Chapter published in:
Narrative, Literacy and Other Skills: Studies in intervention
Edited by Edy Veneziano and Ageliki Nicolopoulou
[Studies in Narrative 25] 2019
► pp. 89107
References

References

Alexander, K. L., Entwisle, D. R., & Olson, L. S.
(2001) Schools, achievement, and inequality: A seasonal perspective. Educational Evaluation and Policy Analysis, 23(2), 171–191. CrossrefGoogle Scholar
Beck, I., Omanson, R., & McKeown, M.
(1982) An instructional redesign of reading lessons: Effects on comprehension. Reading Research Quarterly, 17(4), 462–481. CrossrefGoogle Scholar
Best, R., Floyd, R., & McNamara, D.
(2008) Differential competencies contributing to children’s comprehension of narrative and expository texts. Reading Psychology, 29, 137–164. CrossrefGoogle Scholar
Blum-Kulka, S., & Snow, C.
(1992) Developing autonomy for tellers, tales, and telling in family narrative events. Journal of Narrative and Life History, 2(3), 187–217. CrossrefGoogle Scholar
Boudreau, D.
(2008) Narrative abilities Advances in research and implications for clinical practice. Topics in Language Disorders, 28(2), 99–114. CrossrefGoogle Scholar
Bridge, C., & Tierney, R.
(1981) The inferential operations of children across text with narrative and expository tendencies. Journal of Reading Behavior, 13, 201–214. CrossrefGoogle Scholar
Cooper, H., Nye, B., Charlton, K., Lindsay, J., & Greathouse, S.
(1996) The effects of summer vacation on achievement test scores: A narrative and meta-analytic review. Review of Educational Research, 66(3), 227–268. CrossrefGoogle Scholar
Curenton, S. M., Craig, M. J., & Flanigan, N.
(2008) Use of decontextualized talk across story contexts: How oral storytelling and emergent reading can scaffold children’s development. Early Education and Development, 19(1), 161–187. CrossrefGoogle Scholar
Dickinson, D. K., & McCabe, A.
(2001) Bringing it all together: The multiple origins, skills, and environmental supports of early literacy. Learning Disabilities Research & Practice, 16, 186–202. CrossrefGoogle Scholar
Dickinson, D. K., & Tabors, P. O.
(1991) Early literacy: Linkages between home, school and literacy achievement at age five. Journal of Research in Childhood Education, 6(1), 30–46. CrossrefGoogle Scholar
Downey, D. B., von Hippel, P. T., & Broh, B. A.
(2004) Are schools the great equalizer? Cognitive inequality during the summer months and the school year. American Sociological Review, 69(5), 613–635. CrossrefGoogle Scholar
English Language Arts Standards
(2016) Retrieved July 08, 2016, from http://​www​.corestandards​.org​/ELA​-Literacy
Gambrell, L. B., Pfeiffer, W. R., & Wilson, R. M.
(1985) The effects of retelling upon reading comprehension and recall of text information. Journal of Education Research, 78(4), 216–220. CrossrefGoogle Scholar
Gardner-Neblett, N, Pungello, E., & Iruka, I.
(2012) Oral narrative skills: Implications for the reading development of African American children. Child Development Perspectives, 6(3), 218–224. CrossrefGoogle Scholar
Gibbons, G.
(2002) Polar bears. New York, NY: Holiday House.Google Scholar
Griffin, T., Hemphill, L., Camp, L., & Wolf, D.
(2004) Oral discourse in the preschool years and later literacy skills. First Language, 24, 123–147. CrossrefGoogle Scholar
Heyns, B.
(1978) Summer learning and the effects of schooling. New York, NY: Academic Press.Google Scholar
Hoover, H. D., Dunbar, S. B., Frisbie, D. A., Oberley, K. R., Ordman, V. L., Naylor, R. J., & Shannon, G. P.
(2003) The Iowa tests of basic skills forms A and B: Guide to research and development. Itasca, IL: Riverside.Google Scholar
Justice, L. M., Bowles, R., Pence, K., & Gosse C.
