References+and+Bibliography

Barrentine, S. J. (1996). Engaging with reading through interactive read-alouds. //The Reading Teacher,// 50(1), 36. Retrieved from @http://search.ebscohost.com.libproxy.clemson.edu/login.aspx?direct=true&db=tfh&AN=9706160250&site=ehost-live
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Beck, I. L., & McKeown, M. G. (2001). Text talk: Capturing the benefits of read-aloud experiences for young children. //The Reading Teacher//, 55(1), 10-20. Retrieved from @http://search.ebscohost.com.libproxy.clemson.edu/login.aspx?direct=true&db=eric&AN=EJ632232&site=ehost-live

Ceprano, M. (2010). Examining the benefits of interactive read-alouds on young children’s vocabulary development: Pre-service teachers as researchers. //Journal of Inquiry & Action in Education//, 3(2). Retrieved from []

Diaz-Rico, L. T., & Weed, K. Z. (2006). //The crosscultural, language, and academic development handbook: A complete K-12 reference guide (3rd ed.)//. Boston: Pearson.

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Doiron, R. (1994). Using nonfiction in a read-aloud program: Letting the facts speak for themselves. //The Reading Teacher//, 47(8), 616-24. Retrieved ======

from @http://search.ebscohost.com.libproxy.clemson.edu/login.aspx?direct=true&db=eric&AN=EJ483278&site=ehost-live
Fisher, D., Flood, J., Lapp, D. & Frey, N. (2004). Interactive read alouds: Is there a common set of implementation practices? //The Reading Teacher//, 58(1), 8-17.

Fountas, I. and Pinnell, G.S. (2001). //Guiding readers and writers: Teaching comprehension, genre, and content literacy//. Portsmouth, NH: Heinemann.

Hedrick, W.B., & Pearish, A.B. (2003). Good reading instruction is more important than who provides the instruction or where it takes place. In P.A. Mason & J.S. //Promising practices for urban reading instruction// (pp. 6-24). Newark, DE: International Reading Association.

Heinemann Videos. (2010, August 16). Strategies for teaching reading: Thinking partners [Video file]. Retrieved from []

Herrera, S. G., Perez, D. R., & Escamilla, K. (2010). //Teaching reading to English language learners: Differentiated literacies//. Boston: Allyn & Bacon.

Hoyt, L.B. (2009). Interactive read-alouds. Retrieved from [].

Kindle, K. J. (2009). Vocabulary development during read-alouds: Primary practices. //The Reading Teacher,// 63(3), 202-211. doi:10.1598/RT.63.3.3

<span style="font-family: 'Times New Roman',Times,serif;">Kindle, K. J. (2010). Vocabulary development during read-alouds: Examining the instructional sequence. //Literacy Teaching and Learning//, 14(1-2), 65-88. Retrieved

<span style="font-family: 'Times New Roman',Times,serif;">from []
<span style="font-family: 'Times New Roman',Times,serif;">Lipson, M. Y., & Wixson, K. K. (2009). //Assessment and instruction of reading and writing difficulties: An interactive approach (4th ed.//). Boston: Pearson.

<span style="font-family: 'Times New Roman',Times,serif;">Mason, P. A., & Schumm, J. S. (Eds.). //Promising practices for urban reading instruction (//pp. 6-24). Newark, DE: International Reading Association.

<span style="font-family: 'Times New Roman',Times,serif;">McGee, L. M., & Schickedanz, J. A. (2007). Repeated interactive read-alouds in preschool and kindergarten. //The Reading Teacher,// 60(8), 742-751. doi:10.1598/RT.60.8.4

<span style="font-family: 'Times New Roman',Times,serif;">Morrison, V. & Wlodarczyk, L. (2012). //Revisiting read-aloud: Instructional strategies that encourage students' engagement with text//. Retrieved from []

<span style="font-family: 'Times New Roman',Times,serif;">National Early Literacy Panel. (2008). Developing early literacy: Report of the National Early Literacy Panel. Retrieved June 15, 2012 from[| http://lincs.ed.gov/publications/pdf/NELPReport09.pdf]

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<span style="font-family: 'Times New Roman',Times,serif;">Pantaleo, S. (2007). Interthinking: Young children using language to think collectively during interactive read alouds. //Early Childhood Education Journal//, 34(6), 439-447. ======

<span style="font-family: 'Times New Roman',Times,serif;">Schickedanz, J. A., & McGee, L. M. (2010). The NELP report on shared story reading interventions (chapter 4): Extending the story. //Educational Researcher//, 39(4), 323-329. doi: 10.3102/0013189x10370206

<span style="font-family: 'Times New Roman',Times,serif;">Shedd, M. & Duke, N. (2008). //The power of planning: Developing effective read alouds.// Beyond the Journal: Young Children on the Web.

