Hispanic Parents' Awareness and Use of Literacy-Rich Environments at Home and in the Communiyt

Abi-Nader, J. (1991, April). Family values and the motivation of Hispanic youth. Paper presented at the annual meeting of the American Educational Research Association, Chicago.

Ames, C. , DeStefano, L. , Walkins, T. , & Sheldon, S. (1993). Teachers' school-to-home communications and parent involvement: The role of parent perceptions and beliefs (Report No. 28). Baltimore: Center for Families, Communities, Schools and Children's Learning, John Hopkins University.

Applebee, A. , Langer, J. , & Mullis, 1. (1987). Learning to be literate in America. Princeton, NJ: National Assessment of Educational Progress.

Baker, D. P. , & Stevenson, D. C. (1986). Mothers' strategies for children's school achievement: Managing the transition to high school. Sociology of Education 59, 156-166.

Comer, J. P. (1986). Parent participation in the schools. Phi Delta Kappan, 67, 442-444.

Comer, J. P. (1988). Educating poor minority children. Scientific American, 259, 42-48.

Delgado-Gaitan, C. (1992). School matters in the Mexican-American home: Socializing children to education. American Educational Research Journal, 29, 495-513.

Eccles, J. S. , & Harold, R. D. (1993). Parent-school involvement during early adolescent years. Teachers College Record, 94, 569-687.

Edwards, P. A. (1988, November). Lower SES mothers' learning of book reading strategies. Paper presented at the annual meeting of the National Reading Conference, Tucson, AZ.

Edwards, P. A. (1999). A path to follow: Learning to listen to parents. Ports-mouth, NH: Heinemann.

Epstein, J. L. (1995). School/family/community partnerships: Caring for the children we share. Phi Delta Kappan, 76, 701-712..

Feitelson, D. , & Goldstein, Z. (1986). Patterns of book ownership and reading to young children in Israeli school-oriented and non-school-oriented families. Reading Teacher, 39, 924-930.

Gallimore, R. , & Goldenberg, C. N. (1989, April). School effects on emergent literacy experiences in families of Spanish-speaking children. Paper presented at the annual meeting of the American Educational Research Association, San Francisco.

Goldenberg, C. N. (1987). Low-income Hispanic parents' contributions to their first-grade children's word recognition skills. Anthropology and Education Quarterly, 18, 149-179.

Goldenberg, C. N. , & Gallimore, R. (1991). Local knowledge, research knowledge, and educational change: A case study of early Spanish reading improvement. Educational Researcher, 20, 2-14.

Heath, S. B. (1986). Sociocultural context of language development. In California State Department of Education (Ed.), Beyond language: Social and cultural factors in schooling language minority students (pp. 143-186). Los Angeles: Evaluation Dissemination and Assessment Center.

Henderson, E. , & Beers, J. (Eds.). (1981). Developmental and cognitive aspects of learning to spell. Newark, DE: International Reading Association.

MetriTech (1987). The Illinois reading assessment project: Literacy Survey. Champaign, IL: MetriTech.

Moll, L. C. , Amanti, C. , Neff, D. , & Gonzalez, N. (1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory into Practice, 31(1), 132-141.

Mulhern, M. (1991, February). The impact of a family literacy project on three Mexican-immigrant families. Paper presented at the UIC Literacy Colloquium, University of Illinois at Chicago.

National Center for Education Statistics (1995). The educational progress of Hispanic students: Findings from the condition of education. Washington, DC: US Department of Education.

National Center for Family Literacy. (1991). The effects of participation in family literacy programs. Louisville, KY: National Center for Family Literacy.

National Council of La Raza (1990). Hispanic education: A statistical portrait. Washington, DC: Author.

Rodriguez-Brown, F. V. (In press). Home-school connection in a community where English is the second language. In V. Risko & K. Bromley (Eds), Collaboration for diverse learners: Viewpoints and practices. Newark, DE: International Reading Association.

Rodriguez-Brown, F. V. , & Meehan, M. A. (1998). Family literacy and adult education: Project FLAME. In C. Smith (Ed.), Literacy for the twenty-first century (pp. 176-193). Westport, CT: Praeger.

Rodriguez-Brown, F. V. , & Shanahan, T. (1989). Literacy for the limited English proficient child: A family approach. (Proposal submitted and funded by the U.S. Department of Education).

Silvern, S. (1988). Continuity/discontinuity between home and early childhood education environments. Elementary School Journal, 89, 147-160.

Teale, W. H. (1984). Reading to young children: Its significance for literacy development. In H. Goelman , A. Oberg , & F. Smith (Eds.), Awakening to literacy (pp. 110-121) Portsmouth, NH: Heinemann.

Tobin, A. W. (1981). A multiple discriminant cross validation of the factors associated with the development of precocious reading achievement. Unpublished doctoral dissertation, University of Delaware.

Van Fossen, S. , & Sticht, T. G. (1991). Teach the mother and reach the child: Results of the intergenerational literacy action research project. Washington, DC: Wider Opportunities for Women.

Wheeler, M. E. (1971). Untutored acquisition of writing skill. Unpublished doctoral dissertation, Cornell University, Ithaca, NY.