Early Literacy Intervention - Elementary
Greetings. The following materials are intended to provide an introduction to Early Literacy Intervention - Elementary . They were assembled from the World Wide Web, ERIC Database, and a variety of other bibliographic resources. Instructions for acquiring the full text of the ERIC records are presented at the end of this file.
Ping-Yun Sun
Reference Specialist
Alphabetically arranged listing of bibliographies
Categorically arranged listing of bibliographies

Internet Sites
What Is Early Intervention?
Early Intervention Related Links
The Journal of Early Intervention
Indiana's Early literacy programs and guidance
PMP Mini Web: Early Literacy
Establishing Early Literacy Skills

ERIC Database Citations
AN: ED439781
AU: Burns,-M.-Susan, ed.; Griffin,-Peg, ed.; Snow,-Catherine-E., ed.
TI: Starting Out Right: A Guide to Promoting Children's Reading Success. Specific Recommendations from America's Leading Researchers on How To Help Children Become Successful Readers.
CS: National Academy of Sciences - National Research Council, Washington, DC.
PY: 1999
AV: National Academy Press, 2101 Constitution Avenue, NW, Lockbox 285, Washington, DC 20055 ($14.95). Tel: 800-624-6242 (Toll Free); Tel: 202-334-3313; Web site: http://www.nap.edu
PR: EDRS Price MF01/PC08 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED439781
DE: Beginning-Reading; Emergent-Literacy; Reading-Ability; Reading-Instruction; Reading-Readiness
DE: Classroom-Environment; Early-Childhood-Education; Early-Intervention; Early-Reading; Elementary-Education; Language-Acquisition; Learning-Activities; Parent-Role; Reading-Difficulties; Reading-Improvement; Reading-Skills; Teacher-Role
AB: Noting the increasing number of students who cannot read, this book shows parents, educators, caregivers, policymakers, and others how to promote the reading success of young children. It focuses on children from birth through the first 5 years of formal schooling, and includes practical guidelines, program descriptions, advice on resources, and strategies for use in everyday life (including practical literacy and language activities for parents and their young children) and activities and practices for classrooms. Following a brief introduction, the first chapter discusses the process of reading. This chapter outlines the characteristics of good readers, circumstances that promote reading, and the kinds of opportunities that enable children to be successful readers. The next chapter focuses on children through age four. This chapter covers the key aspects of language and literacy and activities for very young children; the role of home, day care, and preschool environments in literacy development; and language and literacy activities in preschool. The third chapter looks at children in kindergarten through third grade and provides families and communities a basis for understanding and helping as teachers work with children at this level of reading development. This chapter describes the elements of effective classroom instruction in the early grades. The last chapter addresses reading difficulties and features a variety of interventions to help struggling readers, such as tutoring, pull-out remediation programs, and dramatic school restructuring. (Contains over 100 references.) (TJQ)

AN: ED439391
AU: St.-John,-Edward-P.; Bardzell,-Jeffrey-S.
TI: Improving Early Reading and Literacy: A Guide for Developing Research-Based Programs.
CS: Indiana Univ., Bloomington. Education Policy Center.
PY: 1999
AV: Indiana Education Policy Center, Smith Center for Research in Education, Suite 170, 2805 E. 10th St, Indiana University, Bloomington, IN 47408-2698. Tel: 812-855-1240; Web site: http://www.indiana.edu/~iepc/.
PR: EDRS Price MF01/PC04 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED439391
DE: Beginning-Reading; Early-Intervention; Emergent-Literacy
DE: Primary-Education; Program-Development; Program-Evaluation; Questionnaires-
AB: This guide is designed to help school communities make good choices about early literacy intervention. The guide distinguishes between "reading" (a process of learning to decode and comprehend texts) and a broader concept of "literacy" that includes understanding of the value of language and reading (emergent literacy), the ability to write making proper use of the English language (composition), and the ability to read for understanding across topics (critical literacy). Part I provides an overview of different types of research-based reading reforms, focusing on the ways their designs relate to the general body of theory and research on early reading and literacy. It describes a diverse array of research-based approaches to intervention to improve early reading and literacy. Part I also provides a framework for assessing early interventions and uses the framework to provide a summative review of six different types of interventions: Pre-kindergarten, Kindergarten, Pullout, Classroom-wide, School-wide, and Inquiry-based. Part II provides guidance for assessing the learning environment that can set the stage for planning for early interventions. It considers: assessing current practice, setting a new direction, designing an intervention, and assessing impact. Each section contains contact information and references on early Psychological Applications in Literacy Instruction intervention and about different intervention methods. An appendix contains a sample early reading and literacy classroom survey. (Contains 53 references and 15 figures.) (NKA)