(2010) A scalable tool for assessing children’s language abilities within a narrative context: The NAP (Narrative Assessment Protocol). Early Childhood Research Quarterly, 25(2), 218–234. CrossrefGoogle Scholar
Kim, Y.-S., Park, C., & Park, Y.
(2015) Dimensions of discourse level oral language skills and their relation to reading comprehension and written composition: An exploratory study. Reading and Writing, 28, 633–654. CrossrefGoogle Scholar
Kucer, S. B.
(2010) Going beyond the author: What retellings tell us about comprehending narrative and expository texts. Literacy, 45(2), 62–69. CrossrefGoogle Scholar
Liles, B. Z.
(1993) Narrative discourse in children with language disorders and children with normal language: A critical review of the literature. Journal of Speech and Hearing Research, 36, 868–882. CrossrefGoogle Scholar
MacWhinney, B.
(2000) The CHILDES Project (3rd ed.). Mahwah, NJ: Lawrence Erlbaum.Google Scholar
Miller, J. F., Heilmann, J., & Nockerts, A.
(2006) Oral language and reading in bilingual children. Learning Disabilities Research & Practice, 21(1), 30–43. CrossrefGoogle Scholar
Moss, B.
(1997) A qualitative assessment of first graders’ retelling of expository text. Reading Research and Instruction, 37(1), 1–13. CrossrefGoogle Scholar
Omanson, R., & Formosa, M.
(1983) An analysis of narratives: Scoring manual. ERIC number ED240524, 106 pages.Google Scholar
O’Neill, D. K., Pearce, M. J., & Pick, J. L.
(2004) Preschool children’s narratives and performance on the Peabody Individualized Achievement Test – Revised: Evidence of a relation between early narrative and later mathematical ability. First Language, 24(2), 149–183. CrossrefGoogle Scholar
Pankratz, M. E., Plante, E., Vance, R., & Insalaco, D. M.
(2007) The diagnostic and predictive validity of the Renfrew Bus Story. Language, Speech, and Hearing Services in Schools, 38(4), 390–399. CrossrefGoogle Scholar
Phillips, M., & Chin, T.
(2004) How families, children, and teachers contribute to summer learning and loss. In G. D. Borman, & M. Boulay (Eds.), Summer learning: Research, policies, and programs (pp.255–278). Mahwah, NJ: Lawrence Erlbaum.Google Scholar
Reese, E., Suggate, S., Long, J., & Schaughency, E.
(2010) Children’s oral narrative and reading skills in the first 3 years of reading instruction. Reading and Writing Quarterly, 23, 627–644. CrossrefGoogle Scholar
Schertle, A.
(2011) Look out, Jeremy Bean! San Francisco, CA: Chronicle Books.Google Scholar
Sénéchal, M., & LeFevre, J.
(2002) Parental involvement in the development of children’s reading skill: A five-year longitudinal study. Child Development, 73, 446–490. CrossrefGoogle Scholar
Snow, C. E., Porche, M. V., Tabors, P. O., & Harris, S. R.
(2007) Is literacy enough? Pathways to academic success for adolescents. Baltimore, MD: Brookes.Google Scholar
Storch, S., & Whitehurst, G.
(2002) Oral language and code-related precursors to reading: Evidence from a longitudinal structural model. Developmental Psychology, 38, 934–947. CrossrefGoogle Scholar
Tabors, P. O., Snow, C. E., & Dickinson, D. K.
(2001) Homes and schools together: Supporting language and literacy development. In D. K. Dickinson, & P. O. Tabors (Eds.), Beginning literacy with language (pp.313–334). Baltimore, MD: Paul H. Brookes.Google Scholar
White, T., Kim, J., Kingston, H., & Foster, L.
(2014) Replicating the effects of a teacher-scaffolded voluntary summer reading program: The role of poverty. Reading Research Quarterly, 49(1), 5–30. CrossrefGoogle Scholar