Alexander, P. A., & Fox, E. (2013). A historical perspective on reading research and practice, redux. In Theoretical Models and Processes of Reading (6th Edition) (pp. 3–46). International Reading Association. http://site.ebrary.com.ezproxy.auckland.ac.nz/lib/auckland/reader.action?docID=10694709&ppg=30
Arteagoitia, I., & Howard, E. R. (2015). The role of native language in the literacy development of Latino students in the United States. In J. Cenoz & D. Gorter (Eds.), Multilingual education: between language learning and translanguaging: Vol. The Cambridge Applied Linguistics Series. Cambridge University Press.
Aukerman, M. (2007). A Culpable CALP: Rethinking the Conversational/Academic Language Proficiency Distinction in Early Literacy Instruction. The Reading Teacher, 60(7), 626–635. https://doi.org/10.1598/RT.60.7.3
Bishop, R., O’Sullivan, D., & Berryman, M. (2010). Scaling up education reform: Addressing the politics of disparity. NZCER Press.
Brenda S. Engel and Michael Armstrong. (1984). Interview with Michael Armstrong. The Elementary School Journal, 84(3), 350–356. http://www.jstor.org.ezproxy.auckland.ac.nz/stable/1001392?seq=1#page_scan_tab_contents
Cazden, Courtney B. (2005). The Value of Conversations for Language Development and Reading Comprehension. Literacy, Teaching and Learning, 1, 1–6. http://search.proquest.com.ezproxy.auckland.ac.nz/docview/195547709/18AAB7B59F694741PQ/1?accountid=8424
Clay, M. C. (2004). Talking, reading, and writing. Journal of Reading Recovery, 3(2).
Clay, M. M. (1998). Constructive processes: Reading, writing, talking, art, and crafts. In By different paths to common outcomes (pp. 185–193). Stenhouse Publishers.
Clay, M. M. (2001). Assembling Working Systems: How young children begin to read and write texts. In Change over time in children’s literacy development (pp. 89–142). Heinemann.
Comber, B. (2009). Critical literacies and local action: Teacher knowledge and a ‘new’ research agenda. In B. Comber & A. Simpson (Eds.), Negotiating critical literacies in classrooms (pp. 271–282). Routledge.
Cope, B., & Kalantzis, M. (2009). "Multiliteracies”: New Literacies, New Learning. Pedagogies: An International Journal, 4(3), 164–195. https://doi.org/10.1080/15544800903076044
Cope, B., Kalantzis, M., & New London Group. (2000). Multiliteracies: Literacy learning and the design of social futures: Vol. Literacies. Routledge. http://auckland.eblib.com/patron/FullRecord.aspx?p=241994
Corson, D. (1998). Reforming education for diversity: Leavening power with social justice. In Changing education for diversity: Vol. Changing education (pp. 1–24). Open University Press.
Csak, Nancy L B. (n.d.). ‘What’s important when you’re six?’ --valuing children’s oral stories. Language Arts, 6, 488–497. http://search.proquest.com.ezproxy.auckland.ac.nz/docview/196849418?OpenUrlRefId=info:xri/sid:primo&accountid=8424
Cummins, J. (2008). Teaching for Transfer: Challenging the Two Solitudes Assumption in Bilingual Education [Electronic resource]. In Encyclopedia of language and education: Vol. Springer reference (2nd ed, pp. 1528–1538). Springer. https://doi.org/10.1007/978-0-387-30424-3_116
Cummins, J. (2012). The intersection of cognitive and sociocultural factors in the development of reading comprehension among immigrant students. Reading and Writing, 25(8), 1973–1990. https://doi.org/10.1007/s11145-010-9290-7
D. Reinking, M. C. Mckenna, L. D. Labbo, & R. D. Kieffer. (1998). Handbook of literacy and technology: Transformations in a post-typographic world. L. Erlbaum Associates.
