Resources for Teaching
and Learning about Writing
Young Children articles and NAEYC books
Armington, D. 1997. The living classroom: Writing, reading, and beyond. Washington, DC: NAEYC.
Bardige, B.S., & M.M. Segal. 2005. Building literacy with love: A guide for teachers and caregivers of children birth through age 5. Washington, DC: ZERO TO THREE. Available through NAEYC.
Beach, S.A. 1996. Research in Review. “I can read my own story!” Becoming literate in the primary grades. Young Children 52 (1): 22–27.
Bennett-Armistead, V.S., N.K. Duke, & A.M. Moses. 2006. Literacy and the youngest learner: Best practices for educators of children birth to 5. New York: Scholastic. Available through NAEYC.
Bradley, D.H., & P.R. Pottle. 2001. Supporting emergent writers through on-the-spot conferencing and publishing. Young Children 56 (3): 20–27.
Donovan, C.A., E.J. Milewicz, & L.B. Smolkin. 2003. Beyond the single text: Nurturing young children’s interest in reading and writing for multiple purposes. Young Children 58 (2): 30–36.
Farr, L.F. 2004. Family Ties. A child’s stories. Young Children 59 (3): 94–96.
Greenberg, P. 1998. Thinking about goals for grownups while we teach writing, reading, and spelling (and a few thoughts about the “J” word), part 3. Young Children 53 (6): 31–42.
Greenberg, P. 1998. Warmly and calmly teaching young children to read, write, and spell: Thoughts about the first four of twelve well-known principles, part 2. Young Children 53 (5): 68–82.
Gullo, D.F., ed. 2006. K today: Teaching and learning in the kindergarten year. Washington, DC: NAEYC.
Hartman, A., Z. White, & L. Calkins. 2006. One to one: The art of conferring with young writers. Portsmouth, NH: Heinemann. Available through NAEYC.
Houle, A., & A. Krogness. 2001. The wonders of word walls. Young Children 56 (5): 92–93.
IRA (International Reading Association) & NAEYC. 1998. Learning to read and write: Developmentally appropriate practices for young children. Position statement. Online: www.naeyc.org/about/positions.pdf/PSREAD98.PDF.
Manning, M., G. Manning, & G. Morrison. 1995. Letter-writing connections: A teacher, first-graders, and their parents. Young Children 50 (6): 34–38.
Matteson, D.M., & D.K. Freeman. 2005. Assessing and teaching beginning writers: Every picture tells a story. Katonah, NY: Richard C. Owen. Available from NAEYC.
Meier, D.R. 2004. The young child’s memory for words: Developing first and second language and literacy. New York: Teachers College Press. Available from NAEYC.
Miels, J.C. 2001. Abby bear deserves to be heard: Setting early writers free. Young Children 56 (2): 36–41.
Moutray, C.L., & C.A. Snell. 2003. Three teachers’ quest: Providing daily writing activities for kindergartners. Young Children 58 (2): 24–28.
NAEYC. 1999. Raising a reader, raising a writer: How parents can help. Brochure. Washington, DC: NAEYC. Available in Spanish.
Neuman, S.B., C. Copple, & S. Bredekamp. 2000. Learning to read and write: Developmentally appropriate practices for young children. Washington, DC: NAEYC.
Oken-Wright, P. 1998. Transition to writing: Drawing as a scaffold for emergent writers. Young Children 53 (2): 76–81.
Owocki, G. 1999. Children construct knowledge about written language. In Literacy through play, 55–81. Portsmouth, NH: Heinemann. Available from NAEYC.
Schickedanz, J.A., & R.M. Casbergue. 2004. Writing in preschool: Learning to orchestrate meaning and marks. Newark, DE: International Reading Association. Available from NAEYC.
Schickedanz, J.A. 1999. Much more than the ABCs: The early stages of reading and writing. Washington, DC: NAEYC.
Smith, K. 2002. Dancing in the forest: Narrative writing through dance. Young Children 57 (2): 90–94.
Thompson, S.C. 2005. Children as illustrators: Making meaning through art and language. Washington, DC: NAEYC.
Throne, J. 1988. Becoming a kindergarten of readers. Young Children 43: 10–16.
Other journal articles and books
Baghban, M. 1984. Our daughter learns to read and write: A case study from birth to three. Newark, DE: International Reading Association.
Bialystok, E. 1997. Effects of bilingualism and biliteracy on children’s emerging concepts of print. Developmental Psychology 33: 429–40.
Bowman, B. 2003. Love to read: Essays in developing and enhancing early literacy skills of African American children. Washington, DC: National Black Child Development Institute.
Brenneman, K., C. Massey, S.F. Machado, & R. Gelman. 1996. Young children’s plans differ for writing and drawing. Cognitive Development 11: 397–419.
