References
[1]. Anthony, A., (2008). “Output strategies for
Englishlanguage
learners: Theory to practice”. Reading Teacher,
Vol.61, No.6, pp.472-482.
[2]. Auerbach, S., (2007). “From moral supporters to
struggling advocates: Reconceptualizing parent roles in
education through the experience of working-class families of
color”. Urban Education, Vol.42, No.3, pp.250-283.
[3]. Bagin, D., Gallagher, D.R., and Moore, E.H., (2008).
The School and Community Relationships (9th Ed.). Retrieved
from https://ecampus.phoenix.edu/content/eBookLibrary
2/content/DownloadList.aspx?assetMetaId=704e4cd3-
b5fa-41fd-83c3-2f3d2f7fe753&assetDataId=790c45f2-
fbcb-4880-bb5e-92167cd41199
[4]. Baker, D., Stoolmiller, M., Good III, R.H., and
Baker, S.K.,
(2011). “Effect of reading comprehension on passage fluency
in Spanish and English for second-grade English learners”.
School Psychology Review, Vol.40, No.3, pp.331-351.
[5]. Barr, S., Eslami, Z.R., and Joshi, R., (2012).
“Core
strategies to support English language learners”.
Educational Forum, Vol.76, No.1, pp.105-117.
doi:10.1080/00131725.2011.628196
[6]. Brown, C.L., and Broemmel, A.D., (2011). “Deep
scaffolding: Enhancing the reading experiences of English
language learners”. New England Reading Association
Journal, Vol.46, No.2, pp.34-39.
[7]. Burgess, S.R., (2011). “Home Literacy
Environments
(HLEs) provided to very young children”. Early Child
Development & Care, Vol.181, No.4, pp.445-462.
doi:10.1080/03004430903450384
[8]. Chamot, A., and O'Malley, J., (1996). “The
cognitive
academic language learning approach: A model for
linguistically diverse classrooms”. The Elementary School
Journal, Vol.96, No.3, pp.259-273.
[9]. Christianakis, M., (2011). “Parents as
“help labor”: Innercity
teachers' narratives of parent involvement”. Teacher
Education Quarterly, Vol.38, No.4, pp.157-178.
[10]. Chicago Public School District (2014). Retrieved
from
http://www.cps.edu/Research/Documents/RRB_Guidelines
_Complete_052412.pd
[11]. Collier, S., and Auerbach, S., (2011). “It's
difficult
because of the language: A case study of the families
promoting success program in the Los Angeles unified
school district”. Multicultural Education, Vol.18, No.2,
pp.10-15.
[12]. Cook, C., Heath, F., and Thompson, R.L. (2000).
“A
Meta-Analysis of Response rates in Web or internet-based
questionnaires”. Educational and Psychological Measurement, Vol.60,
No.6, pp.821-836.
[13]. Daniel, M.C., and Hoelting, B., (2008).
“Promoting
high levels of literacy for English Language Learners”. Illinois
Reading Council Journal, Vol.36, No.4, pp.3-12.
[14]. DeThorne, L., Petrill, S., Schatschneider, C., and
Cutting, L., (2010). “Conversational language use as a
predictor of early reading development: Language history
as a moderating variable”. Journal of Speech, Language
and Hearing Research, Vol.53, No.1, pp.209-223.
doi:10.1044/1092-4388(2009/08-0060)
[15]. Edwards, C.C., and Da Fonte, A., (2012). “The
5-point
plan: Fostering successful partnerships with families of
students with disabilities”. Teaching Exceptional Children,
Vol.44, No.3, pp.6-13.
[16]. Eliason, C., and Jenkins, L., (2003). A Practical
Guide to Early Childhood Curriculum (7th ed.). NJ:
Prentice Hall.
[17]. Epstein, J.L. (1986). “Epstein parents'
reactions to
teacher practices of parent involvement”. The Elementary
School Journal, Vol.86, No.3, pp.277–294.
[18]. Evans, M.A., Shaw, D., and Bell, M., (2000).
“Home
literacy activities and their influence on early literacy skills”.
Canadian Journal of Experimental Psychology, Vol.54,
No.2, pp.65-75.
[19]. Ferrara, M.J., (2005). “Parents as
partners”. Clearing
House, Vol.79, No.2, pp.77-82.
[20]. Gibbons, M., (2010). “Promoting effective
homeschool
connections for the English Language Learner”.
Academic Leadership, Vol.8, No.4, pp.302-305.
[21]. Good, M., Masewicz, S., and Vogel, L., (2010).
“Latino
English language learners: Bridging Achievement and
cultural gaps between schools and families”. Journal of
Latinos and Education, Vol.9, No.4, pp.321-339.
doi:10.1080/15348431.2010.491048
[22]. Gorman, B.K., (2012). “Relationships between
vocabulary size, working memory, and phonological
awareness in Spanish-speaking English language learners”.
American Journal of Speech-Language Pathology, Vol.21,
No.2, pp.109-123. doi:10.1044/1058-0360(2011/10-0063)
[23]. Grace, A., Jethro, O., and Aina, F., (2012).
“Roles of
parents on the academic performance of pupils in
elementary schools”. International Journal of Academic Research in
Business & Social Sciences, Vol.2, No.1,
pp.196-201.
[24]. Gyovai, L., Cartledge, G., Kourea, L., Yurick, A.,
and
Gibson, L., (2009). “Early reading intervention: Responding
to the learning needs of young at-risk English language
learners”. Learning Disability Quarterly, Vol.32, No.3,
pp.143-162.