Delpit, Lisa D. (1988). The Silenced Dialogue: Power and Pedagogy in Educating Other People’s Children. Harvard Educational Review, 58(3). http://ezproxy.auckland.ac.nz/login?url=http://search.proquest.com.ezproxy.auckland.ac.nz/docview/212264098?accountid=8424
Duke, N. L., & Martin, N. M. (2011). 10 Things Every Literacy Educator Should Know about Research. Reading Teacher, 65(1), 9–22. http://ezproxy.auckland.ac.nz/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=73908387&site=ehost-live&scope=site
Ehren, B. J., Lenz, B. K. B. H., & Deshler, D. D. (2014). Enhancing literacy proficiency with adolescents and young adults. In C. A. Stone, E. R. Silliman, B. J. Ehren, & G. P. Wallach (Eds.), Handbook of language and literacy: development and disorders (Second edition, pp. 619–636). Guilford Press. http://ap01.alma.exlibrisgroup.com/view/action/uresolver.do?operation=resolveService&package_service_id=10252807780002091&institutionId=2091&customerId=2090
Freebody, P. (2005). Critical Literacy. In R. Beach, J. Green, & P. Shanahan (Eds.), Multidisciplinary perspectives on literacy research: Vol. Language&social processes (2nd ed., pp. 433–454). Hampton Press.
Freebody, P., & Freiberg, J. M. (2010). The teaching and learning of critical literacy: Beyond the ‘show of wisdom’ [Electronic resource]. In Handbook of reading research: Volume 4 (pp. 432–454). Routledge. https://doi.org/10.4324/9780203840412.ch19
Freire, P., & Macedo, D. P. (1987). The importance of the act of reading. In Literacy: reading the word & the world (pp. 29–36). Routledge & Kegan Paul. http://ap01.alma.exlibrisgroup.com/view/action/uresolver.do?operation=resolveService&package_service_id=10252796280002091&institutionId=2091&customerId=2090
Fung, I. Y. Y., Wilkinson, I. A. G., & Moore, D. W. (2003). L1-assisted reciprocal teaching to improve ESL students’ comprehension of English expository text. Learning and Instruction, 13(1), 1–31. https://doi.org/10.1016/S0959-4752(01)00033-0
Garcia, G. E. (2003). The reading comprehension development and instruction of English-language learners. In A. P. Sweet & C. E. Snow (Eds.), Rethinking reading comprehension: Vol. Solving problems in the teaching of literacy (pp. 30–50). Guilford Press.
Garcia, O. (2012). Theorizing translanguaging for educators. In C. Celic & K. Seltzer (Eds.), Translanguaging: A CUNY-NIESB guide for educators (pp. 1–6). https://www.cuny-nysieb.org/wp-content/uploads/2016/04/Translanguaging-Guide-March-2013.pdf
Gay, G. (2002). Preparing for Culturally Responsive Teaching. Journal of Teacher Education, 53(2), 106–116. https://doi.org/10.1177/0022487102053002003
Gee, J. P. (2007). Semiotic Domains: Is playing video games a ‘waste of time’. In What video games have to teach us about learning and literacy (pp. 13–50). Palgrave Macmillan.
Ghiso, María Paula. (n.d.). ‘Writing That Matters’: Collaborative Inquiry and Authoring Practices in a First-Grade Class. Language Arts, 5, 346–355. http://search.proquest.com.ezproxy.auckland.ac.nz/docview/864729277?OpenUrlRefId=info:xri/sid:primo&accountid=8424
Gillen, J., & Barton, D. (2010). Digital Literacies: A research briefing. http://www.tlrp.org/docs/DigitalLiteracies.pdf
Hague, C., & Williamson, B. (n.d.). Digital participation, digital literacy, and school subjects: A review of the policies, literature and evidence. http://futurelab.org.uk/sites/default/files/Digital_Participation_review.pdf
Hartley, J. (2009). The uses of digital literacy: Vol. Creative economy + innovation culture. University of Queensland Press.
