Pick a Book,Any Book

Browne A. (1996). Developing language and literacy 3-8. London, England: Paul Chapman Publishing.

Childers J. B. Tomasello M. (2002). Two-year-olds learn novel nouns, verbs, and conventional actions from massed or spaced exposures. Developmental Psychology, 38, 967-978.

Conant S. Budoff M. (1983). Patterns of awareness in children’s understanding of disabilities. Mental Retardation, 21, 119-125.

Crowe L. K. Norris J. A. Hoffman P. R. (2004). Training caregivers to facilitate communicative participation of preschool children with language impairment during storybook reading. Journal of Communication Disorders, 37, 177-196.

Diamond K. E. (1993). Preschool children’s concepts of disability in their peers. Early Education & Development, 4, 123-129.

Diamond K. E. Hestenes L. L. (1994). Preschool children’s understanding of disability: Experiences leading to the elaboration of the concept of hearing loss. Early Education & Development, 5, 301-309.

Diamond K. E. Hong S. (2010). Young children’s decisions to include peers with physical disabilities in play. Journal of Early Intervention, 32, 163-177.

Diamond K. E. Hong S. Y. Tu H. (2008). Context influences preschool children’s decisions to include a peer with a physical disability in play. Exceptionality, 16, 141-155.

Diamond K. E. Tu H. (2009). Relations between classroom context, physical disability and preschool children’s inclusion decision. Journal of Applied Development Psychology, 30, 75-81.

Diamond K. Le Furgy W. Blass S. (1993). Attitudes of preschool children toward their peers with disabilities: A year-long investigation in integrated classrooms. The Journal of Genetic Psychology, 154, 215-221.

Division for Early Childhood/National Association for the Education of Young Children. (2009). Early childhood inclusion: A joint position statement of the Division for Early Childhood (DEC) and the National Association for the Education of Young Children (NAEYC). Chapel Hill: FPG Child Development Institute, The University of North Carolina.

Duursma E. Augustyn M. Zuckerman B. (2008). Reading aloud to children: The evidence. Archives of Disease in Childhood, 93, 554-557.

Dyson L. L. (2005). Kindergarten children’s understanding of and attitudes toward people with disabilities. Topics in Early Childhood Special Education, 25, 95-105.

Favazza P. C. (1998). Preparing for children with disabilities in early childhood classrooms. Topics in Early Childhood Special Education, 25, 255-258.

Favazza P. C. Odom S. L. (1996). Use of the acceptance scale with kindergarten-age children. Journal of Early Intervention, 2, 232-248.

Favazza P. C. Odom S. L. (1997). Promoting positive attitudes of kindergarten-age children toward people with disabilities. Exceptional Children, 63, 405-418.

Favazza P. C. Phillipsen L. Kumar P. (2000). Strategies designed to promote and measure acceptance: A follow-up study of efficacy and reliability. Exceptional Children, 66, 491-508.

Guralnick M. J. Groom J. M. (1987). The peer relations of mildly delayed and nonhandicapped preschool children in mainstreamed playgroups. Child Development, 58, 1556-1572.

Innes F. K. Diamond K. E. (1999). Typically developing children’s interactions with peers with disabilities: Relationships between mothers’ comments and children’s ideas about disabilities. Topics in Early Childhood Special Education, 19, 103-111.

Nasatir D. Horn E. (2003). Addressing disability as a part of diversity through classroom children’s literature. Young Exceptional Children, 6(4), 2-10.

National Research Council. (1999). Starting out right: A guide to promoting children’s reading success. Washington, DC: The National Academies Press.

National Research Council. (2000). From neurons to neighborhoods: The science of early childhood development. Washington, DC: The National Academies Press.

Nowiski E. A. (2006). A cross-sectional multivariate analysis of children’s attitudes towards disabilities. Journal of Intellectual Disability Research, 50, 335-348.

Odom S. L. (2000). Preschool inclusion: What we know and where we go from here. Topics in Early Childhood Special Education, 20, 20-27.

Odom S. L. Zercher C. Li S. Marquart J. M. Sandall S. Brown W. H. (2006). Social acceptance and rejection of preschool children with disabilities: A mixed-method analysis. Journal of Educational Psychology, 98, 807-823.

Okagaki L. Diamond K. E. Kontos S. J. Hestenes L. L. (1998). Correlates of young children’s interactions with classmates with disabilities. Early Childhood Research Quarterly, 13, 67-86.

Ostrosky M. M. Favazza P. (2008). Establishing the efficacy of the special friends program (PR/Award #: R324A080071). Washington, DC: Institute of Education Sciences.

Prutting C. A. Kirchner D. M. (1987). Applied pragmatics. In Gallagher T. Prutting C. A. (Eds.), Pragmatic assessment and intervention issues in language (pp. 29-64). San Diego, CA: College-Hill.

Senisi E. B. (2002). All kinds of friends, even green! Bethesda, MD: Woodbine House.

Sheridan S. M. Knoche L. L. Kupzyk K. A. Edwards C. P. Marvin C. A. (2011). A randomized trial examining the effects of parent engagement on early language and literacy: The getting ready intervention. Journal of School Psychology, 49, 362-383.

Triandis H. C. (1971). Attitude and attitude change. New York, NY: John Wiley & Sons.

Triandis H. C. Adamopoulos J. Brinberg D. (1984). Perspectives and issues in the study of attitudes. In Jones R. L. (Ed.), Attitudes and attitude change in special education: Theory and practice (ERIC Document Reproduction Service No. ED 249694) (pp. 21-40). Reston, VA: The Council for Exceptional Children.

U. S. Department of Education. (2006). 28th Annual Report to Congress on the Implementation of the Individuals with Disabilities Act, 2006-Volume 1. Retrieved from http://www2.ed.gov/about/reports/annual/osep/2006/parts-b-c/index.html

Willis J. (2000). Susan laughs. New York, NY: Henry Holt.