Research Base of MindWing Products

Research Base of Story Grammar Marker^®

Astington, J. (1990). Narrative and the child’s theory of mind. In B. Britton & A. Pellegrini (Eds.), Narrative thought and narrative language. Hillsdale, NJ: Erlbaum.

Applebee, A.N. (1978). The child’s concept of a story. Chicago: Chicago University Press.

Arnold, R. (1988). Teaching cohesive ties to children. The Reading Teacher, 4(5), 106-110.

Boggs, S., & Watson-Gegeo, D. (1977). From verbal play to talk story: The role of routines in speech events among Hawaiian children. In S. Ervin, & Mitchell-Kernan (Eds.), Child discourse. New York: Academic Press.

Brinton, B., & Fujiki, M. (1989). Conversational management with language impaired children: Pragmatic assessment and intervention. Gaithersburg, MD: Aspen.

Bruner, J. (1986). Actual minds, possible worlds. Cambridge, MA: Harvard University Press.

Champion, T. (1994). Towards a description of narrative production of african american english child speakers. Unpublished dissertation; University of Massachusetts, Amherst, MA.

Crago, M. (1990). Development of communicative competence in Inuit children: Implications for speech/language pathology. Journal of Childhood Communication Disorders.

Curenton, S. & Justice, L. (2004). African american and caucasian preschoolers’ use of decontextualized language: Literate language features in oral narratives. Language Speech and Hearing Services in Schools, 35, 240–253. ASHA.

Czajkowski, T.J., & Patterson, J.L. (1980). Curriculum change and the school. In Considered action for curriculum development (pp. 158–175). Alexandria, VA: Association for Supervision and Curriculum Development.

Delpit, L. (1986). Skills and other dilemmas of a progressive black educator. Harvard Educational Review, 56(4), 379-385.

Dimino, J., Gersten, R., Carnine, D., & Blake, G. (1990). Story grammar: An approach for promoting at-risk secondary students’ comprehension of literature. The Elementary School Journal, 91(1).

Dymock, S. (2007). Comprehension Strategy Instruction: Teaching Narrative Text Structure Awareness. The Reading Teacher, 61(2), pp. 161–167.

Feagans, L., & Short, E.J. (1984). Developmental differences in the comprehension and production of narratives by reading disabled and normally achieving children. Child Development, 55, 1727–1736.

Glathorn, A. (1984). Differentiated supervision. Alexandria, VA: Association for Supervision and Curriculum Development.

Goncu, A. & Klein, E. (Eds.). (2001). Children in play, story and school. NY: Guilford Press.

Gough, P., Ehri, B., Linnea, C., & Treiman, R. (Eds.). (1992). Reading acquisition. Hillsdale, NJ: Erlbaum.

Gurney, D., Gersten, R., Dimino, J., & Carnine, D. (1990). Story grammar: Effective literature instruction for high school students with learning disabilities. Journal of Learning Disabilities, 23(6), 335-342.

Gutierrez-Clennen & Quinn. (1973). Assessing narratives of children from diverse cultural/linguistic groups. Language Speech and Hearing Services in the Schools, 24, 2-9.

Halliday, A.K.M., & Hasan, H. (1976). Cohesion in English. London: Longman.

Harris, G. (1985). Considerations in assessing English language performance of Native American Children. Language 1 and Language 2: Implications for Language Disorders. Topics in Language Disorders, 4(4).

Hedberg, N., & Westby, C. (1994). Analyzing storytelling skills: Theory to practice. (Excellent reference for extended analysis of story grammar, cohesive ties, and T-Units.) Tucson, AZ: Communication Skill Builders.

Hunt, K. (1970). Syntactic maturity in school children and adults. Monologues of the Society for Research in Child Development, 35.

Jackson, F. (1994). Seven strategies to support a culturally responsive pedagogy. Journal of Reading, 37(4), 298-303.

Justice, L. & Kaderavek, J. (2004). Embedded-explicit emergent literacy intervention I: Background and Description of approach. Language Speech and Hearing Services in Schools, 35, 201–211. ASHA.

Kaderavek, J. & Justice, L. (2004) Embedded-explicit emergent literacy intervention II: Goal selection and implementation in the early childhood classroom. Language Speech and Hearing Services in Schools, 35, 212–228. ASHA.

Kaderavek, J., & Mandlebaum, L. (1993). Enhancement of oral language in LEA: Improving the narrative form of children with learning disabilities. Intervention in School and Clinic, 21(1), 18-25.

Kavanagh, J. (Ed.). (1991). The language continuum: From infancy to literacy. Parkton, MD: York Press.