Hawkins, Joanna. (2006). Think before you Write. Educational Leadership, 64(2), 63–66. http://ezproxy.auckland.ac.nz/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=f6h&AN=22711497&site=ehost-live&scope=site
Horn, Martha. (n.d.). Listening to Nysia: Storytelling as a Way into Writing in Kindergarten. Language Arts, 1, 33–41. http://search.proquest.com.ezproxy.auckland.ac.nz/docview/196842445/A4BAC9B4CB88453DPQ/8?accountid=8424
Jenkins, H. (2009). 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
Jenkins, H., Ford, S., & Green, J. (2013). Spreadable Media: Creating Value and Meaning in a Networked Culture. http://www.jstor.org.ezproxy.auckland.ac.nz/stable/j.ctt9qfk6w
Jewitt, C. (2006). Technology, literacy and learning: A multimodal approach. Routledge.
Jim Cummins. (2007). Rethinking monolingual instructional strategies in multilingual classrooms. In Canadian Journal of Applied Linguistics / Revue canadienne de linguistique appliquée (Vol. 10, Issue 2, pp. 221–240). https://journals.lib.unb.ca/index.php/CJAL/article/view/19743
Johnston, P., & Goatley, V. (2014). Research Making its Way into Classroom Practice. The Reading Teacher, 68(4), 245–250. https://doi.org/10.1002/trtr.1278
Johnston, P. H., Ivey, G., & Faulkner, A. (2011). Talking in Class: Remembering What is Important about Classroom Talk. The Reading Teacher, 65(4), 232–237. https://doi.org/10.1002/TRTR.01033
Kalantzis, M., & Cope, B. (2012). Critical literacies and pedagogy. In Literacies (pp. 145–169). Cambridge University Press.
Kirschner, P. A., & van Merriënboer, J. J. G. (2013). Do Learners Really Know Best? Urban Legends in Education. Educational Psychologist, 48(3), 169–183. https://doi.org/10.1080/00461520.2013.804395
Kress, G., & Pachler, N. (2007). Thinking about the ‘m’ in m-learning. In N. Pachler (Ed.), Mobile learning: Towards a research agenda (pp. 7–32). Institute of Education. http://eprints.ioe.ac.uk/5402/1/mobilelearning_pachler_2007.pdf
Kress, G. R. (2003). Literacy in the new media age: Vol. Literacies. Routledge. http://www.tandfebooks.com/isbn/9780203299234
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. (2015). Less is more: Teachers’ influence during peer collaboration. Journal of Educational Psychology, 107(2), 609–629. https://doi.org/10.1037/a0037758
Matthewman, S. (n.d.). Clashing cultures? Linking literature and hypertext at post-16. L1 Educational Studies in Language and Literature, 7(4), 69–92. https://doaj.org/article/8bc8637a69f9474cbb7e5bdec9415c89
Matthewman, S. (2004). What does multimodality mean for English? Creative tensions in teaching new texts and new literacies. Education, Communication and Information, 4(1), 153–176. http://search.informit.com.au.ezproxy.auckland.ac.nz/fullText;dn=124412;res=AEIPT
Matthewman, S. (2009). Discerning Literacy. In R. Sutherland, S. Robertson, & P. John (Eds.), Improving classroom learning with ICT: Vol. Improving learning TLRP (pp. 115–137). Routledge. http://auckland.eblib.com.ezproxy.auckland.ac.nz/patron/Read.aspx?p=369072&pg=130
Matthewman, S., & Triggs, P. (2004). ‘Obsessive compulsive font disorder’: The challenge of supporting pupils writing with the computer. Computers & Education, 43(1–2), 125–135. https://doi.org/10.1016/j.compedu.2003.12.015
May, S. (2014). Disciplinary divides, knowledge construction, and the multilingual turn. In S. May (Ed.), The multilingual turn: implications for SLA, TESOL and bilingual education. Routledge. https://ebookcentral.proquest.com/lib/auckland/reader.action?docID=1323290&ppg=18
McNaughton, S. (2002a). Meeting of minds. Learning Media.
