References: Selecting Culturally Responsive Texts

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References

Adukia, A., Eble, A., Harrison, E., Runesha, H. B., & Szasz, T. (2021). What we teach about race and gender: Representation in images and text of children's books. University of Chicago, Becker Friedman Institute for Economics Working Paper, (2021-44).

Allington, R.L. (2002). What I've learned about effective reading instruction from a decade of studying exemplary elementary classroom teachers. Phi Delta Kappan, 83(10), 740-747.

Armstrong, A.L. (2021). The representation of social groups in U. S. educational materials and why it matters: A research overview. New America.

Athanases, S. Z. (1998). Diverse learners, diverse texts: Exploring identity and difference through literary encounters. Journal of Literacy Research, 30(2), 273-296.

Bishop, R. S. (1990). Mirrors, windows, and sliding glass doors. Perspectives: Choosing and Using Books for the Classroom. 6 (3), ix-xi.

Byington, T. A., & Kim, Y. (2017). Jump‐starting preschoolers' emergent literacy: The entomologist tool kit. The Reading Teacher, 70(5), 601-604.

Cameron, L., Rutland, A., Brown, R., & Douch, R. (2006). Changing children's intergroup attitudes toward refugees: Testing different models of extended contact. Child Development, 77(5), 1208-1219.

Crisp, T., Knezek, S.M., Quinn, M., Bingham, G.E., Girardeau, K., & Starks, F. (2016). What's on our bookshelves? The diversity of children's literature in early childhood classroom libraries. Journal of Children's Literature, 42(2), 29-42.

Daniel, J., Clarke, T., & Ouellette, M. (2001). Developing and supporting literacy-rich environments for children. Washington, DC: National Governors Association Center for Best Practices.

Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2019). Implications for educational practice of the science of learning and development. Applied Developmental Science, 1-44.

Kleekamp, M.C. & Zapata, A. (2018). Interrogating depictions of disability in children's picturebooks. The Reading Teacher,72(5), 589-597.

McCollin, M., & O'Shea, D. (2005). Increasing reading achievement of students from culturally and linguistically diverse backgrounds. Preventing School Failure: Alternative Education for Children and Youth, 50(1), 41-44.

Muhammad, G. (2020). Cultivating genius: An equity framework for culturally and historically responsive literacy. Scholastic Incorporated.

Naidoo, J. C. (2014). The importance of diversity in library programs and material collections for children. Retrieved from the Association for Library Service to Children website: http://www.ala.org/alsc/sites/ala.org.alsc/files/content/ALSCwhitepaper_importance%20of%20diversity_with%20graphics_FINAL.pdf

Purcell‐Gates, V., Melzi, G., Najafi, B., & Orellana, M. F. (2011). Building literacy instruction from children's sociocultural worlds. Child Development Perspectives, 5(1), 22-27.

Simmons, M. C. (2021). "There's More Than One Way to Be Black": The Literacy Experiences of Black African Immigrant Girls in the United States. In Black Girls' Literacies (pp. 98-112). Routledge.

Tomlinson, C. A., Brighton, C., Hertberg, H., Callahan, C. M., Moon, T. R., Brimijoin, K., ... & Reynolds, T. (2003). Differentiating instruction in response to student readiness, interest, and learning profile in academically diverse classrooms: A review of literature. Journal for the Education of the Gifted, 27(2-3), 119-145.

Turnaround for Children. (2016, December 9). Stereotype threat: Strategies for the classroom [Blog post].