AN: EJ599284
AU: Butler,-Katharine-G.
TI: From Oracy to Literacy: Changing Clinical Perceptions.
PY: 1999
SO: Topics-in-Language-Disorders; v20 n1 p14-32 Nov 1999
NT: Special Topic: From Oracy to Literacy: A Millennial Perspective.
DE: Language-Acquisition; Language-Impairments; Literacy-; Phonics-; Reading-Difficulties
DE: Early-Intervention; Elementary-Education; Preschool-Education; Speech-Language-Pathology; Therapists-; Training-
AB: This article provides background and current information on the emergence of recently acknowledged concepts in what has been termed the "oracy to literacy continuum" and its relevance to language specialists, including speech-language pathologists, and others. Deficits of phonological processing and the need for phonological awareness training are discussed. (CR)

AN: EJ597277
AU: Jackson,-Jane-B.; Paratore,-Jeanne-R.; Chard,-David-J.; Garnick,-Sheila
TI: An Early Intervention Supporting the Literacy Learning of Children Experiencing Substantial Difficulty.
PY: 1999
SO: Learning-Disabilities-Research-and-Practice; v14 n4 p254-67 Fall 1999
DE: Early-Intervention; Faculty-; Inservice-Teacher-Education; Reading-Difficulties; Reading-Improvement
DE: Elementary-Education; Emergent-Literacy; Program-Implementation
AB: A study examined the degree to which eight teachers would faithfully implement an early literacy intervention plan. Teachers implemented the intervention with a high degree of fidelity and benefited from the community approach to intervention for struggling readers. Most children made substantial gains in phonemic blending and segmenting abilities. (Author/CR)

AN: EJ596947
AU: Leslie,-Lauren; Allen,-Linda
TI: Factors That Predict Success in an Early Literacy Intervention Project.
PY: 1999
SO: Reading-Research-Quarterly; v34 n4 p404-24 Oct-Dec 1999
DE: Early-Intervention; Emergent-Literacy; High-Risk-Students; Inner-City; Parent-Participation
DE: Elementary-Education; Grammar-; Program-Effectiveness; Recreational-Reading
AB: Examines the effectiveness of an early literacy intervention project for inner-city children in grades 1-4. Discusses the factors that predicted reading growth as the number of rime patterns taught, story grammar instruction, the number of words the child read at home, and parent involvement in recreational reading. Considers results and implications in relation to other early intervention projects. (SC)

AN: EJ596480
AU: Hardman,-Margaret; Jones,-Lynn
TI: Sharing Books with Babies: Evaluation of an Early Literacy Intervention.
PY: 1999
SO: Educational-Review; v51 n3 p221-29 Nov 1999
DE: Emergent-Literacy; Family-Literacy; Infants-
DE: Foreign-Countries; Intervention-; Parent-Child-Relationship; Preschool-Education
AB: Evaluation of an early literacy initiative in which free books and literacy information were given to 40 caregivers of infants. Compared book-related activity in the home before and 2 months after the program. Results showed significant increases in book ownership and frequency of mothers and babies looking at children's books together. (SK)

AN: ED434316
AU: Krashen,-Stephen-D.
TI: Three Arguments against Whole Language & Why They Are Wrong.
PY: 1999
AV: Heinemann, 361 Hanover Street, Portsmouth, NH 03801-3912 ($10.00). Tel: 603-431-7894; Web site: .
PR: Document Not Available from EDRS.
DE: Language-Experience-Approach; Literacy-; Reading-Attitudes; Reading-Instruction; Whole-Language-Approach
DE: Early-Intervention; Elementary-Education; Phonics-; Preschool-Education; Research-Methodology
AB: This book seeks to set the record straight about today's "reading wars," and analyzes the three major "battle cries" of whole language critics. In a step-by-step dissection, the book reiterates the three arguments, then explores the most salient studies that support or refute them. According to the book, the three claims are: eye movement studies prove that readers assay text "completely," and therefore do not sample text to confirm predictions, as maintained by whole language advocates; context interferes with reading; and skill-building approaches to reading have been shown to produce better results than whole language. In general, the book finds that the studies underpinning these claims were biased by the methodology used. The book aims to offer some real solutions, chief of which is making sure that all children have access to interesting reading material so they can achieve the standards of literacy they deserve. Chapters in the book are: (1) "Eye Fixation Studies Do Not Disprove the Goodman-Smith Hypothesis"; (2) "Does Context Interfere with Learning To Read?"; (3) "When Whole Language Means Real Reading, It Is a Consistent Winner over Skills in Method Comparison Studies"; (4) "Eliminating Print Deprivation"; and (5) "Phonemic Awareness (PA) Training for Prelinguistic Children: Do We Need Prenatal PA?" (NKA)

