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Ballenger, C. (1999). Teaching other people’s children: Literacy and learning in a bilingual classroom. New York, NY: Teachers College Press.

Sutman, F., Allen, V.F., & Shoemaker, F. (1986). Learning English through science: A guide to collaboration for science teachers, English teachers, and teachers of English as a second language. Washington D.C.: National Science Teachers Association.

Cantoni-Harvey, G. (1992). Facilitating the reading process. In Richard-Amato, P. & Snow, M. (Eds.), The multicultural classroom: Readings for content area teachers, pp. 175-197. Reading, MA: Addison-Wesley.

Celce-Murcia, M. & Larsen-Freeman, D. (1999). The grammar book: An ESL/EFL teacher’s course (2nd ed.). Heinle & Heinle.

Ferris, D. (1995). Teaching students to self-edit. TESOL Journal, (4), 18-22.

Freeman, D. & Freeman, Y. (2000). Teaching reading in multilingual classrooms. Portsmouth, NH: Heinemann.

Fu, D. (1995). “My Trouble is my English”: Asian students and the American dream. Portsmouth, NH: Heinemann.

Hamayan, E. (1994). Language development of low-literacy students. In Genesse, F. (Ed.), Educating second language children, pp. 278-300. Cambridge: Cambridge University Press.

Hamayan, E. & Pfleger, M. (1987). Developing literacy in English as a second language: Guidelines for teachers of young children from non-literate backgrounds. National Clearinghouse for Bilingual Education: Teacher Resource Guide Series, 1. Retrieved from http://www.ncela.gwu.edu/ncbepubs/classics/trg/01literacy.htm

Hudelson, S. (1994). Literacy development of second language children. In Genesse, F. (Ed.), Educating second language children, pp. 129-158. Cambridge: Cambridge University Press.

Peitzman, F. (1992). Coaching the developing second language writer. In Richard-Amato, P. & Snow, M. (Eds.), The multicultural classroom: Readings for content-area teachers, pp. 198-209. Reading, MA: Addison-Wesley.

Raimes, A. (1998). Grammar troublespots: An editing guide for students (2nd ed.). Cambridge: Cambridge University Press.

Raimes, A. (1990). How English works: A grammar handbook with readings. New York: St. Martin’s Press.

Hadaway, N., Vardell, S., & Young, T. (2002).  Literature-Based Instruction with English Language Learners. Boston, MA: Allyn & Bacon.

Hurley, S., & Tinajero, J. (2001).  Literacy Assessment of Second Language Learners. Boston, MA: Allyn & Bacon.

Samway, K. (2006). When English learners write: Connecting research to practice, K-8. Portsmouth, NH: Heinemann.

August, D. & Shanahan, T. (Eds.), (2008). Developing reading and writing in second-language learners: Lessons from the report of the National Literacy Panel on language-minority children and youth. New York & McHenry, IL: Routledge, Center for Applied Linguistics, and the International Reading Association. Center for Applied Linguistics. (2003). CAL Digests. The Complete Collection. Washington, DC: Author.

Freeman, D.E., and Freeman, Y.S. (2004). Essential linguistics: What  you need to know to teach reading, ESL, spelling, phonics, and grammar. Portsmouth, NH: Heinemann.

Kauffman, D. (2007). What’s different about teaching reading to students learning English?  Washington, DC, and McHenry, IL: Center for Applied Linguistics and Delta-Systems, Co., Inc.

Optiz, Michael F. (1998).  Literacy Instruction for Culturally and Linguistically Diverse Students.  Newark, DE: International Reading Association.

Tankersley, K. T. (2005).  Literacy strategies for grades 4 – 12: Reinforcing the threads of reading.  Alexandria, VA: Association for Supervision and Curriculum Development.

Jacobson, J., Lapp, D., & Flood, J. (2007). A seven-step instructional plan for teaching English-language learners to comprehend and use homonyms, homophones, and homographs. Journal of Adolescent & Adult Literacy , 51(2), 98-111

Jiménez, R. (2005), Moving Beyond the Obvious: Examining Our Thinking About Linguistically Diverse Students. Learning Point Associates

Law, B. & Eckes, M. (1995). Assessment and ESL. A handbook for K-12 teachers. Manitoba, Canada: Peguis Publishers.

Sasson, D (2008) Building Fluency with Reluctant Junior High English Language Learners. Portal. 37-39.

Saunders, W., O’Brien, G., Lennon, D., & McLean, J. (1999). Successful transition into mainstream English: Effective strategies for studying literature (CREDE Educational Practice Report No. 2). Washington, DC: Center for Research on Education, Diversity & Excellence.

Yoon, B. (2007). Offering or limiting opportunities: Teachers’ roles and approaches to English langauge learners’ participation in literacy activities. The Reading Teacher, 61(3), 216-25.