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EDRE 3350: Early Language and Literacy Development

Useful library information for EDRE 3350, Early Language and Literacy Development.

Required Materials


Articles (you’ll read some, not all) 
Bennet, S. V., Alberton Gunn, A., Peterson, B.J., (2021). Access to multicultural children’s literature during COVID‐19. The Reading Teacher. (Online First)  
Niland, A. (2021). Picture books and young learners’ reading identities. The Reading Teacher, 74(5), 649-654. 
Wynter-Hoyte, K., Braden, E. G., Rodriguez, S., & Thornton, N. (2017). Disrupting the status-quo: Exploring culturally relevant and sustaining pedagogies for young diverse learners. Race, Ethnicity, and Education, 22(3), 428-447.   
Paris, D., & Alim, H. S. (2014). What are we seeking to sustain through culturally sustaining pedagogy? A loving critique forward. Harvard Educational Review, 84(1), 85-100. 
Newstreet, C., Sarker, A., & Shearer, R. (2018). Teaching empathy: Exploring multiple perspectives to address Islamophobia through children's literature. The Reading Teacher, 72(5), 559-568.    
Hoffman, J. V., Sailors, M., & Aguirre, S. (2016). Thinking globally in literacy instruction: Making a difference in the world. The Reading Teacher, 70(2), 143-148. 
Callow, J. (2017). "Nobody spoke like I did": Picture books, critical literacy, and global contexts. The Reading Teacher, 71(2), 231-237.  
Cooper, P. M. (2005). Literacy learning and pedagogical purpose in Vivian Paley's 'storytelling' curriculum. Journal of Early Childhood Literacy, 5(3) 229–251.   
Goodman, K, & Goodman, Y. (2019). To err is human: Learning about language processes by analyzing miscues. In D. E. Alvermann, N. J. Unrau, M. Sailors, & R. Ruddell (Eds.). Theoretical Models and Processes of Literacy (7th ed., pp. 146-160). Routledge.  
Eutsler, L., & Trotter, J. (2020). Print or iPad? Young children’s text type shared reading preference and behaviors in comparison to parent predictions and at-home practices.  Literacy, Research, and Instruction, 59(4), 324-345. htps:// 
Hoffman, J. V. (2017). What if "just right" is just wrong? The unintended consequences of leveling readers. The Reading Teacher, 71(3), 265-273. Souto-Manning, M. (2016). Honoring and building on the rich literacy practices of young bilingual and multilingual learners. The Reading Teacher, 70(3), 263-271.  
Souto-Manning, M., Dernikos, B., & Yu, H. M. (2014). Rethinking normative literacy practices, behaviors, and interactions: Learning from young immigrant boys. Journal of Early Childhood Research, 14(2), 163–180.  
Bennett, S. V., Gunn, A. A., Gayle-Evans, G., Barrera IV, E. S., & Leung, C. B. (2018). Culturally responsive literacy practices in an early childhood community. Early Childhood Education Journal, 46(2), 241-248.  
Hart, B., & Risley, T. R. (1992). American parenting of language-learning children: Persisting differences in family-child interactions observed in natural home environments. Developmental Psychology, 28(6), 1096-1105.  
Dudley-Marling, C., & Lucas, K. (2009). Pathologizing the language and culture of poor children. Language Arts, 86(5), 362-370.  
Jiménez, R. T., David, S., Pacheco, M., Risko, V. J., Pray, L., Fagan, F., & Gonzales, M. (2015). Supporting teachers of English learners by leveraging students' linguistic strengths. The Reading Teacher, 68(6), 406-412. 
Briciño, A., & Klein, A. F. (2018). A second lens on formative reading assessment with multilingual students. The Reading Teacher.   
Souto-Manning, M., & Rabadi-Raol, A. (2018). (Re)Centering quality in early childhood education: Toward intersectional justice for minoritized children. Review of Research in Education, 42(1), 203–225.  

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