Kayser, H., Montgomery, J., Perlmutter, M., Sanford, M., Simon, C., & Westby, C. (1993, November). Crossdisciplinary language instruction: SLP and ESL mini-seminar. American Speech-Language-Hearing Association Annual Convention, Anaheim, CA.

Lahey, M. (1988). Language disorders and language development. New York: Macmillan.

Langdon, H., & Cheng, L. (1992). Hispanic children and adults with communication disorders: Assessment and intervention. Gaithersburg, MD: Aspen.

Lehr, F., & Osborn, J. (Eds.). Reading language and literacy: Instruction for the twenty-first century. Hillsdale, NJ: Erlbaum.

Mandler, N., & Johnson, J. (1977). Remembrance of things parsed: Story structure and recall. Cognitive Psychology, 9, 111-151.

Merritt, D.D., & Liles, B.Z. (1987). Story grammar ability in children with and without language disorders: Story generation, story retelling, and story comprehension. Journal of Speech and Hearing Research, 30, 539-552.

Michaels, S. (1991). The dismantling of narratives. In A. McCabe & C. Peterson (Eds.), Developing narrative structure (pp. 303–352). Hillsdale, NJ: Erlbaum.

Minami, M., & McCabe, A. (1991). Haiku as a discourse regulation device: A stanza analysis of Japanese children’s personal narratives. Language in Society, 20(4), 577-599.

Morrow, L., & Paratore, J. (1993). Family literacy: Perspective and practice. The Reading Teacher, 47(3), 194-200.

Nicolosi, L., Harriman, E., & Krescheck, J. (1983). Terminology of communication disorders (rev. ed.). Baltimore: Williams & Wilkins.

Norris, J., & Hoffman, P. (1993). Whole language intervention for school-age children. San Diego, CA: Singular.

Owens, R., (1991). Language disorders: A functional approach to assessment and intervention. New York: Macmillan.

Palincsar, A.S., & Brown, A. L. (1984). Reciprocal teaching of comprehension fostering and comprehension monitoring activities. Cognition and Instruction, 1, 117 - 175.

Paul, R., & Smith, R. (1993). Narrative skills in 4-year-olds with normal, impaired, and late developing language. Journal of Speech and Hearing Research, 36, 592-598.

Ripich, D.N., & Spinelli, F.M. (Eds.). (1985). School discourse problems. San Diego, CA: College-Hill Press.

Ripich, D.N., & Creaghead, N. (1994). School discourse problems (2nd ed.). San Diego, CA: Singular.

Roth, F.P,. & Spekman, N.J. (1986). Narrative discourse: Spontaneously generated stories of learning disabled and normally achieving children. Journal of Speech and Hearing Disorders, 51, 8-23.

Schank, R. (1990). Tell me a story: A new look at real and artificial memory. New York: Macmillan.

Scott, C. (1989). Learning to write: Context, form and process. In A.G. Kamhi & H.W. Catts (Eds.), Reading disabilities: A developmental language perspective (pp. 303–344). Boston: College-Hill Press.

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Stein, N.L., & Glenn, C. (1979). An analysis of story comprehension in elementary school children. In R.O. Freedle (Ed.), New directions in discourse processing (pp. 53–120). Norwood, NJ: Ablex.

Stein, N.L., & Policastro, M. (1984). The concept of story: A comparison between children’s and teachers’ viewpoints. In H. Mondle, N. Stein, & T. Trabasso (Eds.), Learning and comprehension of text (pp. 115–135). Hillsdale, NJ: Erlbaum.

Strong, C.J., & Shaver, J.P. (1991). Stability and cohesion in the spoken narratives of language impaired and normally developing school-aged children. Journal of Speech and Hearing Research, 34, 95-111.

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Trelease, J. (1989). The read aloud handbook (rev. ed.). New York: Penguin.

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Westby, C. (1989). Assessing and remediating text comprehension problems. In A.G. Kamhi & H.W. Catts (Eds.), Reading disabilities: A developmental language perspective (pp. 199–259). Boston: College-Hill Press.

Westby, C. (1985). Learning to talk, talking to learn: Oral-literate language differences. In C. S. Simon (Ed.), Communication skills and classroom success: Therapy methodologies for language-learning disabled students (pp. 181–213). San Diego, CA: College-Hill Press.

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Winograd, P., & Hare, V.C. (1988). Direct instruction of reading comprehension strategies: The nature of teacher explanation. In C. Weinstein, E.T. Goetz, & P. Alexander (Eds.), Learning and study strategies: Assessment, instruction and evaluation (pp. 121–140). New York: Academic Press.

