(1)
Brenda S. Engel and Michael Armstrong. Interview with Michael Armstrong. The Elementary School Journal 1984, 84 (3), 350–356.
(2)
Johnston, P.; Goatley, V. Research Making Its Way into Classroom Practice. The Reading Teacher 2014, 68 (4), 245–250. https://doi.org/10.1002/trtr.1278.
(3)
McNaughton, S. Classroom Instruction. The Reading Teacher 2014, 68 (2), 88–92. https://doi.org/10.1002/trtr.1286.
(4)
Wansart, W. L. Teaching as a Way of Knowing: Observing and Responding to Students’ Abilities. Remedial and Special Education 1995, 16 (3), 166–177. https://doi.org/10.1177/074193259501600306.
(5)
Duke, N. L.; Martin, N. M. 10 Things Every Literacy Educator Should Know about Research. Reading Teacher 2011, 65 (1), 9–22.
(6)
Alexander, P. A.; Fox, E. A Historical Perspective on Reading Research and Practice, Redux. In Theoretical Models and Processes of Reading (6th Edition); International Reading Association, 2013; pp 3–46.
(7)
Bishop, R.; O’Sullivan, D.; Berryman, M. Scaling up Education Reform: Addressing the Politics of Disparity; NZCER Press: Wellington, N.Z., 2010.
(8)
McNaughton, S. Meeting of Minds; Learning Media: Wellington, N.Z., 2002.
(9)
Thompson, G. B.; Fletcher-Flynn, C. M. Toward Better Teaching: Revising the Fundamentals of Learning to Read. In Contemporary debates in childhood education and development; Reese, E., Suggate, S., Eds.; Routledge: Milton Park, Abingdon, Oxon, 2012; pp 251–260.
(10)
Wood, D. J. How Children Think and Learn: The Social Contexts of Cognitive Development, 2nd ed.; Blackwell: Oxford, UK, 1998; Vol. Understanding children’s worlds.
(11)
Clay, M. M. Assembling Working Systems: How Young Children Begin to Read and Write Texts. In Change over time in children’s literacy development; Heinemann: Portsmouth, NH, 2001; pp 89–142.
(12)
Rumelhardt, D. E. Toward an Interactive Model of Reading. In Theoretical Models and Processes of Reading; Alvermann, D. E., Unrau, N. J., Ruddell, R. B., Eds.; International Reading Association, 2013; pp 719–747.
(13)
Smith, F. Understanding Reading: A Psycholinguistic Analysis of Reading and Learning to Read, 2nd ed.; Holt, Rinehart and Winston: New York, 1978.
(14)
Clay, M. C. Talking, Reading, and Writing. Journal of Reading Recovery 2004, 3 (2).
(15)
Horn, Martha. Listening to Nysia: Storytelling as a Way into Writing in Kindergarten. Language Arts No. 1, 33–41.
(16)
Johnston, P. H.; Ivey, G.; Faulkner, A. Talking in Class: Remembering What Is Important about Classroom Talk. The Reading Teacher 2011, 65 (4), 232–237. https://doi.org/10.1002/TRTR.01033.
(17)
Ruttle, K. What Goes on inside My Head When I’m Writing? A Case Study of 8-9-Year-Old Boys. Literacy (formerly Reading) 2004, 38 (2), 71–77. https://doi.org/10.1111/j.0034-0472.2004.03802002.x.
(18)
Wilkinson, I. A. G.; Nelson, K. Role of Discussion in Reading Comprehension. In International guide to student achievement; Routledge: New York, 2013; Vol. Educational psychology handbook series, pp 299–302.
(19)
Aukerman, M. A Culpable CALP: Rethinking the Conversational/Academic Language Proficiency Distinction in Early Literacy Instruction. The Reading Teacher 2007, 60 (7), 626–635. https://doi.org/10.1598/RT.60.7.3.
(20)
Cazden, Courtney B. The Value of Conversations for Language Development and Reading Comprehension. Literacy, Teaching and Learning 2005, No. 1, 1–6.
(21)
Clay, M. M. Constructive Processes: Reading, Writing, Talking, Art, and Crafts. In By different paths to common outcomes; Stenhouse Publishers: York, 1998; pp 185–193.
(22)
Csak, Nancy L B. ‘What’s Important When You’re Six?’ --Valuing Children’s Oral Stories. Language Arts No. 6, 488–497.