Burns, M.S., & R.A. Stechuk. 2004. Early childhood curricula experimental replication: Measuring fidelity of implementation. Paper presented at the American Educational Research Association Annual Meeting, 12–16 April, in San Diego, California.
Burrows, E.H. 1994. Words adults choose to describe preschool children’s writing and other graphic products. Child Study Journal 24: 327–29.
Calkins, L.M. 1994. The art of teaching writing. Rev. ed. Portsmouth, NH: Heinemann.
Cleaveland, L.B., & K. Wood Ray. 2004. About the authors: Writing workshops with our youngest writers. Portsmouth, NH: Heinemann.
Clyde, J.A., S. Barber, S. Hogue, & L. Wasz. 2006. Breakthrough to meaning: Helping your kids become better readers, writers, and thinkers. Portsmouth, NH: Heinemann.
Condon, M.W.F., & M. McGuffee. 2001. Real ePublishing, really publishing: How to create digital books by and for all ages. Portsmouth, NH: Heinemann.
Culham, R. 2005. 6+1 traits of writing: The complete guide for the primary grades. New York: Scholastic.
Dickinson, D.K., & S.B. Neuman, eds. 2006. Handbook of early literacy research. Vol. 2. New York: Guilford.
Diller, D. 1993. Literacy work stations: Making centers work. Portland, ME: Stenhouse.
Dorn, L.J., C. French, & T. Jones. 1998. Apprenticeship in literacy transitions across reading and writing. Portland, ME: Stenhouse.
Dorn, L.J., & C. Soffos. 2001. Scaffolding young writers. A writers’ workshop approach. Portland, ME: Stenhouse.
Dyson, A.H. 2002. Writing and children’s symbolic repertoires: Development unhinged. In Handbook of early literacy research, eds. S.B. Neuman & D.K. Dickinson, 126–41. New York: Guilford.
Epstein, M. 2002. The emergence of conventional writing. ERIC Document No. ED 461121. Online: www.eric.ed.gov/ERIC WebPortal/Home.portal.
Espinosa, L., & M.S. Burns. 2003. Early literacy for young children and second language learners. In Teaching and learning in the classroom for four- to eight-year-old children, ed. C.L. Howes. Baltimore, MD: Brookes.
Fletcher, R., & J. Portalupi. 2001. Writing workshop: The essential guide. Portsmouth, NH: Heinemann.
Folds, V. 2005. Tray tasking: Activities that promote reading and writing readiness. Clifton Park, NY: Thomson-Delmar
Learning.
Gallas, K. 2003. Imagination and literacy: A teacher’s search for the heart of learning. New York: Teachers College Press.
Gardner, H. 1980. Artful scribbles. New York: Basic Books.
Gentry, J.R. 2006. Breaking the code: The new science of beginning reading and writing. Portsmouth, NH: Heinemann.
Graves, D.H. 1994. A fresh look at writing. Portsmouth, NH: Heinemann.
Graves, D.H. 2003. Preface to Writing: Teachers and children at work, 20th anniversary ed., vii–xv. Portsmouth, NH: Heinemann.
Gutman, L., & E. Sulzby. 2000. The role of autonomy-support versus control in the emergent writing behaviors of African American kindergarten children. Reading Research and Instruction 39: 170–83.
Invernizzi, M., M. Abouzeid, & J.T. Gill. 1994. Using students’ invented spellings as a guide for spelling instruction that emphasizes word study. The Elementary School Journal 95 (2): 155–67.
Journal of Early Childhood Literacy. Pub. three times a year. Online: http://ecl.sagepub.com.
Kellogg, R. 1979. Children’s drawings, children’s minds. New York: Avon.
Kendall, J., & O. Khuon. 2006. Writing sense: Integrated reading and writing lessons for English language learners. Portland, ME: Stenhouse.
Lamme, L., D. Fu, J. Johnson, & D. Savage. 2002. Helping kindergarten writers move toward independence. Early Childhood Education Journal 30 (2): 73–79.
Luongo-Orlando, K. 2001. A project approach to language learning: Linking literary genres and themes in elementary classrooms. Portland, ME: Stenhouse.
McGee, L.M., & D.J. Richgels. 2003. Designing early literacy programs: Strategies for at-risk preschool and kindergarten children. New York: Guilford.
Meier, D.R. 2000. Scribble scrabble—Learning to read and write: Success with diverse teachers, children, and families. New York: Teachers College Press.
Moomaw, S., & B. Hieronymus. 2001. More than letters: Literacy activities for preschool, kindergarten, and first grade. St. Paul, MN: Redleaf.
Morrow, L.M., & M.K. Rand. 1991. Promoting literacy during play by designing early childhood classroom environments. The Reading Teacher 44: 396–402.
