Promoting Alphabet Knowledge Using Peer-Mediated Intervention

Adams M. J. (1990). Beginning to read: Thinking and learning about print. Cambridge, MA: MIT Press.

Bass J. D. Mulick J. A. (2007). Social play enhancement of children with autism using peers and siblings as therapists. Psychology in the Schools, 44, 727-735.

Bear D. Invernizzi M. Templeton S. Johnson F. (2008). Words their way: Word study for phonics, vocabulary, and spelling instruction (4th ed.). Upper Saddle River, NJ: Merrill.

Bellini S. Peters J. K. Brianner L. Hopf A. (2007). A meta-analysis of school-based social skills interventions for children with autism spectrum disorders. Remedial and Special Education, 28, 153-162.

Bennett-Armistead V. S. Duke N. K. Moses A. M. (2005). Literacy and the young learner: Best practices for educators of children from birth to five. New York, NY: Scholastic.

Bovey T. Strain P. (2007). Using classroom activities and routines as opportunities to support peer interactions. What works briefs. Center on the Social and Emotional Foundations for Early Learning. Available from http://csefel.uiuc.edu/whatworks.html.

Calhoon M. B. Otaiba S. A. Greenberg D. King A. Avalos A. (2006). Improving reading skills in predominantly Hispanic Title 1 first-grade classrooms: The promise of peer-assisted learning strategies. Learning Disabilities Research & Practice, 21, 261-272.

Carter E. W. Cushing L. S. Clark N. M. Kennedy C. H. (2005). Effects of peer support interventions on students’ access to the general curriculum and social interactions. Research and Practice for Persons With Severe Disabilities, 30, 15-25.

Carter E. W. Cushing L. S. Kennedy C. H. (2009). Peer support strategies for improving all students social lives and learning. Baltimore, MD: Paul H. Brookes.

Carter E. W. Sisco L. G. Chung Y. (2012). Peer-mediated support strategies. In Prelock P. A. McCauley R. (Eds.), Treatment of autism spectrum disorders: Evidence-based intervention strategies for communication and social interactions (pp. 221-254). Baltimore, MD: Paul H. Brookes.

Cook R. E. Klein M. D. Tessier A. (2008). Adapting early childhood curricula for children with special needs. Upper Saddle River, NJ: Pearson.

Cunningham P. M. (2004). Phonics they use: Words for reading and writing. Boston, MA: Pearson.

DiCarlo C. F. Vagianos L. (2009). Using child preferences to increase play across interest centers in inclusive early childhood classrooms. Young Exceptional Children, 12(4), 31-39.

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

Dorn L. J. Soffos C. (2012). Interventions that work: A comprehensive intervention model for preventing reading failure in grades K-3. Boston, MA: Pearson.

Epstein A. S. (2014). The intentional teacher: Choosing the best strategies for young children’s learning. Ypsilanti, MI: High Scope Press.

Fuchs D. Fuchs L. S. Burish P. (2000). Peer-assisted learning strategies: An evidence-based practice to promote reading achievement. Learning Disabilities Research & Practice, 15, 85-91.

Grauvogel-MacAleese A. N. Wallace M. D. (2010). Use of peer-mediated intervention in children with attention deficit hyperactivity disorder. Journal of Applied Behavior Analysis, 43, 547-551.

Gray C. (2000). The new social story book. Arlington, TX: Future Horizons.

Guralnick M. J. (2001). Agenda for change: Early childhood inclusion. In Guralnick M. (Ed.), Early childhood inclusion: Focus on change (pp. 3-35). Baltimore, MD: Paul H. Brookes.

Harjusola-Webb S. Hubbell S. P. Bedesem P. (2009). Increasing prosocial behaviors of young children with disabilities in inclusive classrooms using a combination of peer-mediated intervention and social narratives. Beyond Behavior, 21(2), 29-36.

Harper C. Symon J. B. Frea W. D. (2008). Recess is time-in: Using peers to improve social skills of children with autism. Journal of Autism and Developmental Disorders, 38, 815-826.

Harris K. Pretti-Frontczak K. Brown T. (2009). Peer-mediation intervention: Implementing research-based practice within developmentally appropriate learning environments. Young Children, 64(2), 43–49.

Head Start. (2003). Head Start child outcomes: Setting the context for the National Reporting System (National Head Start Training and Technical Assistance Resource Center Publication No. 76). Washington, DC: Head Start Bureau.

Hyson M. Tomlinson H. B. (2014). The early years matter: Education, care, and the well-being of children, birth to eight. New York, NY: Teachers College Press.

Jackson J. N. Campbell J. M. (2009). Teachers’ peer buddy selections for children with autism: Social characteristics and relationship with peer nominations. Journal of Autism and Developmental Disorders, 39, 269-277.