(23)
Ehren, B. J.; Lenz, B. K. B. H.; Deshler, D. D. Enhancing Literacy Proficiency with Adolescents and Young Adults. In Handbook of language and literacy: development and disorders; Stone, C. A., Silliman, E. R., Ehren, B. J., Wallach, G. P., Eds.; Guilford Press: New York, 2014; pp 619–636.
(24)
Ghiso, María Paula. ‘Writing That Matters’: Collaborative Inquiry and Authoring Practices in a First-Grade Class. Language Arts No. 5, 346–355.
(25)
Hawkins, Joanna. Think before You Write. Educational Leadership 2006, 64 (2), 63–66.
(26)
Nguyen-Jahiel, K.; Anderson, R.; Waggoner, M.; Rowell, B. Using Literature Discussions to Reason through Real Life Dilemmas: A Journey Taken by One Teacher and Her Fourth-Grade Students. In Talking texts: how speech and writing interact in school learning; Horowitz, R., Ed.; Lawrence Erlbaum Associates, Pub: Mahwah, N.J., 2007; pp 187–205.
(27)
Lin, T.-J.; Jadallah, M.; Anderson, R. C.; Baker, A. R.; Nguyen-Jahiel, K.; Kim, I.-H.; Kuo, L.-J.; Miller, B. W.; Dong, T.; Wu, X. Less Is More: Teachers’ Influence during Peer Collaboration. Journal of Educational Psychology 2015, 107 (2), 609–629. https://doi.org/10.1037/a0037758.
(28)
Ray, Katie Wood. What Are You Thinking? Educational Leadership 2006, 64 (2), 58–62.
(29)
Reznitskaya, A.; Kuo, L.; Clark, A.; Miller, B.; Jadallah, M.; Anderson, R. C.; Nguyen‐Jahiel, K. Collaborative Reasoning: A Dialogic Approach to Group Discussions. Cambridge Journal of Education 2009, 39 (1), 29–48. https://doi.org/10.1080/03057640802701952.
(30)
Scull, J. Assessing Language for Literacy: A Microanalysis of Children’s Vocabulary, Syntax and Narrative Grammar. International Education Studies 2012, 6 (1). https://doi.org/10.5539/ies.v6n1p142.
(31)
Wilkinson, I. A. G.; Sater, A. O.; Murphy, P. K. Developing a Model of Quality Talk about Literary Test. In Bringing reading research to life; McKeown, M. G., Kucan, L., Eds.; Guilford Press: New York, 2010; pp 142–169.
(32)
Jim Cummins. Rethinking Monolingual Instructional Strategies in Multilingual Classrooms. Canadian Journal of Applied Linguistics / Revue canadienne de linguistique appliquée, 2007, 10, 221–240.
(33)
Gay, G. Preparing for Culturally Responsive Teaching. Journal of Teacher Education 2002, 53 (2), 106–116. https://doi.org/10.1177/0022487102053002003.
(34)
May, S. Disciplinary Divides, Knowledge Construction, and the Multilingual Turn. In The multilingual turn: implications for SLA, TESOL and bilingual education; May, S., Ed.; Routledge: New York, 2014.
(35)
Cummins, J. The Intersection of Cognitive and Sociocultural Factors in the Development of Reading Comprehension among Immigrant Students. Reading and Writing 2012, 25 (8), 1973–1990. https://doi.org/10.1007/s11145-010-9290-7.
(36)
Cummins, J. Teaching for Transfer: Challenging the Two Solitudes Assumption in Bilingual Education. In Encyclopedia of language and education; Springer: New York, 2008; Vol. Springer reference, pp 1528–1538. https://doi.org/10.1007/978-0-387-30424-3_116.
(37)
Garcia, O. Theorizing Translanguaging for Educators. In Translanguaging: A CUNY-NIESB guide for educators; Celic, C., Seltzer, K., Eds.; 2012; pp 1–6.
(38)
Si’ilata, R.; Dreaver, K.; Parr, J.; Timperly, H.; Meissel, K. Tula’i Mai! Making a Difference to Pasifika Student Achievement in Literacy, 2012.
(39)
Garcia, G. E. The Reading Comprehension Development and Instruction of English-Language Learners. In Rethinking reading comprehension; Sweet, A. P., Snow, C. E., Eds.; Guilford Press: New York, NY, 2003; Vol. Solving problems in the teaching of literacy, pp 30–50.
