References and further reading
Barratt-Pugh, C 1997, ‘Why d’you speak funny?’: Supporting all children learning to talk and talking to learn’, in Working with the Under Threes: Responding to Children’s Needs, L Abbott & H Moylett (eds), Open University Press, Cambridge. Barratt-Pugh, C 2000, ‘Literacies in more than one language’, in Literacy Learning in the Early Years, C Barratt-Pugh & M Rohl (eds), Allen & Unwin, Sydney. Baumann, J, Hoffmann, J, Moon, J & Duffy-Hester, A 1998, ‘Where are teachers’ voices in the phonics/whole language debate?’, Results from a survey of US elementary classroom teachers, The Reading Teacher, vol. 51, no. 8, pp. 636–50. Bearne, E 2009, ‘Multimodality, literacy and texts: Developing a discourse’, Journal of Early Childhood Literacy, 9 (2), pp. 156–187. Beck, I, McKeown, M & Kucan, L 2002, Bringing words to life: Robust vocabulary instruction, New York: The Guilford Press. Becker, W 1997, ‘Teaching reading to the disadvantaged: What have we learned from field research’, Harvard Educational Review, vol. 47, pp. 518–43. Bennett, J & Tayler, C 2006, Starting strong 2, Paris: Organisation of Economic Co-operation and Development. Berk, L 2009, Child Development, 8th edn, Pearson/Allyn & Bacon, Boston MA. Biemiller, A 2004, ‘Teaching vocabulary in the primary grades: Vocabulary instruction needed’, in Vocabulary Instruction: Research to Practice, J Baumann & E Kame’enui (eds), Guilford Press, New York, NY, pp. 28–40. Biemiller, A & Slonim, N 2001, ‘Estimating root word vocabulary growth in normative and advantaged populations: Evidence for a common sequence of vocabulary acquisition’, Journal of Educational Psychology, vol. 93, no. 3, pp. 498–520. Bloom, B 1956, Taxonomy of Educational Objectives, Handbook 1: Cognitive Domain, David McKay, New York. Bloom, BS, Mesia, BB & Krathwohl, DR 1964, Taxonomy of Educational Objectives, (vols I & II The Affective Domain & The Cognitive Domain), David McKay, New York. Bloom, L 1998, ‘Language acquisition in its developmental context’, in Handbook of Child Psychology, vol. 2. (5th edn), W. Damon (ed.), Wiley, New York. Bourdieu, P 1986, Distinction: A Social Critique of the Judgment of Taste, Routledge, London. Boyle, OF & Peregoy, SF 1998, ‘Literacy scaffolds: Strategies for first- and second- language readers and writers’, in Literacy Instruction for Culturally and Linguistically Diverse Children: A Collection of Articles and Commentaries, MF Opitz (ed.), International Reading Association, USA. Brown, R, Cazden, C & Bellugi-Kilmer U 1986, ‘The child’s grammar from one to three’, in Minnesota Symposium on Child Development, JP Hill (ed.), University of Minnesota Press, Minneapolis. Bruner, J 1986, Actual Minds: Possible Worlds, Harvard University Press, Cambridge MA. Bull, G & Anstey, M 2010 Evolving pedagogies: Reading and writing in a multimodal world, Curriculum Press, Victoria. Bus, AG, Van Ijzendoorn, MH & Pellegrini, AD 1995, ‘Storybook reading makes for success in learning to read. A meta-analysis on intergenerational transmission of literacy’, Review of Educational Research, 65, pp. 1–21. Butler, D 1988, Babies Need Books (2nd edn), Penguin Books, London.
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