Experimental Child Psychology, 80 , 75-94.

Newkirk, T. (2002). Misreading masculanity: Boys, literacy, and popular culture. Portsmouth, NH: Heinemann.

Nowak, K. (2000 ). The role of poetry and stories of young children in their process of learning. Journal of Instructional Psychology, 27: 1, 59-66.

Pinnell, G.S., & Fountas, I.C. (1998). Word matters: Teaching phonics and spelling in the reading/writing classroom. Portsmouth, NH" Heineman.

Racy: Research abstracts: http://www.literacytrust.org.uk/Research/oracyabstracts.html and http://www.literacytrust.org.uk/Research/bibLD.html

Savage, R. & Carless, S. (2004). Predicting growth of nonword reading and letter-sound knowledge following rime- and phoneme-based teaching. Journal of Research in Reading, 27, 3: 195-211

Schlosser, K.G., Phililips, V.L. (1992), Building literacy with interactive charts. Scholastic.

Short, K.G., Kauffman, G., Kahn, L.H. (2000). "I just need to draw": Responding to literature across multiple sign systems. The Reading Teacher, 54, 2: 160-171.

Sloan, G. (2001). But is it poetry? Children's Literature in Education, 32, 1: 45-56.

Smith, J.A. (2000). Singing and songwriting support early literacy instruction. The Reading Teacher. 53, 646–649.

Stanley, N. (2004, April). Celebration of words. Teaching K-8: 56-57.

Stanley, N. (2004). Creating readers with poetry. Gainesville, FL: Maupin House.

Uhry, J.K. (2002). Finger-point reading in kindergarten: The role of phonemic awareness, one-to-one correspondence, and rapid serial naming. Scientific Studies of Reading, 6, 4: 319-343.

Uhry, J.K. (1999). Invented spelling in kindergarten: The relationship with finger-point reading. Reading and Writing: An Interdisciplinary Journal, 11: 441-464.

Wood, C. (2000). Rhyme awareness, orthographic analogy use, phonemic awareness and reading: An examination of relationships Educational Psychology, 20 (1), 5-15.

Bibliography of article titles (1990-present): Parental involvement and family literacy http://www.literacytrust.org.uk/Research/bibPI.html

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Professional References for Applying Theory into Practice


Benton, M.J., Teasey, R.B., Hurst, E. (1988). Young readers responding to poems. London: Routledge.

Booth, D., Moore, (1988). Poems please!. Sharing poetry with children. Markham, Ontario: Pembroke Publishers Limited.

Cullinan, B.E., Scala, M.C., Schroeder, V.C. (1995). Three voices. An invitation to poetry across the curriculum. Potland, ME: Stenhouse. [Ryerson Library: LB1575.C86 1995]

Cullinan, B.E. (ed.). (1992). Invitation to read. More children's literature in th reading program. Newark, DE: IRA. [Ryerson Library: LB 1573.33.158 1992]

Hall, D.P., Cunningham. P.M. Month-by-Month Reading and Writing for Kindergarten.

Fledges, E.G., Cardonick, I. Kid Writing: A systematic approach to phonics, journals, and writing workshop.   http://www.kidwriting.com/

Hajdusiewicz, B.B. (1998). Phonics through poetry. Teaching phonemic awareness using poetry. Parsippany,NJ: Good Year Books.

Routman, R. (2000 ). Kids' poems: Teaching kindergartners to love writing poetry. NY: Scholastic.

Sloan, G. (2003). Give them poetry!: A handbook for teachers in elementary and middle schools. Teachers College Press,Teachers College, Columbia University.

Tucker, S. (1997). Word weavings. Writing poetry with young children with young children. Glenview, IL: Good Year Books. [Ryerson library: PZ8.3.T83 1997].

Uhry, J.K. (2002). Finger-Point reading in kindergarten: The role of phonemic awareness, One-to-One correspondence, and rapid serial naming. Scientific Studies of Reading, 6, 4: 319-343.

Video on Daily Writing Activities http://ali.apple.com/ali_sites/deli/exhibits/1000666/The_Lesson.html

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