(40)
Nieto, S. Culture and Learning. In Language, culture, and teaching: critical perspectives; Routledge: New York, 2010; Vol. Language, culture, and teaching, pp 135–159.
(41)
Si’ilata, R. Va’a Tele: Pasifika Learners Riding the Success Wave on Linguistically and Culturally Responsive Pedagogies, University of Auckland, 2014.
(42)
McNaughton, S. Meeting of Minds; Learning Media: Wellington, N.Z., 2002.
(43)
McNaughton, S.; Amituanai-Toloa, M.; Wolfgramm, E. Family Literacy Activities: What Is, What Ought to Be and the Role of Parents’ Ideas. In Language acquisition; Foster-Cohen, S. H., Ed.; Palgrave Macmillan: Basingstoke, 2009; Vol. Palgrave advances in linguistics, pp 319–336.
(44)
Fung, I. Y. Y.; Wilkinson, I. A. G.; Moore, D. W. L1-Assisted Reciprocal Teaching to Improve ESL Students’ Comprehension of English Expository Text. Learning and Instruction 2003, 13 (1), 1–31. https://doi.org/10.1016/S0959-4752(01)00033-0.
(45)
Arteagoitia, I.; Howard, E. R. The Role of Native Language in the Literacy Development of Latino Students in the United States. In Multilingual education: between language learning and translanguaging; Cenoz, J., Gorter, D., Eds.; Cambridge University Press: Cambridge, 2015; Vol. The Cambridge Applied Linguistics Series.
(46)
Palmer, D.; Martinez, R. A. Teacher Agency in Bilingual Spaces: A Fresh Look at Preparing Teachers to Educate Latina/o Bilingual Children. Review of Research in Education 2013, 37 (1), 269–297. https://doi.org/10.3102/0091732X12463556.
(47)
Toloa, M.; McNaughton, S.; Lai, M. Biliteracy and Language Development in Samoan Bilingual Classrooms: The Effects of Increasing English Reading Comprehension. International Journal of Bilingual Education and Bilingualism 2009, 12 (5), 513–531. https://doi.org/10.1080/13670050802366465.
(48)
Tagoilelagi-Leota, F.; McNoughton, S.; MacDonald, S.; Farry, S. The Precious Threads: Bilingual and Biliteracy Development over the Transition to School. In Language Acquisition Research; Ministry of Education Research Division: Wellington, 2004; pp 161–173.
(49)
Comber, B. Critical Literacies and Local Action: Teacher Knowledge and a ‘new’ Research Agenda. In Negotiating critical literacies in classrooms; Comber, B., Simpson, A., Eds.; Routledge: New York, 2009; pp 271–282.
(50)
Kalantzis, M.; Cope, B. Critical Literacies and Pedagogy. In Literacies; Cambridge University Press: Port Melbourne, Vic, 2012; pp 145–169.
(51)
Sandretto, S.; Tilson, J. Reconceptualising Literacy: Critical Multiliteracies for ‘New Times’, 2013.
(52)
Cope, B.; Kalantzis, M. "Multiliteracies”: New Literacies, New Learning. Pedagogies: An International Journal 2009, 4 (3), 164–195. https://doi.org/10.1080/15544800903076044.
(53)
Jenkins, H.; Ford, S.; Green, J. Spreadable Media: Creating Value and Meaning in a Networked Culture. 2013.
(54)
Jewitt, C. Technology, Literacy and Learning: A Multimodal Approach; Routledge: London, 2006.
(55)
Kress, G. R. Literacy in the New Media Age; Routledge: London, 2003; Vol. Literacies.
(56)
Kress, G.; Pachler, N. Thinking about the ‘m’ in m-Learning. In Mobile learning: Towards a research agenda; Pachler, N., Ed.; Institute of Education: London, 2007; pp 7–32.
(57)
Kirschner, P. A.; van Merriënboer, J. J. G. Do Learners Really Know Best? Urban Legends in Education. Educational Psychologist 2013, 48 (3), 169–183. https://doi.org/10.1080/00461520.2013.804395.
(58)
D. Reinking; M. C. Mckenna; L. D. Labbo; R. D. Kieffer. Handbook of Literacy and Technology: Transformations in a Post-Typographic World; L. Erlbaum Associates: Mahwah, N.J., 1998.
