Raymond, A.M. (1995). Engaging young children in mathematical problem solving: Providing a context with children's literature. Contemporary Education, 66, 172–174.
Daniels, H. (2002). Literature circles: Voice and choice in book clubs and reading groups. Portland, ME: Stenhouse Publishers.
Raymond, A.M. (1995). Engaging young children in mathematical problem solving: Providing a context with children's literature. Contemporary Education, 66, 172-174.
Shatzer, J. (2008). Picture book power: Connecting children's literature and mathematics. The Reading Teacher, 61(8), 649-653.
Shatzer, J. (2008). Picture book power: Connecting children's literature and mathematics. The Reading Teacher, 61(8), 649-653.
Having books at varied reading levels, including complexity of words and sentence structures, gives readers of all levels books they can read independently.
Shatzer, J. (2008). Picture book power: Connecting children's literature and mathematics. The Reading Teacher, 61(8), 649-653.
Shatzer, J. (2008). Picture book power: Connecting children's literature and mathematics. The Reading Teacher, 61(8), 649-653.
Shatzer, J. (2008). Picture book power: Connecting children's literature and mathematics. The Reading Teacher, 61(8), 649-653.
Providing students books in their Primary Language also helps them continue to develop reading skills that are not specific to each language, such as Verbal Reasoning and Narrative Skills, and can help with Motivation to read.
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