[25]. Hardin, B.J., Lower, J.K., Smallwood, G.,
Chakravarthi,
S., Linlin, L., and Jordan, C., (2010). “Teachers, families,
and communities supporting English language learners in
inclusive pre-kindergartens: An evaluation of a professional
development model”. Journal of Early Childhood Teacher
Education, Vol.31, No.1, pp.20-36. doi:10.1080/10901020
903539580
[26]. Harper, S.N., and Pelletier, J., (2010).
“Parent
involvement in early childhood: A comparison of English
language learners and English first language families”.
International Journal of Early Years Education, Vol.18, No.2,
pp.123-141. doi:10.1080/09669760.2010. 496162
[27].Henderson, A.T., and Mapp K.L., (2002). A new Wave
of Evidence: The Impact of School, Family, and
Community Connections on Student Achievement. Austin,
TX: Southwest Educational Development Laboratory.
[28]. Holmes, K.P., Rutledge, S., and Gauthier, L., (2009).
“Understanding the cultural-linguistic divide in American
classrooms: Language learning strategies for a diverse
student population”. Reading Horizons, Vol.49, No.4,
pp.285-300.
[29]. Kelley, A., and Kohnert, K. (2012).“Is there a cognate
advantage for typically developing Spanish-speaking
English-language learners?” Language, Speech, and
Hearing Services in Schools, Vol.43, No.2, pp.191-204.
doi:10.1044/0161-1461(2011/10-0022).
[30]. Kessler-Sklar, S., Piotrkowski, C.S., Parker, F., and
Amy
J.L.B., (1999). “Kindergarten and first-grade teachers'
reported knowledge of parents' involvement in their
children's education”. The Elementary School Journal,
Vol.99, No.4, pp.367-380.
[31]. LaBerge, D., and Samuels, S.J., (1974).
“Toward a
theory of automatic information processing in reading”.
Cognitive Psychology, Vol.6, No.2, pp.293-323.
[32]. LaRocque, M.M., (2011). “Parental involvement: The
missing link in school achievement”. Preventing School
Failure, Vol.55, No.3, pp.115-122. doi:10.1080/104598809
03472876
[33]. Lawrence, L., (2007). “Cognitive and
metacognitive
reading strategies revisited: Implications for instruction”.
Reading Matrix: An International Online Journal, Vol.7,
No.3, pp.55-71.
[34]. Loera, G., Rueda, R., and Nakamoto, J., (2011).
“The
association between parental involvement in reading and
schooling and children's reading engagement in Latino
families”. Literacy Research & Instruction, Vol.50, No.2,
pp.133-155. doi:10.1080/19388071003731554
[35]. Lumpkin, A., (2010). “10 school-based
strategies for
student success”. Kappa Delta Pi Record, Vol.46, No.2,
pp.71-75.
[36]. Martini, F., and Sénéchal, M.,
(2012). “Learning
literacy skills at home: Parent teaching, expectations, and
child interest”. Canadian Journal of Behavioural
Science/Revue Canadienne Des Sciences Du
Comportement, Vol.44, No.3, pp.210-221. doi:10.1037/
a0026758
[37]. Mays, L., (2008). “The cultural divide of
discourse:
Understanding how English-language learners' primary
discourse influences acquisition of literacy”. Reading
Teacher, Vol.61, No.5, pp.415-418.
[38]. Montelongo, J., et al., (2011). “Using
congnates to
scaffold context clue strategies for Latino ELs”. Reading
Teacher, Vol.64, No.6, pp.429-434. doi:10.1598/RT.64.6.4
[39]. Oh, D., Haager, D., and Windmeuller, M., (2007).
“A
longitudinal study predicting reading success for Englishlanguage
learners from kindergarten to grade 1”. Multiple
Voices for Ethnically Diverse Exceptional Learners, Vol.10,
No.1/2, pp.107-124.
[40]. Perfetti, C.A., (1985). Reading Ability. New York.
Oxford
University Press.
[41]. Rodríguez, A., (2008). “The role of
Spanish in bilingual
and ESL teacher education programs: Experiences and
Perceptions of Prospective Teachers”. Southeastern
Teacher Education Journal, Vol.1, No.1, pp.85-93.
[42]. Sénéchal, M., and LeFevre J., (2002).
“Parental involvement in the development of children's reading
skill:
A five year longitudinal study”. Child Development, Vol.73,
No.2, pp.445-460.
[43]. Silverman, R., (2007). “Vocabulary
development of
English-language and English-only learners in
kindergarten”. Elementary School Journal, Vol.107, No.4,
pp.365-383.
[44]. Swanson, H., Orosco, M.J., Lussier, C.M., Gerber,
M.M., and Guzman-Orth, D.A., (2011). “The influence of
working memory and phonological processing on English
language learner children's bilingual reading and
language acquisition”. Journal of Educational Psychology, Vol.103,
No.4, pp.838-856. doi:10.1037/a0024578
[45]. Vance, N., (2008). Bilingual Education - Research
Starters Education. Retrieved from http://www.ncpie.org/
nclbaction/parent_involvement.html
[46]. Varela, A., (2008). “Embrace Multiculturalism
to Foster
Parental Involvement”. Education Digest: Essential
Readings Condensed for Quick Review, Vol.74, No.3,
pp.59-60.
[47]. Vellymalay, S.N. (2010). “Parental
involvement in
children's education: Does parents' education level really
matters?” European Journal of Social Science, Vol.16,
No.3, pp.439-448.