Books

Adams, M. J. (1990). Beginning to read: Thinking and learning about print. Cambridge, MA: MIT Press.

Bereiter, C., & Scardamalia, M. (1987) The psychology of written composition. Hillsdale, NJ: Lawrence Erlbaum Associates.

Burns, M. S., Griffin, P., & Snow, C. (Eds.). (1999). Starting out right: A guide to promoting children's reading success. Washington, DC: National Academy Press.

Clay, M. M. (1975). What did I write? Beginning writing behaviour. Portsmouth, NH: Heinemann.

Graves, D. H. (1983). Writing: Teachers and children at work. Portsmouth, NH: Heinemann Educational Books.

Hillocks, G. (1986). Research on Written Composition. Urbana, IL: National Conference on Research in English.

International Reading Association and the National Association for the Education of Young Children. (1998). Learning to read and write: Developmentally appropriate practices for young children. Newark, DE: International Reading Association.

Moats, L. C. (2000). Speech to print. Baltimore, MD: Paul H. Brookes Publishing Co.

Neuman, S. B., & Roskos, K. A. (Eds.). (1998). Children's achieving: Best practices in early literacy. Newark, DE: International Reading Association.

Roit, M. (1992). Creating a community of writers. Peru, IL: Open Court Publishing Co.

Spandel, V. and Stiggins, R.J. (1997). Creating Writers: Linking Writing Assessment and Instruction. White Plains, NY: Longman Publishers.

Temple, C., Nathan, R., Temple, F., and Burris, N.A. (1993). The Beginnings of Writing. Needham Heights, MA: Allyn and Bacon.

Williams, J.D. (1998). Preparing to Teach Writing. Mahwah, New Jersey: Lawrence Erlbaum Associates, Publishers.

Articles and Chapters

Adams, M. J., & Bruck, M. (1995). Resolving the "great debate." American Educator, 19, 7, 10-20.

Adams, M. J., Treiman, R., & Pressley, M. (1998). Reading, writing, and literacy. In I. E. Sigel & K. A. Renninger (Eds.), Handbook of child psychology (pp. 275-355). New York: Wiley.

Beal, C. R. (1989). Children's communication skills: Implications for the development of writing strategies. In C. B. McCormick, G. Miller, & M. Pressley (Eds.), Cognitive strategy research: From basic research to educational applications (pp. 191-214). New York: Springer-Verlag.

Clarke, L. K. (1988). Invented versus traditional spelling in first graders' writing: Effects on learning to spell and read. Research in the Teaching of English, 22, 281-309.

Fitzgerald, J. (1992). Variant views about good thinking during composing: Focus on revision. In M. Pressley, K. R. Harris & J.T. Guthrie (Eds.), Promoting academic competence and literacy in school (pp. 337-358). San Diego, CA: Academic Press.

Gunn, B. K, Simmons, D. K., & Kame'enui, E. J. (1995). Emergent literacy: Synthesis of the research. Technical report no. 17. Eugene, OR: University of Oregon, National Center to Improve the Tools of Educators.

Greene, B. G. (1995). Exploring the reading-writing relationship. Reading Psychology, 16, 261-268.

Hiebert, E. H. (1988). The role of literacy experiences in early childhood programs. The Elementary School Journal, 89, 161-171.

Pressley, M., & McGoldrick, J. A. (1995). Writing. In M. Pressley et al. (Eds.), Cognitive strategy instruction that really improves children's academic performance (2^nd ed., pp. 153-183.). Cambridge, MA: Brookline Books.

Richgels, D. J. (1995). Invented spelling ability and printed word learning in kindergarten. Reading Research Quarterly, 30, 96-109.

Scardamalia, M. (1981). How children cope with the cognitive demands of writing. In C. H. Frederiksen, M. F. Whiteman, & J. F. Dominic (Eds.), Writing: The nature, development, and teaching of written communication. Hillsdale, NJ: Lawrence Erlbaum Associates.

Scardamalia, M., & Bereiter, C. (1986). Research on written composition. In M. Wittrock (Ed.), Handbook of research on teaching (3^rd ed., pp. 778-803). New York: Macmillan.

Teale, W. H., & Sulzby, E. (1986). Emergent literacy as a perspective for examining how young children become writers and readers. In W. H. Teale & E. Sulzby (Eds.), Emergent literacy: Writing and reading (pp. vii-xxv). Norwood, NJ: Ablex.

Tierney, R., & Shanahan, T. (1991). Research on the reading-writing relationship: Interactions, transactions, and outcomes. In R. Barr, M. Kamil, P. Mosenthal, & P. D. Pearson (Eds.), Handbook of reading research (Vol. 2., pp. 246-280). White Plains, NY: Longman.

van Kleeck, A. (1990). Emergent literacy: Learning about print before learning to read. Topics in Language Disorders, 10, 25-45.

Yaden, D. B., Rowe, D. W., & MacGillivray, L. (2000). Emergent literacy: A matter (polyphony) of perspectives. In M. Kamil, P. Mosenthal, P. D. Pearson, & R. Barr, (Eds.), Handbook of reading research (Vol. 3., pp. 425-454). Mahwah, NJ: Lawrence Erlbaum Associates.

Web Sites

http://www.aft.org
American Federation of Teachers

http://www.eric.ed.gov
Educational Resources Information Center (ERIC)

http://www.ciera.org
Center for the Improvement of Early Reading Achievement

http://www.ed.gov
United States Department of Education

http://www.ed.gov/NLE
National Library of Education

http://www.ncee.org
National Center on Education and the Economy

http://www.nea.org
National Education Association

http://www.nrconline.org
National Reading Conference

http://www.reading.org
International Reading Association

http://www.naeyc.org
National Association for the Education of Young Children