Articles
- Castro, D., Páez, M., Dickinson, D., & Frede, E. (2011). Promoting language and literacy in young dual language learners: Research, practice, and policy. Child Development Prespectives, 5(1), 15-21.
- Cummins, J. (2011). Literacy engagement: Fueling academic growth for English learners. The Reading Teacher, 65(2), 142-146.
- Culatta , B., Reese, M., &Setzer, L. (2006). Early literacy instruction in a dual language (spanish-english) kindergarten.Communication Disorders Quarterly ,27(2), 67-82.
- Gillanders, C., & Castro, D. (2011). Storybook reading for young dual language learners.Young Children, 66(1), 91-94.
- Gutiérrez, K., Bien, A., Selland, M., & Pierce, D. (2011). Polylingual and polycultural learning: Mediating emergent academic illiteracies for dual language learners. Journal of Early Childhood Literacy, 11(2), 232-261.
- Gutiérrez, K., Zepeda, M., & Castro, D. (2010). Advancing early literacy learning for all children: implications of the NELP report for dual-language learners. Educational Researcher,39(4), 334-339.
- Hammer, C., Jia, G., & Uchikoshi, Y. (2011). Language and literacy development of dual language learners growing up in the United States: A call for research. Child Development Perspectives,5(1), 4-9.
- Hansen, C. (2004). Teacher talk: promoting literacy development through response to story. Journal of Research in Childhood Education,19(2), 115-129.
- Páez, M., Tabors, P., &López, L. (2007).Dual language and literacy development of spanish-speaking preschool children.Journal of Applied Developmental Psychology, 1(28), 85-102.
- Zepeda, M., Castro, D., & Cronin, S. (2011). Preparing early childhood teachers to work with young dual language learners. Child Development Perspectives ,5(1), 10-14.