BeauchatK. A.BlameyK. L.WalpoleS. (2009). Building preschool children's language and literacy one storybook at a time. The Reading Teacher, 63, 26–39.
2.
BrowderD. M.SpoonerF. (2006). Teaching language arts, math, & science to students with significant cognitive disabilities. Baltimore, MD: Paul H. Brookes.
3.
ClineZ.NecocheaJ. (2003). Specially designed academic instruction in English (SDAIE): More than just good instruction. Multicultural Perspectives, 5 (1), 18–24.
4.
DowningJ. (2005). Teaching literacy to students with significant disabilities: Strategies for the K–12 inclusive classroom. Thousand Oaks, CA: Corwin Press.
5.
HetzroniO. E.SchaninM (2002). Emergent literacy in children with severe disabilities using interactive multimedia stories. Journal of Developmental and Physical Disabilities, 14 (2), 173–190.
6.
JusticeL. M.KaderavekJ. (2002). Using shared storybook reading to promote emergent literacy. TEACHING Exceptional Children, 34 (4), 8–13.
7.
JusticeL. M.KaderavekJ. N. (2004). Embedded-explicit emergent literacy intervention 1: Background and description of approach. Language, Speech, and Hearing Services in Schools, 35, 201–211.
8.
MarvinC.MirendaP. (1993). Home literacy experiences of preschoolers enrolled in Head Start and special education programs. Journal of Early Intervention, 17, 351–367.
9.
MollL. C.AmantiC.NeffD.GonzálezN. (1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory into Practice, 31, 132–141.
10.
National Early Literacy Panel. (2008). Developing early literacy: Report of the National Early Literacy Panel. Washington, DC: National Institute for Literacy. Retrieved from http://lincs.ed.gov/publications/pdf/NELPSummary.pdf.
11.
National Reading Panel. (2000). Report of the National Reading Panel: Teaching students to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction: Reports of the subgroups. Bethesda, MD: National Institute of Child Health and Human Development, National Institutes of Health.
RiveraC. J.SpoonerF.WoodC. L.HicksS. C. (2013). Teaching vocabulary to English language learners using multimedia shared stories. Manuscript submitted for publication.
14.
RiveraC. J.WoodC. L.SpoonerF. (2012). Comparative effects of Spanish and English vocabulary instruction for English language learners with moderate intellectual disability. Multiple Voices for Ethnically Diverse Exceptional Learners, 13, 42–55.
15.
SilvermanR.HinesS. (2009). The effects of multimedia-enhanced instruction on the vocabulary of English-language learners and non-English-language learners in pre-kindergarten through second grade. Journal of Educational Psychology, 2, 305–314.
16.
SpoonerF.RiveraC. J.BrowderD. M.BakerJ. N.SalasS. (2009). Teaching emergent literacy skills using culturally contextual story-based lessons. Research and Practice for Persons with Severe Disabilities, 34, 102–112.
