Second-language Reading and
Biliteracy Instruction
Bibliography
Compiled by Jill Kerper Mora, Ed.D.
San Diego State University
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| Fillmore, L.W. (1991). Second-language learning in children: A model of language learning in social context. In E. Bialystok (Ed.), Language Processes in Bilingual Children. New York: Cambridge University Press. |
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| Freeman, Y.S., & Freeman, D.E. (1997). Teaching Reading and Writing in Spanish in the Bilingual Classroom. Portsmouth, NH: Heinemann. |
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| García, E.E. (1994). Linguistically and Culturally Diverse Children: Effective Instructional Practices and Related Policy Issues. In Waxman, H.C., Walker de Félix, J., Anderson, J.E., & Baptiste, H.P (Eds.) Students at Risk in At-Risk Schools: Improving Environments for Learning, pp. 65-86. Newbury Park, CA: Corwin Press. |
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| Goswami, U. (1999). The relationship between phonological awareness and orthographic representation in different orthographies. In Harris, M., & Hatano, G. Learning to read and write: A cross-linguistic perspective, p. 134-156. |
| Gruenewald, L. J. & Pollak, S.A. (1990). Language interaction in curriculum and instruction: What classroom teachers need to know. Austin, TX: Pro-ed. |
| Harste, J.C. (1989). New policy guidelines for reading: Connecting research and practice. Urbana, Il: National Council of Teachers of English. |
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| Hollingsworth, S., & Gallego, M. (1996). Toward a collaborative praxis of multiple literacies. Curriculum Inquiry, 26 (3), 265-292. |
| Hornberger, N.H. (1994) Continua of biliteracy. In Ferdman, B.M., Weber, R., & Ramirez, A.G.(Eds.) Literacy Across Languages and Cultures (pp. 103-139). Albany, NY: State University of New York Press. |
| Hudelson, S. (1984). Kan yu ret an rayt en ingles: Children become literate in English as a second language. TESOL Quarterly 18, 221-238. |
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| Hurley, S.R., & Tinajero, J.V., (Eds.) 2001. Literacy assessment of second-language learners. Needham Heights, MA: Allyn and Bacon. |
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| Jiménez, R.T., García, G.E., & Pearson, P.D. (1996). The reading strategies of bilingual Latina/o students who are successful English readers: Opportunities and obstacles. Reading Research Quarterly, 33 (1), 90-112. |
| Jiménez, R.T., Moll, L.C., Rodríguez-Brown, F.V., & Barrera, R.B. (1999). Latina and Latino researchers interact on issues related to literacy learning. Reading Research Quarterly 34 (2), 217-230. |
| Jones, E.B. (1998). Mexican American teachers as cultural mediators: Literacy and literacy contexts through bicultural strategies. Unpublished doctoral dissertation, Claremont Graduate University and San Diego State University. |
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| Koda, K. (2005). Insights into second language reading: A cross-linguistic approach. NY: Cambridge University Press. |
| Koda, K. (1997). Orthographic knowledge in L2 lexical processing: A cross-linguistic perspective. In Coady, J. & T. Huckin (Eds.). Second language vocabulary acquisition (pp. 35-52). New York: Cambridge University Press. |
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Mora, J.K. (2006). Differentiating instruction for English Learners: The Four-by-Four Model. In T.A. Young & N. L. Hadaway (Eds.). Supporting the Literacy Development of English Learners: Increasing Success in All Classrooms. Newark, DE: International Reading Association, pp. 24-40. |
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| Mora, J.K. (2001b). Learning to spell in two languages: Orthographic transfer in a transitional Spanish/English bilingual program. In P. Dreyer (Ed.), Raising Scores, Raising Questions: Claremont Reading Conference 65th Yearbook, 64-84. Claremont, CA: Claremont Graduate University. |
| Mora, J.K. & Grisham, D.L (2001) !What deliches tortillas! Preparing teachers for literacy instruction in linguistically diverse classrooms. Teacher Education Quarterly, 28 (4), 51-70. |
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Wang, M., & Koda, K. (2005). Commonalities and differences in word identification skills among English second language learners. Language Learning, 55, 73-100. |
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| Zuckernick, H. (1996). Second language word decoding strategies. The Canadian Modern Language Journal 53, 76-96. |
| Zúñiga-Hill, C. & Yopp, R.H. (1996). Practices of exemplary elementary school teachers of second language learners. Teacher Education Quarterly 23 (1), 83-97. |
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