AN: EJ589358
AU: Short,-Ruth-A.; Frye,-Barbara-J.; King,-James-R.; Homan,-Susan-P.
TI: Connecting Classrooms and Early Interventions.
PY: 1999
SO: Reading-Research-and-Instruction; v38 n4 p387-400 Sum 1999
DE: Acceleration-Education; Early-Intervention; High-Risk-Students; Teacher-Attitudes; Teacher-Behavior
DE: Case-Studies; Classroom-Environment; Elementary-Education; Program-Effectiveness
AB: Discusses how not all children have benefited from the Accelerated Literacy Learning program. Conducts a case study to illuminate various rates of progress between students who began the school year with similar academic profiles but returned to different classroom environments after their daily lessons. Finds a complex relationship between the program and classroom teacher support. (SC)

AN: ED436757
AU: Barone,-Diane
TI: Resilient Children: Stories of Poverty, Drug Exposure, and Literacy Development. Literacy Studies Series.
CS: International Reading Association, Newark, DE.; National Reading Conference, Inc.
PY: 1999
AV: Order Department, International Reading Association, 800 Barksdale Road, P.O. Box 8139, Newark, DE 19714-8139 ($24.95). Website: .
PR: EDRS Price MF01/PC11 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED436757
DE: Academic-Ability; At-Risk-Persons; Crack-; Literacy-; Prenatal-Drug-Exposure; Reading-Achievement
DE: Early-Intervention; Elementary-Education; Poverty-; Resilience-Personality
AB: This book defines and examines assumptions about children who were prenatally exposed to crack/cocaine and who have other risk factors that may negatively affect their literacy development. It suggests the 26 children in the study disproved the labels attached to them; they were inquisitive about learning and in most cases were at grade level or above in literacy development. Realization of the importance of overcoming the risk factors and celebrating children's growth as readers and writers were factors contributing to the children's success. Chapters include: "The Beginning of the Study"; "What We Have Learned About Children Prenatally Exposed to Crack/Cocaine"; "Discovering Resilience: The Structure and Results of the Study." Six additional chapters present case studies of individual students. The last chapter discusses why these children's stories are important. Contains 191 references; a table, "Summaries of Literacy Development Year 1 Through Year 4" is attached. (EF)

