References The Science of Reading in Dual Language

Aukerman, R. C. (1981). How do I teach reading? NJ: Wiley.

DeMatthews, D., Izquierdo, E., & Knight, D. (2017). Righting past wrongs: A superintendent’s social justice leadership for dual language education along the U.S.-Mexico border. Education Policy Analysis Archives, 25(1), 1-32.

Dijksra, T., Van Jaarsveld, H, & Ten Brinke, S. (1998). Interlingual homograph recorgnition: Effects of task demands and language intermixing. Bilingualism, Language and Cognition. 1, 51-66.

Escamilla, K., & Andrade, A. (1992). Descubriendo la lectura: an application of reading recovery in Spanish. Education and Urban Society, 24(2), 212–226.Garcia, O., Ibarra Johnson, S., Seltzer, K. (2017). The translanguaging classroom: leveraging student bilingualism for learning. Philadelphia: Caslon.

Gough, P., Tunmer, W. (1986). Decoding, reading, and reading disability. Remedial and Special Education, 7, 6–10. doi:10.1177/074193258600700104 

Goodman, K. S. (1967). Reading: A psycholinguistic guessing game. Journal of the Reading Specialist, 6, 126–135. doi:10.1080/19388076709556976 

Gottlob, L., Goldinger, S., Stone, G., & Orden, G. (May 1999). Reading homographs: Orthographic, phonologic, and semantic dynamics. Journal of Experimental Psychology Human Perception & Performance 25(2):561-74.

Hanford, E. (September 10, 2018). Hard Words: Why aren’t kids being taught to read? In APM Reports

Hanford, E. (April 22, 2019). At a Loss for Words, How a flawed idea is teaching millions of kids to be poor readers. In APM Reports. https://www.apmreports.org/episode/2019/08/22/whats-wrong-how-schools-teach-reading

Harm, M. W., Seidenberg, M. S. (2004). Computing the meanings of words in reading: Cooperative division of labor between visual and phonological processes. Psychological Review, 111, 662–720. doi:10.1037/0033-295X.111.3.662 

Hoover, W., Gough, P. (1990). The simple view of reading. Reading and Writing2, 127–160. doi:10.1007/bf00401799 

Kilpatrick, D. A. (2015). Essentials of assessing, preventing and overcoming reading difficulties. Hoboken, NJ: Wiley. 

Kubota, R.: 2004, ‘Critical multiculturalism and second language education’,in

B. Norton and K. Toohey (eds.), Critical Pedagogies and Language Learning,

Cambridge University Press, Cambridge, 30–52

Kubota, R.: 2004, ‘Critical multiculturalism and second language education’,in

B. Norton and K. Toohey (eds.), Critical Pedagogies and Language Learning,

Cambridge University Press, Cambridge, 30–52.

Kubotra, R. (2004) Critical multiculturalism and second language education, in B. Norton & Toohey, K., (eds.), Critical Pedagogies and Language Learning, Cambridge University Press: 30-52.

Kubota, R.: 2004, ‘Critical multiculturalism and second language education’,in

B. Norton and K. Toohey (eds.), Critical Pedagogies and Language Learning,

Cambridge University Press, Cambridge, 30–52

National Reading Panel (U.S.) & National Institute of Child Health and Human Development (U.S.). (2000). Report of the National Reading Panel: Teaching children to read : an evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. U.S. Dept. of Health and Human Services, Public Health Service, National Institutes of Health, National Institute of Child Health and Human Development.

Lehner, 2002; Quintero, 2002

Pennycook, A. (2001). Critical Applied Linguistics and Language Education in Encyclopedia of Language and Education (pp.169-181).

Popp, H. M. (1975). Current practices in the teaching of beginning reading. In J. B. Carroll & J. S. Chall (Eds.), Toward a literate society (pp. 101-146). New York: McGraw-Hill.

Shanahan, T., 2018

Schwartztz, A. I., Kroll, J. F., & Diaz, M. (2007). Reading words in Spanish and English: Mapping orthographyto phonology in two langauges. Language & Cognitive Processes, 22(1), 106-129

Stefanakis, E. H. (2000). Teacher’s judgments do count: Assessing bilingual students. In Z. F. Beykont (Ed.), Lifting every voice: Pedagogy and politics of bilingualism. Cambridge, MA: Harvard Educational Publishing Group.