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References

Cunningham, P.M., & Allington, R.L. (1999). Classrooms that work: They can all read and write (2nd ed.). New York, NY: Longman.

Fountas, I.C., & Pinnell, G.S. (1996). Guided reading: Good first teaching for all children. Portsmouth, NH: Heinemann.

Gambrell, L.B., & Almasi, J.F. (Eds.). (1996). Lively discussions! Fostering engaged reading. Newark, DE: International Reading Association.

Gibbs, J. (1995). Tribes: A new way of learning and being together. Sausalito, CA: Center Source Systems.

Laminack, L.L. (1998). Volunteers working with young readers. Urbana, IL: National Council of Teachers of English.

Morrow, L.M. (1985). Retelling stories: A strategy for improving children’s comprehension, concept of story structure, and oral language complexity. Elementary School Journal, 85(5), 647–661.

National Reading Panel. (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Reports of the subgroups. Washington, DC: National Institute of Child Health and Human Development.

Neumann, S.B., Copple, C., & Bredekamp, S. (2000). Learning to read and write: Developmentally appropriate practices for young children. Washington, DC: National Association for the Education of Young Children.

Swartz, L. (1995). Dramathemes. Portsmouth, NH: Heinemann.

Van Allsburg, C. (1988). Two bad ants. Boston, MA: Houghton Mifflin.

Winner, E., & Hetland, L. (Eds.). (2000). The arts and academic improvement: What the evidence shows [Special issue]. Journal of Aesthetic Education, 34(3–4).

 
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