Murray, D. 2004. The craft of revision. 5th ed. Boston, MA: Heinle/Thomson.
Neuman, S.B., & D. Dickinson. 2001. Handbook of early literacy research. New York: Guilford.
Nixon, J.G., & K.J. Topping. 2001. Emergent writing: The impact of structured peer interaction. Educational Psychology 21: 41–58.
Olness, R. 2005. Using literature to enhance writing instruction. Newark, DE: International Reading Association.
Parker, E., & T. Pardini. 2006. “The words came down!” English language learners read, write, and talk across the curriculum, K–2. Portland, ME: Stenhouse.
Parsons, P. 2005. First grade writers: Units of study to help children plan, organize, and structure their ideas. Portsmouth, NH: Heinemann.
Portalupi, J., & R.J. Fletcher. 2001. Nonfiction craft lessons: Teaching information writing K–8. Portland, ME: Stenhouse.
Powell, R., & N. Davidson. 2005. The donut house: Real world literacy in an urban kindergarten classroom. Language Arts 82: 248–56.
Ranweiler, L. 2004. Preschool readers and writers: Early literacy strategies for teachers. Clifton Park, NY: Thomson/Delmar Learning.
Reading Research Quarterly. Newark, DE: International Reading Association. Online: www.reading.org.
The Reading Teacher. Monthly journal, Sept.–May. Newark, DE: International Reading Association. Online: www.reading.org.
Reardon, J. 2002. Writing: A way into thinking science. In Science workshop: Reading, writing, and thinking like a scientist, 2nd ed., eds. W. Saul, J. Reardon, C. Pearce, D. Dieckman, & D. Neutze, 86–100. Portsmouth, NH: Heinemann.
Routman, R. 2004. Writing essentials: Raising expectations and results while simplifying teaching. Portsmouth, NH: Heinemann.
Ruzzo. K., & M. Sacco. 2004. Significant studies in second grade: Reading and writing investigations for children. Portsmouth, NH: Heinemann.
Schulze, A.C. 2006. Helping children become readers through writing: A guide to writing workshops in kindergarten. Newark, DE: International Reading Association.
Short, K.G., G. Kauffman, & L.H. Kahn. 2000. “I just need to draw”: Responding to literature across multiple sign systems. The Reading Teacher 54: 160–71.
Sidelnick, M.A., & M.L. Svoboda. 2000. The bridge between drawing and writing: Hannah’s story. The Reading Teacher 54: 174–84.
Smith, M.W., & D. Dickenson, with A. San-george & L. Anastasopoulas. 2001. Early language and literacy classroom observation toolkit. Baltimore, MD: Brookes.
Spandel, V. 2005. The 9 rights of every writer: A guide for teachers. Portsmouth, NH: Heinemann.
Stead, T. 2001. Is that a fact? Teaching nonfiction writing, K–3. Portland, ME: Stenhouse.
Strickland, S. 1998. Teaching phonics today: A primer for educators. Newark, DE: International Reading Association.
Strickland, D., C.E. Snow, P. Griffin, M.S. Burns, & M. McNamara. 2002. Preparing our teachers: Opportunities for better reading instruction. Washington, DC: Joseph Henry.
Tannenbaum, J. 2000. Teeth, wiggly as earthquakes: Writing poetry in the primary grades. Portland, ME: Stenhouse.
Tolchinsky, L. 2003. The cradle of culture and what children know about writing and numbers before being taught. Mahwah, NJ: Erlbaum.
Whitmore, K.F., P. Martens, Y. Goodman, & G. Owocki. 2005. Remembering critical lessons in early literacy research: Developing literacy in young children. Language Arts 82: 296–307.
Wilson, L. 2006. Writing to live: How to teach writing for today’s world. Portsmouth, NH: Heinemann.
Web sites and organizations
International Reading Association serves educators who teach reading to learners of all ages. The Web site includes links to journals, Web resources, and special interest groups on a variety of topics concerning learning to read and to write. Focus on Beginning Readers serves teachers of young children. www.reading.org
The Literacy Project, with resources on children’s writing for teachers, literacy organizations, and anyone interested in reading and education, is a collaboration between LitCam, Google, and UNESCO’s Institute for Lifelong Learning. www.google.com/literacy
Reading Is Fundamental (RIF) offers a variety or programs and resources focused on assisting children in learning to read and write. Programs on this extensive Web site include community-based and family literacy programs, strategies and advice for educators and parents, and activities for children. www.rif.org
Reading Rockets offers information and activities to families, teachers, and other educators to help young children learn to read, including research-based Strategies to Help Kids Who Struggle, Techniques for Teaching Effectively, and resources about boosting reading comprehension. www.readingrockets.org.
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