References
These references will provide a deeper understanding of the theoretical undepinnings of Accelerated Literacy.
| Reference | Topic |
| Bell, J. (2002) Scaffolding Literacy. Practically Primary (Vol 25, Number 2). Adelaide, South Australia: Australian Literacy Educators Association. | A case study into scaffolding literacy |
Bruner, J. (1986) Actual Minds, Possible Worlds. Cambridge, Mass: Harvard University Press. |
Background information related to scaffolding |
| Cazden, C.B. (2001) Classroom Discourse: The Language of Teaching and Learning (second edition), Portsmouth NH: Heinemann. | Teaching routines and the relevance of Concentrated Language Encounters |
| Gee, J. (1990) Social Linguistics and Literacies: Ideology in Discourses. Basingstoke, Hampshire: The Falmer Press. | Discourse and its relevance to Accelerated Literacy |
| Gray, B. (1985) Helping Children to Become Language Learners in the Classroom. In, M. Christie (ed.), Aboriginal Perspectives on Experience and Learning: The Role of Language in Aboriginal Education. Geelong, Vic: Deakin University Press. | Background to the Traeger Park program |
| Gray, B. (1987) How Natural is 'Natural' Language Teaching: Employing Wholistic Methodology in the Classroom. Australian Journal of Early Childhood. 12:4:3-19. | Whole language and its shortcomings |
| Gray, B. (1998) Accessing the Discourses of Schooling: Language and Literacy Development with Aboriginal Children in Mainstream Schools. PhD Thesis, University of Melbourne. | Background to the Traeger Park program |
| Gray, B. & Cazden, C. (1992) Concentrated Language Encounters: International Biography of a Curriculum Concept, Joint Plenary Address, 26th Annual TESOL Convention, Vancouver Convention Centre, Vancouver B.C. Canada, March 3-7 1992 | Background to the Traeger Park program |
Gray, B. (1982) Developing language and literacy with Aboriginal children in urban schools. Paper presented to the 7th annual conference of the Applied Linguistics Association of Australia, Perth. |
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Gray, B. (1986) Creating a Context for the Negotiation of Written Text. In, Literacy: Text and Context, selected papers of the 12th Australian Reading Conference, Perth: Australian Reading Association. |
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Gray, B. (1990) Natural Language in the Aboriginal Classroom: Reflections on Teaching and Learning Style for Empowerment in English, Chapter 11 in, C. Walton and W. Eggington (eds.), Language: Maintenance, Power and Education, Darwin: Northern Territory University Press. |
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| Gray, B., and Cowey, W. (1997) High Order Book Orientation-the lion and the mouse: a Practical Example of How to Prepare for Successful Reading. Canberra: Schools and Community Centre, University of Canberra. | |
| Hammond, J. (1990) Is Learning to Read and Write the Same as Learning to Speak. In F. Christie (ed.), Literacy for a Changing World. Hawthorn, Vic: Australian Council for Educational Research. | The difference between oral and written language |
| Heath, S. B. (1986). Literacy and Language Change. In D. Tannen & J. E. Alatis (Eds.), Georgetown University Round Table on Languages and Linguistics, 1985. Language and Linguistics:The Interdependence of Theory, Data, and Application (pp. 282-293). Washington, D.C.: Georgetown University Press. | Discourse and its relevance to Accelerated Literacy |
McRae, D., Ainsworth, G., Cumming, J., Hughes, P., Mackay, T., Price, K., Rowland, M., Warhurst, J., Woods, D., & Zbar, V. (2000) What Works: Explorations in Improving Outcomes for Indigenous Students. A report prepared for the Department of Education, Training and Youth Affairs, Australian Curriculum Studies Association and National Curriculum Services. |
IESP project report |
| Nicholson, T. (1984). The process of reading : an introduction to theory and practice in the teaching of reading. Cammeray: Horwitz Grahame Books. | Learning to read |
| Pressley, M. (2002) Reading Instruction that Works: The Case for Balanced Teaching. Second Edition, New York: Guilford Press. | Learning to read |
| Rogoff, B. (1990) Apprenticeship in thinking: Cognitive development in social context. NY: Oxford University Press | Cognitive development |
| Scollon, R., & Scollon, S. B. K. (1981). The Literate Two-Year-old: The Fictionalisation of Self. In R. O. Freedle (Ed.), Narrative, Literacy and Face in Interethnic Communication (Vol. 7, pp. 57-98). Norwood, N.J.: Ablex Publishing Corporation. | Aquiring language |
| Stanovich. K.E. (1986) Matthew Effects in Reading: Some Consequences of Individual Differences in the Acquisition of Literacy. Reading Research Quarterly, 21, 360-406. | 'The good get better and the bad get worse' |
| Vygotsky, L. (1978) Mind in Society: The Development of Higher Psychological Processes (M. Cole, V. John-Steiner, S. Scribner & E. Souberman, eds). Cambridge, Mass: Harvard University Press. | Scaffolding |
Vygotsky, L. (1986) Thought and Language (A. Kozulin, ed.). Cambridge, Mass: The MIT Press. |
Scaffolding |
| Wertsch, J. V. (1984) The Zone of Proximal Development: Some Conceptual Issues, in, B. Rogoff & J. V. Wertsch, (eds). Children’s Learning in the Zone of Proximal Development. New Directions for Child Development, No. 23. San Francisco: Jossey- Bass, March, 1983. | Scaffolding |
Wertsch, J. V. (1998) Mind as Action. New York: Oxford University Press. |
Scaffolding |
Wood, D. (1980) Teaching the Young Child: Some Relationships Between Social Interaction, Language and Thought, in Olson, D,R. (ed) The Social Foundations of Language and Thought, NY: W. W. Norton & Company. |
Scaffolding |
| Wood, D., Bruner, J. & Ross, G. (1976) The Role of Tutoring in Problem Solving. Journal of Child Psychology and Psychiatry, 17. 89-100. | Scaffolding |