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References


  1. Aarnoutse, C. & van Leeuwe, J. (1998). Relation between reading comprehension, vocabulary, reading pleasure and reading frequency. Educational Research and Evaluation, 4, 143-166.

  2. Allan, J., Ellis, S. & Pearson, C. (2005). Literature circles, gender and reading for enjoyment. Edinburgh: Scottish Executive.

  3. Alvermann, D. (2001). Reading adolescents’ reading identities: Looking back to see ahead. Journal of Adolescents and Adult Literacy, 44 (8), 676-690.

  4. Anderson, R.C., Wilson, P.T., & Fielding, L.G. (1988). Growth in reading and how children spend their time outside of school. Reading Research Quarterly, 23, 285- 303.

  5. Angelos, S. & McGriff, N. (2002). Tracking students’ reading progress. Knowledge Quest, 30, 44-46.

  6. Au, K. (1998). Social constructivism and the school literacy learning of students of diverse backgrounds. Journal of Literacy Research, 30, 297-319.

  7. Baker, L. (2003). The role of parents in motivating struggling readers. Reading & Writing Quarterly, 19, 87-106.

  8. Baker, L. & Scher, D. (2002). Beginning readers’ motivation for reading in relation to parental belies and home reading experiences. Reading Psychology, 23, 239-269.

  9. Baker, L., Serpell, R. & Sonnenschein, S. (1995). Opportunities for literacy learning in homes of urban preschoolers. In L. Morrow (Ed.), Family literacy: Connections in schools and communities 236-52. Newark, DE: International Reading Association.

  10. Baker, L., Dreher, M.J. & Guthrie, J.T. (2000). Engaging young readers: Promoting achievement and motivation. New York: Guilford Publishing.

  11. Baumann, J.F. & Duffy, A.M. (1997). Engaged reading for pleasure and learning: A report from the National Reading Research Center. Athens, GA: NRRC.

  12. Bausch, L. S. (2003). Just words: Living and learning the literacies of our students' lives. Language Arts, 80, 215-222. Benton, M. & Fox, G. (1985). Teaching Literature 9-14. Oxford: Oxford University Press.

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