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Books
Bowman, B. (Ed.). (2002). Love to read: Essays in developing and enhancing early literacy skills of
African American children. Washington, DC : National Black Child Development Institute.
Cairney, T. H., & Ruge, J. (1998). Community literacy practices and schooling: Towards effective support for students. Canberra, Australia: Commonwealth of Australia, Department of Employment, Training and Youth Affairs.
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Dickinson, D. K., & Tabors, P. O. (Eds.). (2001). Beginning literacy with language: Young children learning at home and school. Baltimore: Brookes.
Hall, N., & Robinson, A . (2003). Exploring writing and play in the early years (2nd ed.). London, UK: Fulton.
Sandall, S. R., & Schwartz, I. S. (2002). Embedded learning opportunities. In S. R. Sandall & I. S.
Schwartz (Eds.), Building blocks for teaching preschoolers with special needs. Baltimore: Brookes.
van Kleeck, A., Stahl, S. A., & Bauer, E. B. (Eds.). (2003). On reading books to children: Parents and teachers. Mahwah, NJ: Erlbaum.
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Book Chapters
Baker, L., Serpell, R., & Sonnenschein, S. (1995). Opportunities for literacy learning in the homes of urban preschoolers. In L. M. Morrow (Ed.), Family literacy: Connections in schools and communities (pp. 236-252). Newark, DE: International Reading Association.
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Bryan, J. K. (1996). Kindergarten children's uses of oral language and social interaction in literacy activities during unstructured play. In E. G. Sturtevant & W. M. Linek (Eds.), Growing Literacy: The eighteenth yearbook: A peer reviewed publication of the College Reading Association, 1996 (pp. 2-16). Harrisonburg, VA: College Reading Association.
Cairney, T. H. (2003). Literacy within family life. In N. Hall, J. Larson, & J. Marsh (Eds.), Handbook of early childhood literacy (pp. 85-98). London: Sage.
Gallimore, R., & Goldenberg, C. (1993). Activity settings of early literacy: Home and school factors in children's emergent literacy. In E. A. Forman, N. Minick, & C. A. Stone (Eds.), Contexts for learning: Sociocultural dynamics in children's development (pp. 315-335). New York: Oxford University Press.
Hess, R. D., Holloway, S., Price, G. G., & Dickson, W. P. (1982). Family environments and the acquisition of reading skills. In L. M. Laosa & I. E. Sigel (Eds.), Families as learning environments for children (pp. 87-113). New York: Plenum Press.
Hohepa, M., & McNaughton, S. (2002). Indigenous literacies: The case of Maori literacy. In L. Makin &
C. J. Diaz (Eds.), Literacies in early childhood: Changing views challending practice (pp. 197-214). Sydney, Australia:
MacLennan and Petty.
Leichter, H. J. (1984). Families as environments for literacy. In H. Goelman, A. A. Oberg, & F. Smith (Eds.), Awakening to literacy: The university of Victoria's symposium on children's response to a literate environment. Literacy before schooling (pp. 38-50). London: Heinemann.
Marsh, J. (2003). Early childhood literacy and popular culture. In N. Hall, J. Larson, & J. Marsh (Eds.), Handbook of early childhood literacy (pp. 112-125). London: Sage.
Meyer, L. A., & Wardrop, J. L. (1994). Home and school influences on learning to read in kindergarten through second grade. In F. Lehr & J. Osborn (Eds.), Reading, language, and literacy: Instruction for the twenty-first century (pp. 165-184). Hillsdale, NJ: Erlbaum.
Miller, P., Nemoianu, A., & DeJong, J. (1986). Early reading at home: Its practice and meanings in a working-class community. In B. B. Schieffelin & P. Gilmore (Eds.), The acquisition of literacy: Ethnographic perspectives (pp. 3-15). Norwood, NJ: Ablex.
Miller, P., Nemoianu, A., & DeJong, J. (1986). Early reading at home: Its practice and meanings in a working-class community. In B. B. Schieffelin & P. Gilmore (Eds.), The acquisition of literacy: Ethnographic perspectives (pp. 3-15). Norwood, NJ: Ablex.
Snow, C. E., & Kurland, B. F. (1996). Sticking to the point: Talk about magnets as a context for engaging in scientific discourse. In D. Hicks (Ed.), Discourse, learning, and schooling (pp. 188-220). New York: Cambridge University Press.
Sonnenschein, S., Brody, G., & Munsterman, K. (1996). The influence of family beliefs and practices on children's early reading development. In L. Baker, P. Afflerbach, & D. Reinking (Eds.), Developing engaged readers in school and home communities (pp. 3-20). Mahwah, NJ: Erlbaum.
Spreadbury, J. (2002). Building on home and community experiences in early childhood education. In L. Makin & C. J. Diaz (Eds.), Literacies in early childhood: Changing views challenging practice (pp. 157-174). Sydney, Australia: MacLennan and Petty.
Teale, W. H. (1986). Home background and young children's literacy development. In W. H. Teale & E. Sulzby (Eds.), Emergent literacy: Writing and reading (pp. 173-206). Norwood, NJ: Ablex.
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Miscellaneous Papers
Baker, L., Sonnenschein, S., Serpell, R., Fernandez-Fein, S., & Scher, D. (1994). Contexts of emergent literacy: Everyday home experiences of urban pre-kindergarten children (Research Report #24). Athens, GA: Universities of Georgia and Maryland, National Reading Research Center.
Dunst, C. J., F. Acuff, F., Roberts, K., & Trivette, C. M. (2004). Let your child shine! A young child's special interests add sparkle to early literacy. Morganton, NC, Orelena Hawks Puckett Institute.
Giordano, T. (1997). The relationship between the home literacy environment and the frequency of literacy interactions which occur there. Unpublished master's thesis, Kean College of New Jersey, Union, New Jersey. (ERIC Document Reproduction Service No. ED405549).
Nord, C. W., Lennon, J., Liu, B., & Chandler, K. (1999). Home literacy activities and signs of children's emerging literacy 1993 and 1999. (NCES No. 2000-026). Washington, DC: U.S. Department of Education.
Snow, C., & Tabors, P. (n.d.). Intergenerational transfer of literacy. In L. A. Benjamin & J. Lord (Eds.),
Family literacy: Directions in research and implications for practice: Summary of papers of a national symposium. (pp. 73-80). Washington, DC: U.S. Department of Education.
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