McNaughton, S. (2002b). Meeting of minds. Learning Media.
McNaughton, S. (2014). Classroom Instruction. The Reading Teacher, 68(2), 88–92. https://doi.org/10.1002/trtr.1286
McNaughton, S., Amituanai-Toloa, M., & Wolfgramm, E. (2009). Family literacy activities: What is, what ought to be and the role of parents’ ideas. In S. H. Foster-Cohen (Ed.), Language acquisition: Vol. Palgrave advances in linguistics (pp. 319–336). Palgrave Macmillan. http://ap01.alma.exlibrisgroup.com/view/action/uresolver.do?operation=resolveService&package_service_id=10252797240002091&institutionId=2091&customerId=2090
Nguyen-Jahiel, K., Anderson, R., Waggoner, M., & Rowell, B. (2007). Using literature discussions to reason through real life dilemmas: a journey taken by one teacher and her fourth-grade students. In R. Horowitz (Ed.), Talking texts: how speech and writing interact in school learning (pp. 187–205). Lawrence Erlbaum Associates, Pub.
Nieto, S. (2010). Culture and Learning. In Language, culture, and teaching: critical perspectives: Vol. Language, culture, and teaching (2nd ed, pp. 135–159). Routledge. http://auckland.eblib.com.ezproxy.auckland.ac.nz/patron/Read.aspx?p=446892&pg=152
Palmer, D., & Martinez, R. A. (2013). Teacher Agency in Bilingual Spaces: A Fresh Look at Preparing Teachers to Educate Latina/o Bilingual Children. Review of Research in Education, 37(1), 269–297. https://doi.org/10.3102/0091732X12463556
Pennycook, A. (2001). The politics of literacy. In Critical applied linguistics: a critical introduction (pp. 114–140). L. Erlbaum. http://ap01.alma.exlibrisgroup.com/view/action/uresolver.do?operation=resolveService&package_service_id=10252796170002091&institutionId=2091&customerId=2090
Ray, Katie Wood. (2006). What Are You Thinking? Educational Leadership, 64(2), 58–62. http://ezproxy.auckland.ac.nz/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=f6h&AN=22711496&site=ehost-live&scope=site
Reznitskaya, A., Kuo, L., Clark, A., Miller, B., Jadallah, M., Anderson, R. C., & Nguyen‐Jahiel, K. (2009). Collaborative reasoning: A dialogic approach to group discussions. Cambridge Journal of Education, 39(1), 29–48. https://doi.org/10.1080/03057640802701952
Rumelhardt, D. E. (2013). Toward an interactive model of reading. In D. E. Alvermann, N. J. Unrau, & R. B. Ruddell (Eds.), Theoretical Models and Processes of Reading (6th ed., pp. 719–747). International Reading Association. http://ap01.alma.exlibrisgroup.com/view/action/uresolver.do?operation=resolveService&package_service_id=10252775120002091&institutionId=2091&customerId=2090
Ruttle, K. (2004). What goes on inside my head when I’m writing? A case study of 8-9-year-old boys. Literacy (Formerly Reading), 38(2), 71–77. https://doi.org/10.1111/j.0034-0472.2004.03802002.x
Sandretto, S., & Klenner, S. R. (2011). Planting seeds: Embedding critical literacy into your classroom programme. NZCER Press.