AN: ED435969
TI: The Best of "The Running Record." Revised Edition.
CS: Reading Recovery Council of North America, Columbus, OH.
PY: 1998
AV: Reading Recovery Council of North America, Inc., Suite 100, 1929 Kenny Road, Columbus, OH 43210-1069. Tel: 614-292-7111; Web site: .
PR: EDRS Price MF01/PC05 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED435969
DE: Reading-Difficulties; Reading-Instruction; Reading-Research; Student-Needs; Teacher-Role
DE: Classroom-Techniques; Early-Intervention; Elementary-Education; Instructional-Effectiveness; Literacy-
AB: This revised edition of the first volume of the "Best of the Running Record Newsletter" contains 23 articles published between March 1989 and Spring 1998--some selections are from the now out-of-print first edition. Articles are arranged by subject matter to assist the reader in finding articles which address a particular point of interest. Section 1, Historical Perspective, contains the following articles: "Why Reading Recovery Works, May 1989" (Barbara Watson); "An Early Intervention To Prevent Literacy Learning Difficulties: What Is Possible? Spring 1994" (Marie M. Clay); and "Welcome Speech, Fall 1995" (William D. Lynch). Section 2, Research and Rationales, contains the following articles: "Reading Recovery Swift, Effective in Reversing Reading Failure, MacArthur Study Find, Winter 1992" (Gay Su Pinnell); "The Role of the University in Reading Recovery in North America, Spring 1993" (Janet S. Gaffney and Gay Su Pinnell); and "Rationale for Teaching At Least Four Reading Recovery Children, Spring 1997" (Noel Jones). Section 3, Reading Recovery Training, contains these articles: "Reading Recovery Teachers as Lifelong Learners: Teachers in Transition, Autumn 1991" (Diane DeFord) and "Interpreting Teacher/Student Interactions in Reading Recovery from a Vygotskian Perspective, Winter 1993" (Carol A. Lyons). Section 4, Teaching for Diversity, contains the following articles: "Descubriendo La Lectura: A Reconstruction of Reading Recovery in Spanish, Winter 1994" (Kathleen McDonough); "Helping All Students Learn, Winter 1994" (Raquel C. Mireles); "Responding to Changing Demographics: Selecting Reading Recovery Books, Winter 1994" (Linda Garrett); "Text Selection for Limited English Proficient Students in Reading Recovery, Winter 1994" (Diana Geisler); and "'We Goed to Readin': Understanding How Children Learn Language, Fall 1995" (Nancy Anderson). Section 5, Teaching and Learning in Reading Recovery, contains the following articles: "A Closer Look at the Writing Component in the Reading Recovery Program, Autumn 1990" (Mary D. Fried); "Learning To Look at Print, Autumn 1992" (Steve Hansell); "Organizing Reading Recovery Lessons for Efficiency and Effectiveness, Autumn 1993" (Steve Hansell); "Dual Processing in Reading: Don't 'Get Your Mouth Ready' Yet, Autumn 1994" (Noel Jones); "Reading Recovery and Phonics: A Response for Parents, Autumn 1994" (Steve Hansell); "What Does Teaching at the Word Level Really Mean? Winter 1994" (Rose Mary Estice); "Doing It by the Book...or, Using the Language of the Guidebook in Our Teaching, Winter 1995" (Judith Neal); "Using Patterns of Responding to 'Follow the Child,' Spring 1997" (Rose Mary Estice); "Helping the Hard-To-Accelerate Child: Problem-Solving the More Difficult Cases, Fall 1997" (Noel Jones); and "Teaching for Strategies in Writing: Maintaining the Balance between Composing and Transcribing, Spring 1998" (Lee Skandalaris). (Each article contains references.) (NKA)

AN: EJ602997
AU: Good,-Roland-H.-III; Simmons,-Deborah-C.; Smith,-Sylvia-B.
TI: Effective Academic Interventions in the United States: Evaluating and Enhancing the Acquisition of Early Reading Skills.
PY: 1998
SO: School-Psychology-Review; v27 n1 p45-56 1998
NT: Special Topic: "Psychology in the Schools of the United Kingdom and the United States." For related articles, see CG 554 980-988.
DE: Emergent-Literacy; Reading-Instruction
DE: Early-Intervention; Elementary-Education; Reading-Difficulties
AB: Article develops a rationale for early literacy intervention, reviews the major implications of converging evidence in early literacy and reading acquisition, and proposes mechanisms to enhance early literacy development through the strategic and timely linkage of assessment and intervention. Presents major areas of convergence research regarding what to teach and how to teach reading. (Author/JDM)

AN: ED420834
AU: Niles,-Karen
TI: Following a Struggling Reader: A Case Study.
PY: 1997
NT: Paper presented at the Annual Meeting of the National Reading Conference (Scottsdale, AZ, December 3-6, 1997).
PR: EDRS Price MF01/PC01 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED420834
DE: Early-Intervention; Emergent-Literacy; Reading-Difficulties; Reading-Improvement; Reading-Strategies; Tutoring-
DE: Beginning-Reading; Case-Studies; Elementary-Education; Qualitative-Research; Reading-Research; Spelling-; Stress-Variables
AB: Using an emergent literacy perspective, a qualitative case study examined a child who struggled to become a reader. The study was based on data gathered during a 33-month tutoring intervention extending from the end of repeated first grade to mid-fourth grade. Interviews and documents were used to reconstruct the child's literacy history prior to tutoring intervention and document his development from an early emergent reader to a beginning reader. Participants in the study were "David," a European-American boy from a working class family and the researcher, a graduate student in emergent literacy. Results indicated that David's stress level, which was overwhelming when tutoring began, was lowered as tutoring progressed. Findings suggest that the most helpful practices in the beginning were: prohibiting "sounding out"; supplying words he needed; and teaching him to read "around" words he did not know. Later helpful practices were: sharing the reading with him; working on his spelling words; repeated readings; and various sound and word games played to increase phonemic awareness. (Contains eight references.) (CR)

