Language Is Everywhere! Universally Designed Strategies to Nurture Oral and Written Language

Baridge, B. , & Segal, M. (2004). Conversations in child care. Zero to Three, 25(1), 16-22.

Barratt-Pugh, C. (2002). Children as writers. In L. Makin & C. J. Diaz (Eds.), Literacies in early childhood: Changing views challenging practices (pp. 93-116). Sydney, Australia: MacLennan and Petty.

Blagojevic, B. , Twomey, D. , & Labas, L. (2007). Universal design for learning: From the start . Retrieved May 27, 2008, from http://www.ccids.umaine.edu/resources/facts/facts6/udl.htm

Braunger, J. , & Lewis, J.P. (1997). Building a knowledge base in reading. Portland, OR: Northwest Regional Educational Laboratory; Urbana, IL: National Council of Teachers of English; & Newark, DE: International Reading Association.

Center for Applied Special Technology. (2006 ). Summary of universal design for learning concepts. Retrieved January 25, 2007, from http://www.cast.org/research/index.html

Center for Universal Design. (1997). About UD: Universal design principles. Raleigh: North Carolina State University. Retrieved May 27, 2008 , from http://design.ncsu.edu/cud/about_ud/udprinciplestext.htm

Conn-Powers, M. , Cross, A.F. , Traub, E.K. , & Hutter-Pishgahi, L. (2006). The universal design of early education: Moving forward for all children. Beyond the Journal: Young Children on the Web. Retrieved January 25, 2007, from http://journal.naeyc.org/btj/200609/ConnPowersBTJ.pdf

Council for Exceptional Children. (Ed.). ( 2005). Universal design for learning: A guide for teachers and education professionals. Upper Saddle River, NJ: Pearson Prentice Hall.

Dickinson, D. K., & Tabors, P. O. (Eds.). (2001). Beginning literacy with language: Young children learning at home and school. Baltimore: Brookes.

Dyson, A.H. (2001). Writing and children's symbolic repertoires: Development unhinged. In S. B. Neuman & D. K. Dickinson (Eds.), Handbook of early literacy research (pp. 126-141). New York: Guilford.

Grisham-Brown, J. , Hemmeter, L.M. , & Pretti-Frontczak, K. (2005). Blended practices for teaching young children in inclusive settings. Baltimore : Brookes.

Hart, B. , & Risley, T.R. (1995). Meaningful differences in the everyday experiences of young American children. Baltimore: Brookes.

Hemmeter, M.L. , McCollum, J. , & Hsieh, W.Y. (2005). Practical strategies for supporting emergent literacy in the preschool classroom. In E. Horn & H. Jones (Eds.), Young Exceptional Children Monograph Series No 7: Supporting early literacy development in young children (pp. 59-74). Longmont, CO: Sopris West.

Heroman, C. , & Jones, C. (2004). Literacy: The creative curriculum approach. Washington, DC: Teaching Strategies.

Justice, L.M. , & Ezell, H. (2004). Print referencing: An emergent literacy enhancement strategy and its clinical application. Language, Speech and Hearing Services in Schools, 35, 185-193.

Justice, L.M. , & Pullen, P.C. (2003). Promising interventions for promoting emergent literacy skills: Three evidence-based approaches. Topics in Early Childhood Special Education, 23(3), 99-113.

Kimura, L. (2006). Music: The great organizer for early language and literacy. In S. E. Rosenkoetter & J. Knapp-Philo (Eds.), Learning to read the world: Language and literacy in the first three years (pp. 235-253). Washington, DC: Zero to Three.

Knapp-Philo, J. , Notari-Syverson, A. , & Stice, K. (2005). The tools of literacy for infants and toddlers . In E. Horn & H. Jones (Eds.), Young Exceptional Children Monograph Series No 7: Supporting early literacy development in young children (pp. 43-58). Longmont, CO: Sopris West.

Koppenhaver, D.A. , Hendrix, M.P. , & Williams, A.R. (2007). Toward evidence-based literacy interventions for children with severe and multiple disabilities. Seminars in Speech and Language, 28(1), 79-89.

Lane, H.B. , & Pullen, P.C. (2004). Phonological awareness assessment and instruction: A sound beginning. Needham Heights, MA: Allyn & Bacon.

Larney, R. (2002). The relationship between early language delay and later difficulties in literacy. Early Child Development and Care, 172, 183-193.

Mason, C. , Orkwis, R. , & Scott, R. (2005). Instructional theories supporting universal design for learning: Teaching to individual learners. In Council for Exceptional Children (Ed.), Universal design for learning: A guide for teachers and education professionals (pp. 21-40). Upper Saddle River, NJ: Pearson Prentice Hall.

National Reading Panel. (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction . Washington, DC: National Institute of Child Health and Human Development.

Neuman, S.B. , Copple, C. , & Bredekamp, S. (2000). Learning to read and write: Developmentally appropriate practices for young children. Washington, DC: National Association for the Education of Young Children.

Notari-Syverson, A. , O'Connor, R.E. , & Vadasy, P. (1998). Ladders to literacy: A preschool activity book . Baltimore: Brookes.

Pikulski, J.J. (1994). Preventing reading failure: A review of five effective programs. Reading Teacher, 48(1), 30-39.

Romski, M.A. , Sevcik, R.A. , & Forrest, S. (2001). Assistive technology and augmentative and alternative communication in inclusive early childhood programs. In M. J. Guralnick (Ed.), Early childhood inclusion: Focus on change (pp. 465-479). Baltimore: Brookes .

Ruedel, K. , Fulcher, A. , Diamond, C. , O'Cummings, M. , Jackson, S. , & McInerney, M. (2005). Assistive technology and universal design for learning in content areas. In Council for Exceptional Children (Ed.), Universal design for learning: A guide for teachers and education professionals (pp. 41-50). Upper Saddle River, NJ: Pearson Prentice Hall.

Sandall, S., Hemmeter, M. L., Smith, B., & McLean, M. E. (Eds.). (2005). DEC recommended practices: A comprehensive guide for practical application in early intervention/early childhood special education. Longmont, CO: Sopris West.

Sigafoos, J. , & Mirenda, P. (2002). Strengthening communicative behaviors for gaining access to desired items and activities. In J. Reichle , D. Beukelman , & J. Light (Eds.), Exemplary practices for beginning communicators: Implications for AAC (pp. 123-156). Baltimore: Brookes.

Snow, C., Burns, M. S., & Griffen, P. (Eds.). (1998). Preventing reading difficulties in young children . Washington, DC: National Academy Press.