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Research Base of Braidy the StoryBraid^®

Apel, K. (2001). Developing evidence-based practices and research collaborations in school settings. Language, Speech, and Hearing Services in Schools, 32, 196–197. Association for Supervision and Curriculum Development. Spring, 2001. Curriculum Update: Cultivating kindergarten: The reach for academic heights raises challenges.

Astington, J. (1990). Narrative and the child’s theory of mind. In B. Britton & A. Pellegrini (eds.), Narrative thought and narrative language. Hillsdale, NJ: Erlbaum.

Bruner, J. (1990). Acts of meaning. Cambridge, MA: Harvard University Press.

Bruner, J. (1986). Actual minds, possible worlds. Cambridge, MA: Harvard University Press.

Cain, K., & Oakhill, J. (Eds.) (2007). Children’s comprehension problems in oral and written language: A cognitive perspective. New York: Guilford Press.

Calfe (1994), in Haynes and Shulman (1998). Communication development: Foundations, processes, and clinical applications. New York: Williams & Wilkins.

Curenton, S. & Justice, L. (2004). African american and caucasian preschoolers’ use of decontextualized language: Literate language features in oral narratives. LSHSS. 35, 240–253.

Diller, D. (2003). Literacy work stations: Making centers work. Portland, ME: Stenhouse.

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Gillam, R., Pena, E. and Miller, L. (1999). Dynamic assessment of narrative and expository discourse. Topics in Language Disorders 20(1): 33–47.

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Groth, L. and Darling, L. (2001). Playing “inside” stories. In A. Goncu and E. Klein (Eds.), Children in play, story, and school. New York: Guilford Press.

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Moreau, M. and Fidrych, H. (1994,1998). How to use the Story Grammar Marker: A guide for improving speaking, reading and writing within your existing program. Springfield, MA: MindWing Concepts, Inc.

Moreau, M. and Welch, B. (1999). Oral/writing activity book series. Springfield, MA: MindWing Concepts, Inc.

Research Base of Talk to Write, Write to Learn™

Andrews, S.E. (1997). Writing to learn in a content area reading class. Journal of Adolescent & Adult Literacy, 41, 141–143.

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Armbruster, B.B., Anderson, T.H., & Otertag, J. (1987). Does text structure/summarization instruction facilitate learning from expository text? Reading Research Quarterly, 22, 331–346.

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Curenton, S., & Justice, L. (2004). African American and Caucasian preschoolers’ use of decontextualized language: Literate language features in oral narratives. Language, Speech, and Hearing Services in Schools, 35, 241–255.

Developing literacy in second-language learners: A report of the national literacy panel of language—Minority children and youth: Executive summary (2006). D. August & T. Shanahan, Eds. (in press). 0-8058-6077-0, Mahwah, NJ: Lawrence Erlbaum Associates, Inc.)

Donahue, M., Szymanski, C., and Flores, C. (1999). When ’Emily Dickinson’ Met ’Steven Spielberg’: Assessing Social Information Processing in Literacy Contexts. Language, Speech, and Hearing Services in Schools, 30, 274–284.

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Gersten, Baker and Edwards (1999). Teaching expressive writing to students with learning disabilities: A meta-analysis. Elementary School Journal, 101(3), 251–272.

Gillam, R., Pena, E., and Miller, L. (1999). Dynamic Assessment of Narrative and Expository Discourse.Topics in Language Disorders, 20, 1, 33–47.

Goldstone, B.P. (2002). Whaz up with our books? Changing picture book codes and teaching implications. The Reading Teacher, 55, 6, 362–370.

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Montgomery, J. & Moreau, M. (2006). East meets west™ for the holidays and important life events: Using children’s books as clinical intervention for language and reading disabilities. Vol. 2. Springfield, MA: MindWing Concepts.

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Moreau, M. & Welch, B. (2002, 2004). Oral/writing activity book teachers’ manual: A story creator that helps your students learn to write. Springfield, MA: MindWing Concepts, Inc.

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Westby, C. (2003). Resource review: The Story Grammar Marker® and Braidy, the StoryBraid™. In C. Westby (Ed.), Word of Mouth (pp. 11–13). Austin, TX: Pro-Ed Journals.

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Williams, J.P., Hall, K.M., & Lauer, K.D. (2004). Building the basics of comprehension instruction: Teaching expository text structure to young at-risk learners. Exceptionality, 12(3), 129–144.

Research Base of ThemeMaker^®

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

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