AN: EJ562389
AU: Goetze,-Sandra-K.; McElroy,-Linda-J.; Beach,-Sara-Ann
TI: At-Risk Readers: Part II--Breaking the Cycle (Research into Practice).
PY: 1997
SO: Reading-Psychology; v18 n4 p371-81 Oct-Dec 1997
NT: For part I, see CS 753 506.
DE: Classroom-Techniques; Early-Intervention; High-Risk-Students; Instructional-Effectiveness; Reading-Difficulties; Theory-Practice-Relationship
DE: Beginning-Reading; Elementary-Education; Literacy-; Models-; Reading-Research; Teacher-Role
AB: Asserts that the cycle of at-risk readers' self-perception and teachers' perception can be broken by providing rich, accelerated literacy instruction. Discusses early intervention programs, such as Reading Recovery and Early Intervention in Reading, and other intervention models such as Success for All. Describes teaching strategies used to support children's learning. (PA)

AN: EJ555463
AU: Lombardino,-Linda-J.; Bedford,-Tara; Fortier,-Christine; Brandi,-John; Carter,-Jennifer
TI: Invented Spelling: Developmental Patterns in Kindergarten Children and Guidelines for Early Literacy Intervention.
PY: 1997
SO: Language,-Speech,-and-Hearing-Services-in-Schools; v28 n4 p333-43 Oct 1997
DE: Early-Intervention; Phonemics-; Reading-Difficulties; Spelling-
DE: At-Risk-Persons; Classification-; Developmental-Stages; Kindergarten-Children; Language-Acquisition; Phoneme-Grapheme-Correspondence; Phonology-; Prevention-; Primary-Education
AB: The phonemic awareness of 100 children in the second semester of kindergarten was evaluated through analysis of their invented spelling patterns. A taxonomy of 10 invented spelling patterns and 21 response types was developed. A developmental ordering of spelling patterns is proposed and relationships among phonological awareness, spelling, and reading discussed in relation to children at risk for reading disabilities. (Author/DB)

AN: EJ555291
AU: Friedberg,-Joan-Brest; Segel,-Elizabeth
TI: Read-Aloud Parent Clubs: Equipping Parents to Support Emergent Literacy.
PY: 1997
SO: Children's-Literature-in-Education; v28 n3 p127-36 Sep 1997
DE: Emergent-Literacy; Parent-Participation; Reading-Aloud-to-Others
DE: Early-Intervention; Low-Income; Parent-Child-Relationship; Parents-as-Teachers; Reading-Motivation
AB: Describes an early intervention literacy program which brings books, children, and parents together in Pittsburgh, Pennsylvania. States that it provides low-income parents with the information, skills, and encouragement needed to promote the literacy development of their children. (PA)

AN: EJ550362
AU: Reed,-Suellen
TI: Reading and Literacy Initiative Assists Readers and Challenges Stakeholders.
PY: 1997
SO: Indiana-Reading-Journal; v29 n3 p5-9 Sum 1997
NT: Published by the Indiana State Reading Association. Subscription: Phil Talbert, MSD Warren Township, 9301 E. 18th St., Indianapolis, IN 46229.
DE: Adult-Education; Early-Intervention; Educational-Finance; Library-Collection-Development
DE: Elementary-Education; State-Government; State-School-District-Relationship
AB: Discusses the attempts of "literacy stakeholders" across Indiana to develop legislative proposals. Discusses early intervention literacy programs, a renewed investment in school library books, and adequate funding for the state's adult education/literacy programs. Notes that the legislature passed a bill funding such programs at a greatly reduced level. (RS)