Johnson S. S. McDonnell A. P. Hawken L. S. (2008). Enhancing outcome in early literacy for young children with disabilities. Intervention in School and Clinic, 43(4), 210-217.

Jones C. D. Clark S. K. Reutzel D. R. (2013). Enhancing alphabet knowledge instruction: Research implications and practical strategies for early childhood educators. Early Childhood Education Journal, 41, 81-89.

Justice L. M. Kaderavek J. (2008). Using shared storybook reading to promote emergent literacy. Council for Exceptional Children, 34(4), 8-13.

Justice L. M. Pullen P. C. (2003). Promising intervention for promoting emergent literacy skills: Three evidence-based approaches. Teaching Exceptional Children, 23(3), 99-113.

Katz E. Girolametto L. (2013). Peer-mediated intervention for preschoolers with ASD implemented in early childhood settings. Topics in Early Childhood Intervention, 30, 133-143.

Kohler F. W. Greteman C. Raschke D. Highnam C. (2007). Using a buddy skills package to increase the social interactions between a preschooler with autism and her peers. Topics in Early Childhood Special Education, 27, 155-163.

Lee S. Odom S. L. Loftin R. (2007). Social engagement with peers and stereotypic behavior of children with autism. Journal of Positive Behavior Interventions, 9, 62-79.

Maheady L. Harper G. F. Mallette B. (2001). Peer-mediated intervention instruction and interventions and students with mild disabilities. Remedial and Special Education, 22, 4-14.

McEvoy M. A. Odom S. L. McConnell S. R. (1992). Peer social competence intervention for young children with disabilities. In Odom S. L. McConnell S. R. McEvoy M. A. (Eds.), Social competence of young children with disabilities: Issues and strategies for intervention (pp. 277-306). Baltimore, MD: Paul H. Brookes.

Nancollis A. Lawrie B. Dodd B. (2005). Phonological awareness intervention and the acquisition of literacy skills in children from deprived social backgrounds. Language, Speech, and Hearing Services in Schools, 36, 325-335.

Neal J. Ehlert D. (2007). Alphabet recognition made simple. Intervention in School and Clinic, 42, 243-247.

Nelson C. McDonnell A. P. Johnston S. S. Crompton A. Nelson A. R. (2007). Keys to play: A strategy to increase the social interactions of young children with autism and their typically developing peers. Education and Training in Developmental Disabilities, 42, 165-181.

Neuman S. B. (2006). N is for nonsensical: Low-income preschool children need content-rich instruction, not drill in procedural skills. Educational Leadership, 64, 28-31.

Odom S. L. Hoyson M. Jamieson B. Strain P. S. (1985). Increasing handicapped preschoolers’ peer social interactions: Cross-sectional and component analysis. Journal of Applied Behavioral Analysis, 18, 3-16.

Odom S. L. Strain P. S. (1984). Peer-mediated approaches to promoting children’s social interaction: A review. American Journal of Orthopsychiatry, 54, 544-557.

Odom S. L. Zercher C. L. Li S. Marquart J. Sandall S. (2006). Social acceptance and social rejection of young children with disabilities in inclusive classes. Journal of Educational Psychology, 98, 803-823.

Pinnell G. S. Fountas I. (2003). Phonics lessons: Letters, words, and how they work: Grade K. Portsmouth, NH: Firsthand.

Prendeville J. Prelock P. A. Unwin G. (2006). Peer play intervention to support the social competence of children with autism spectrum disorders. Seminars in Speech and Language, 27, 32-46.

Rheams T. A. Bain S. K. (2005). Social interaction interventions in an inclusive era: Attitudes of teachers in early childhood self-contained and inclusive settings. Psychology in the Schools, 42, 53-63.

Sandall S. R. Schwartz I. S. (2002). Building blocks for teaching preschoolers with special needs. Baltimore, MD: Paul H. Brookes.

Shidler L. Harrigan T. (2010). Teaching the alphabet: Reconciling the past and present. Early Childhood Education Journal, 37, 239-240.

Stahl S. Murray B. (1997). Defining phonological awareness and its relationship to early reading. Journal of Educational Psychology, 86, 221-234.

Stanton-Chapman T. L. Hadden D. S. (2011). Encouraging peer interactions in preschool classrooms: The role of the teacher. Young Exceptional Children, 14, 17-28.

Wasik B. A. (2001). Teaching the alphabet to young children. Young Children, 56(1), 34-40.

Widerstrom A. H. (2005). Achieving learning goals through play. Baltimore, MD: Paul H. Brookes.

Wright J. Cleary K. S. (2006). Kids in the tutor seat: Building schools’ capacity to help struggling readers through a cross-age peer-tutoring program. Psychology in the Schools, 43, 99-107.