<span style="font-family: 'Times New Roman',Times,serif;">Smgardner87. (2009, December 6). Stephanie Kubalek interactive read aloud [Video file]. Retrieved from <span style="font-family: 'Times New Roman',Times,serif;">[]

<span style="font-family: 'Times New Roman',Times,serif;">Tracey, D.H. & Morrow, L.M. (2006). Lenses on reading: An introduction to theories and models. New York: Guilford Press.

<span style="font-family: 'Times New Roman',Times,serif;">Wiseman, A.M. (2011). Interactive read alouds: Teachers and students constructing knowledge and literacy together. //Early Childhood Education Journal//, 38:431–438. Retrieved from []

<span style="font-family: 'Times New Roman',Times,serif;">Wiseman, A.M. (2012). Resistance, engagement, and understanding: A profile of a struggling emergent reader responding to read-alouds in a kindergarten classroom. //Reading & Writing Quarterly: Overcoming Learning Difficulties//, 28(3), 255-278. Retrieved from []

<span style="display: block; font-family: 'Times New Roman',Times,serif; text-align: center;">Bibliography of Additional Resources <span style="font-family: 'Times New Roman',Times,serif;">Christ, T., & Wang, X. C., (2010). Bridging the Vocabulary Gap; What the Research Tells us About Vocabulary Instruction in Early Childhood. //Young Children//, 84-90. Retrieved from []

<span style="font-family: 'Times New Roman',Times,serif;">Dipple, S. (2012). Interactive Read Aloud. Primary Education Oasis. []

<span style="font-family: 'Times New Roman',Times,serif;">Falco, V. & Soloway, R. (2011). //Building independent readers with interactive read-alouds and shared reading: Lessons for modeling comprehension strategies and engaging students in effective guided practice//. New York: Scholastic.

<span style="font-family: 'Times New Roman',Times,serif;">Fountas, I. C., & Pinnell, G. S. (2011). //The continuum of literacy learning: Grades PreK-2.// Portsmouth, NH: Heinemann.

<span style="font-family: 'Times New Roman',Times,serif;">Hoyt, L. (2006). //Interactive read-alouds: Linking standards, fluency, and comprehension: K-1//. Portsmouth, NH: Heinemann.

<span style="font-family: 'Times New Roman',Times,serif;">Little, D. (2010). //Teaching comprehension with nonfiction read alouds//. New York, NY: Scholastic.

<span style="font-family: 'Times New Roman',Times,serif;">Miller, C. P. (2010). //Before they read: teaching language and literacy development through conversations, interactive read-alouds, and listening games.// Gainesville, FL: Maupin House Publishing.

<span style="font-family: 'Times New Roman',Times,serif;">Morrow L. M., & Smith, J. K. (1990). The effects of group size on interactive storybook reading. //Reading Research Quarterly//, 25(3), 213-231. Retrieved from <span style="font-family: 'Times New Roman',Times,serif;">[]

<span style="font-family: 'Times New Roman',Times,serif;">Nothiowa (2010, March 5). Interactive read aloud: William Penn University Algona group 4 Strategy Presentation [Video file]. Retrieved from <span style="font-family: 'Times New Roman',Times,serif;">[]

<span style="font-family: 'Times New Roman',Times,serif;">Oczkus, L. (2009). //Interactive think-aloud lessons: 25 surefire ways to engage students and improve comprehension.// New York, NY: Scholastic.

<span style="font-family: 'Times New Roman',Times,serif;">Press, M., Henenbers, E., & Getman, D. (2011). Nonfiction read alouds: The why of and how to. //The California Reader//, 45(1), 36 -43. Retrieved from <span style="font-family: 'Times New Roman',Times,serif;">[|http://re5710yadkin.files.wordpress.com/2012/02/nonfiction-read-alouds.pdf]

<span style="font-family: 'Times New Roman',Times,serif;">Sipe, L. R. (2000). The construction of literary understanding by first and second graders in oral response to picture storybook read-alouds. //Reading Research Quarterly//, 35(2), 252-75. Retrieved from @http://search.ebscohost.com.libproxy.clemson.edu/login.aspx?direct=true&db=eric&AN=EJ607874&site=ehost-live

<span style="font-family: 'Times New Roman',Times,serif;">Sweeney, A. (2004). //Teaching the essentials of reading with picture books: 15 lessons that use favorite picture books to teach phonemic awareness, phonics, fluency, comprehension, and vocabulary//. New York, NY: Scholastic.

<span style="font-family: 'Times New Roman',Times,serif;">Wasik, B.A., & Bond, M.A. (2001). Beyond the pages of a book: Interactive book reading and language development in preschool classrooms. //Journal of Educational Psychology//, 93, 243-250. doi: 10.10370022-0663.93.2.243

<span style="font-family: 'Times New Roman',Times,serif;">Zucker, T. A., Ward, A. E., & Justice, L. M. (2009). Print referencing during read-alouds: A technique for increasing emergent readers' print knowledge. //The Reading Teache//r, 63(1), 62-72. doi: 10.1598/RT63.1.6