AN: ED407797
TI: Symposium on Literacy and Disabilities (6th, Durham, North Carolina, January 23-24, 1997). Proceedings.
CS: Duke Univ., Durham, NC. Medical Center.
PY: 1997
PR: EDRS Price MF01/PC05 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED407797
DE: Disabilities-; Educational-Strategies; Inclusive-Schools; Language-Acquisition; Literacy-; Poetry-
DE: Adults-; Augmentative-and-Alternative-Communication; Computer-Uses-in-Education; Cultural-Activities; Disability-Identification; Early-Identification; Early-Intervention; Elementary-Secondary-Education; Emotional-Disturbances; Hearing-Impairments; Language-Impairments; Learning-Disabilities; Mental-Retardation; Preschool-Education; Reading-Instruction; Regular-and-Special-Education-Relationship; Vocabulary-; Writing-Instruction
AB: Shortened versions of papers from a symposium on literacy and disabilities are provided. Paper topics include: (1) a literacy bill of rights; (2) balanced instruction for diverse learners; (3) historical trends in vocabulary selection; (4) inclusive/collaborative service delivery for language/learning disabled school-age children; (5) literacy, technology, and the educational team of a student with cerebral palsy; (6) classic poetry activities for young people with emergent literacy and language intervention needs; (7) early literacy and communication in a child with Rett Syndrome; (8) listening comprehension evaluation in reading diagnosis; (9) literacy in adults with intellectual disabilities; (10) emergent literacy in preschoolers with hearing loss; (11) implementing a multilevel, multimethod literacy program for students with mild to moderate mental retardation; (12) using cultural arts and technology in developing strong, lifelong literacy skills; (13) using reading recovery for elementary school-aged children with multiple disabilities and hearing impairments; (14) facilitating poetry writing for students with special needs; (15) making special education regular and regular education special by joining the two philosophies; (16) how the experiences of people with disabilities may lead to an emancipatory literacy; (17) dynamic assessment and instructional modifications for students with seizure disorders; (18) early identification and evaluation of attentional and motor-perceptual deficits as markers of learning disabilities; (19) developing language through social interaction and literacy enjoyment; (20) using poetry to support emergent literacy; (21) a summer institute for augmented speakers; (22) literacy instructional techniques used for a student with multiple disabilities; (23) strategies for addressing difficulties in the physical aspects of written expression; (24) pragmatical approaches to major obstacles in teaching reading; (25) a personal narrative from a student with hearing impairment and attention deficit hyperactivity disorder; (26) validity in facilitated communication; (27) methods for improving the literacy of adolescents with learning, emotional, and behavioral disabilities; (28) designing computer generated/multi-sensory materials for teaching reading and writing through word families; and (29) using augmentative and alternative communication during storybook interactions. Most papers contain references. Includes a publications list for the Center for Literacy and Disability Studies. (CR)

AN: EJ539904
AU: Calfee,-Robert
TI: Language and Literacy, Home and School.
PY: 1997
SO: Early-Child-Development-and-Care; v127-128 p75-98 1997
NT: Special Issue on: "Perspectives on Family Literacy."
DE: Family-Involvement; Family-School-Relationship; Language-Acquisition; Literacy-; *School-Role
DE: Academic-Achievement; Cognitive-Development; Early-Intervention; Educational-Objectives; Elementary-Education; Kindergarten-
AB: Claims that for home and school to cooperate on behalf of students, they must share a similar vision. Presents the concept of "critical literacy" to provide this vision. Recommends establishment of standards that clarify literacy outcomes, creation of a developmental perspective for monitoring students' progress, implementation of outreach programs from schools to homes, and bringing students into the "loop." (MOK)

Working With Underachievers- Parent Talk Package Of 25

Other Resources (available either for sale or via interlibrary loan)
Title: Early success : an intervention program
Author: Cooper, J. David
Year: 1999
Publisher: Houghton Mifflin

Title: Building on the best, learning from what works five promising remedial reading
intervention programs
Author(s): American Federation of Teachers
Year: 1999
Publisher: American Federation of Teachers

Title: Literacy-based strategies for improving speech and language skills in young children
Author(s): Gonzalez, Lori Stewart. ; Stewart, Sharon Rowe.
Year: 1999
Publisher: Purdue Research Foundation

Title: The early intervention handbook : intervention in literacy
Author(s): McMillan, Greg. ; Leslie, Moira.
Year: 1998
Publisher: City of Edinburgh Council, Education Dept.

Title: Foundations : teacher guide : For intervention and guided reading /
Author(s): Iversen, Sandra. ; Bancroft, Gloria.
Year: 1997
Publisher: Wright Group

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