Sandretto, S., & Tilson, J. (2013). Reconceptualising literacy: Critical multiliteracies for ‘new times’. Teaching and Learning Research Initiative. http://tlri.org.nz/sites/default/files/projects/Sandretto_Summary_final_1.pdf
Scull, J. (2012). Assessing Language for Literacy: A Microanalysis of Children’s Vocabulary, Syntax and Narrative Grammar. International Education Studies, 6(1). https://doi.org/10.5539/ies.v6n1p142
Si’ilata, R. (2014). Va’a Tele: Pasifika learners riding the success wave on linguistically and culturally responsive pedagogies [University of Auckland]. https://researchspace.auckland.ac.nz/handle/2292/23402
Si’ilata, R., Dreaver, K., Parr, J., Timperly, H., & Meissel, K. (2012). Tula’i Mai! Making a difference to Pasifika student achievement in literacy. http://www.library.auckland.ac.nz/external/ebooks/Literacy-Professional-Development-Project-2009-2010.pdf
Smith, F. (1978). Understanding reading: A psycholinguistic analysis of reading and learning to read (2nd ed.). Holt, Rinehart and Winston.
Susan Sandretto. (2006). Extending guided reading with critical literacy. 3. http://www.nzcer.org.nz.ezproxy.auckland.ac.nz/nzcerpress/set/articles/extending-guided-reading-critical-literacy
Sutherland, R., Armstrong, V., Barnes, S., Brawn, R., Gall, M., Matthewman, S., Olivero, F., Taylor, A., Triggs, P., Wishart, J., & John, P. (2004). Transforming teaching and learning: Embedding ICT into everyday classroom practices. Journal of Computer Assisted Learning, 20(6), 413–425. http://ezproxy.auckland.ac.nz/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=15751321&site=ehost-live&scope=site
Tagoilelagi-Leota, F., McNoughton, S., MacDonald, S., & Farry, S. (2004). The precious threads: Bilingual and biliteracy development over the transition to school. In Language Acquisition Research (pp. 161–173). Ministry of Education Research Division. http://www.educationcounts.govt.nz/__data/assets/pdf_file/0011/6986/language-acquisition.pdf
Teale, William H, & Delpit, L. (n.d.). A Conversation with Lisa Delpit. Language Arts, 68(7). http://search.proquest.com.ezproxy.auckland.ac.nz/docview/196950963/D90B7CAA51CB46B1PQ/10?accountid=8424
Thompson, G. B., & Fletcher-Flynn, C. M. (2012). Toward better teaching: Revising the fundamentals of learning to read. In E. Reese & S. Suggate (Eds.), Contemporary debates in childhood education and development (pp. 251–260). Routledge. http://auckland.eblib.com.ezproxy.auckland.ac.nz/patron/Read.aspx?p=982039&pg=265
Toloa, M., McNaughton, S., & Lai, M. (2009). Biliteracy and language development in Samoan bilingual classrooms: The effects of increasing English reading comprehension. International Journal of Bilingual Education and Bilingualism, 12(5), 513–531. https://doi.org/10.1080/13670050802366465
Unsworth, L. (2001). Describing Visual Literacies. In Teaching multiliteracies across the curriculum: changing contexts of text and image in classroom practice (pp. 71–112). Open University.
Vasquez, V. M. (2004). Negotiating critical literacies with young children: Vol. Language, culture, and teaching. L. Erlbaum Associates.
Wansart, W. L. (1995). Teaching as a Way of Knowing: Observing and Responding to Students’ Abilities. Remedial and Special Education, 16(3), 166–177. https://doi.org/10.1177/074193259501600306
Wilkinson, I. A. G., & Nelson, K. (2013). Role of discussion in reading comprehension. In International guide to student achievement: Vol. Educational psychology handbook series (pp. 299–302). Routledge. http://ap01.alma.exlibrisgroup.com/view/action/uresolver.do?operation=resolveService&package_service_id=10252796230002091&institutionId=2091&customerId=2090
Wilkinson, I. A. G., Sater, A. O., & Murphy, P. K. (2010). Developing a model of quality talk about literary test. In M. G. McKeown & L. Kucan (Eds.), Bringing reading research to life (pp. 142–169). Guilford Press. http://ezproxy.auckland.ac.nz/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=298951&site=ehost-live&scope=site&ebv=EB&ppid=pp_142
Wood, D. J. (1998). How children think and learn: The social contexts of cognitive development: Vol. Understanding children’s worlds (2nd ed). Blackwell.