(59)
Sutherland, R.; Armstrong, V.; Barnes, S.; Brawn, R.; Gall, M.; Matthewman, S.; Olivero, F.; Taylor, A.; Triggs, P.; Wishart, J.; John, P. Transforming Teaching and Learning: Embedding ICT into Everyday Classroom Practices. Journal of Computer Assisted Learning 2004, 20 (6), 413–425.
(60)
Unsworth, L. Describing Visual Literacies. In Teaching multiliteracies across the curriculum: changing contexts of text and image in classroom practice; Open University: Phildelphia, 2001; pp 71–112.
(61)
Delpit, Lisa D. The Silenced Dialogue: Power and Pedagogy in Educating Other People’s Children. Harvard Educational Review 1988, 58 (3).
(62)
Freebody, P.; Freiberg, J. M. The Teaching and Learning of Critical Literacy: Beyond the ‘Show of Wisdom’. In Handbook of reading research: Volume 4; Routledge: New York, 2010; pp 432–454. https://doi.org/10.4324/9780203840412.ch19.
(63)
Freire, P.; Macedo, D. P. The Importance of the Act of Reading. In Literacy: reading the word & the world; Routledge & Kegan Paul: London, 1987; pp 29–36.
(64)
Gillen, J.; Barton, D. Digital Literacies: A Research Briefing, 2010.
(65)
Jenkins, H. An occasional paper on digital media and learning: Confronting the challenges of participatory culture: Media education for the 21st century. https://www.macfound.org/media/article_pdfs/JENKINS_WHITE_PAPER.PDF.
(66)
Sandretto, S.; Klenner, S. R. Planting Seeds: Embedding Critical Literacy into Your Classroom Programme; NZCER Press: Wellington, N.Z., 2011.
(67)
Corson, D. Reforming Education for Diversity: Leavening Power with Social Justice. In Changing education for diversity; Open University Press: Buckingham, 1998; Vol. Changing education, pp 1–24.
(68)
Teale, William H; Delpit, L. A Conversation with Lisa Delpit. Language Arts 68 (7).
(69)
Freebody, P. Critical Literacy. In Multidisciplinary perspectives on literacy research; Beach, R., Green, J., Shanahan, P., Eds.; Hampton Press: Cresskill, NJ, 2005; Vol. Language&social processes, pp 433–454.
(70)
Gee, J. P. Semiotic Domains: Is Playing Video Games a ‘Waste of Time’. In What video games have to teach us about learning and literacy; Palgrave Macmillan: Basingstoke, 2007; pp 13–50.
(71)
Hague, C.; Williamson, B. Digital Participation, Digital Literacy, and School Subjects: A Review of the Policies, Literature and Evidence.
(72)
Hartley, J. The Uses of Digital Literacy; University of Queensland Press: St Lucia, Qld, 2009; Vol. Creative economy + innovation culture.
(73)
Pennycook, A. The Politics of Literacy. In Critical applied linguistics: a critical introduction; L. Erlbaum: Mahwah, N.J., 2001; pp 114–140.
(74)
Susan Sandretto. Extending Guided Reading with Critical Literacy. 2006, No. 3.
(75)
Vasquez, V. M. Negotiating Critical Literacies with Young Children; L. Erlbaum Associates: Mahwah, N.J., 2004; Vol. Language, culture, and teaching.
(76)
Matthewman, S. Clashing Cultures? Linking Literature and Hypertext at Post-16. L1 Educational Studies in Language and Literature 7 (4), 69–92.
(77)
Matthewman, S. Discerning Literacy. In Improving classroom learning with ICT; Sutherland, R., Robertson, S., John, P., Eds.; Routledge: London : New York, NY, 2009; Vol. Improving learning TLRP, pp 115–137.
(78)
Matthewman, S. What Does Multimodality Mean for English?  Creative Tensions in Teaching New Texts and New Literacies. Education, Communication and Information 2004, 4 (1), 153–176.
(79)
Matthewman, S.; Triggs, P. ‘Obsessive Compulsive Font Disorder’: The Challenge of Supporting Pupils Writing with the Computer. Computers & Education 2004, 43 (1–2), 125–135. https://doi.org/10.1016/j.compedu.2003.12.015.
(80)
Cope, B.; Kalantzis, M.; New London Group. Multiliteracies: Literacy Learning and the Design of Social Futures; Routledge: New York, 2000; Vol. Literacies.