Referências sobre Educação Baseada em Evidências

1. Em Língua Portuguesa
2. Em língua estrangeira

Referências sobre Alfabetização

1. Em Língua Portuguesa
2. Em língua estrangeira

Referências sobre Ensino da Língua Portuguesa

1. Fundamentação científica sobre ensino de leitura e escrita
2. Referências básicas sobre literatura e ensino de literatura
3. Discussões sobre o ensino da Língua
4. Ensino de gêneros

Referências sobre Educação Baseada em Evidências

I. Em Língua Portuguesa

• Thomas, G. e Pring, R. e colabs. Educação baseada em evidências. Porto Alegre: ARTMED, 2007.
  
  
• Marzano, R. , Pickering, D. e Pollock, J. O ensino que funciona: estratégias baseadas em evidências para melhorar o desempenho dos alunos. Porto Alegre: ARTMED, 2007.

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II. Em língua estrangeira

• Abrami, P. C., & Bernard, R. M. (2007). Statistical control vs. classification of study in meta-analysis. Manuscript submitted for publication.
  
  
• Agodini, R., & Dynarski, M. (2004). Are experiments the only option? A look at dropout prevention programs. Review of Economics and Statistics, 86(1), 180-194.

• Baker, S., Gersten, R., & Keating, T. (2000). When less may be more: A 2-year longitudinal evaluation of a volunteer tutoring program requiring minimal training. Reading Research Quarterly, 35(4), 358-366.

• Barker, T. A., & Torgesen, J. K. (1995). An evaluation of computerassisted instruction in phonological awareness with below average readers. Journal of Educational Computing Research, 13(1), 89-103.

• Borman, G. D. (2002). Experiments for educational evaluation and improvement. Peabody Journal of Education, 77(4), 7-27.

• Borman, G. D., Hewes, G. M., Overman, L. T., & Brown, S. (2003). Comprehensive school reform and achievement: A meta-analysis. Review of Educational Research, 73(2), 125-230. Available from http://www.bestevidence.org

• Borman, G. D., Slavin, R. E., Cheung, A., Chamberlain, A., Madden, N. A., & Chambers, B. (2007). Final reading outcomes of the national randomized field trial of Success for All. American Educational Research Journal, 44(3), 701-703.

• Boruch, R. (2006, April). Ethical standards, evidence standards, and randomized trials: Error flees but slowly. Paper presented at the annual meeting of the American Educational Research Association, Chicago. Briggs, D. C. (2005). Meta-analysis: A case study. Evaluation Review, 29(2), 87-127.

• Carroll, W. (1998). Geometric knowledge of middle school students in a reform-based mathematics curriculum. School Science and Mathematics, 98(4), 188-197.

• Coalition for Evidence-Based Policy. (2003). Identifying and implementing educational practices supported by rigorous evidence: A user friendly guide. Washington, DC: U.S. Department of Education.

• Cook, T. D. (2001). Reappraising the arguments against randomized experiments in education: An analysis of the culture of evaluation in American schools of education. Unpublished manuscript, Northwestern University.
  Cooper, H. (1998). Synthesizing research (3rd ed.). Thousand Oaks, CA: Sage.

• Crawford, D. B., & Snider, V. E. (2000). Effective mathematics instruction: The importance of curriculum. Education and Treatment of Children, 23(2), 122-142.

• Cronbach, L. J., Ambron, S. R., Dornbusch, S. M., Hess, R. O., Hornik, R. C., Phillips, D. C., et al. (1980). Toward reform of program evaluation: Aims, methods, and institutional arrangements. San Francisco: Jossey-Bass.

• Dear, K., & Begg, C. (1992). An approach for assessing publication bias prior to performing a meta-analysis. Statistical Science, 7(2), 237-245.

• Dehejia, R. H., & Wahba, S. (1999). Causal effects in nonexperimental studies: Reevaluating the evolution of training programs. Journal of the American Statistical Association, 94, 1053-1062.

• Donner, A., & Klar, N. (2000). Design and analysis of cluster randomized trials in health research. New York: Oxford University Press.

• Elbaum, B., Vaughn, S., Hughes, M. T., & Moody, S. W. (2000). How effective are one-to-one tutoring programs in reading for elementary students at risk for reading failure? A meta-analysis of the intervention research. Journal of Educational Psychology, 92(4), 605-619.

• Foster, K., Erickson, G., Foster, D., Brinkman, D., & Torgesen, J. (1994). Computer administered instruction in phonological awareness: Evaluation of the Daisyquest program. Journal of Research and Development in Education, 27(2), 126-137.

• Givens, G., Smith, D., & Tweedie, R. (1997). Publication bias in metaanalysis: A Bayesian data-augmentation approach to account for issues exemplified in the passive smoking debate. Statistical Science, 12(4), 221-250.

• Glazerman, S., Levy, D. M., & Myers, D. (2002). Nonexperimental replications of social experiments: A systematic review. Washington, DC: Corporation for the Advancement of Policy Evaluation.

• Hedges, L. (1992). Modeling publication selection effects in meta-analysis. Statistical Science, 7(2), 246-255.

• Heinsman, D. T., & Shadish, W. R. (1996). Assignment methods in experimentation: When do nonrandomized experiments approximate answers from randomized experiments? Psychological Methods, 1(2), 154-169.

• Juni, P., Witschi, A., Bloch, R., & Egger, M. (1999). The hazards of scoring the quality of clinical trials for meta-analysis. Journal of the American Medical Association, 282(11), 1054-1060.

• Kulik, J. A. (2003). Effects of using instructional technology in elementaryand secondary schools: What controlled evaluation studies say (SRI Project Number P10446.001). Arlington, VA: SRI International.
  Available from http://www.bestevidence.org

• Lipsey, M. W., & Wilson, D. B. (2001). Practical meta-analysis. Thousand Oaks, CA: Sage.

• Mosteller, F., & Boruch, R. (Eds.). (2002). Evidence matters: Randomized trials in educational research. Washington, DC: Brookings Institution.

• Murray, D. M. (1998). Design and analysis of group-randomized trials.New York: Oxford University Press.

• Prater, D. L. & Bermudez, A. B. (1993). Using peer response groups with limited English proficient writers. Bilingual Research Journal, 17(1/ 2), 99-116.

• Rashotte, C. A., MacPhee, K., & Torgesen, J. K. (2001). The effectiveness of a group reading instruction program with poor readers in multiple grades. Learning Disabilities Quarterly, 24(2), 119-134.

• Raudenbush, S. W. (1997). Statistical analysis and optimal design for cluster randomized trials. Psychological Methods, 2, 173-185.

• Raudenbush, S. W., & Bryk, A. S. (2002). Hierarchical linear models:Applications and data analysis methods. Thousand Oaks, CA: Sage.

• Rothstein, H. R., Sutton, A. J., & Borenstein, M. (Eds.). (2005). Publication bias in meta-analysis: Prevention, assessment, and adjustments. Chichester, UK: John Wiley.

• Sconiers, S., Isaacs, A., Higgins, T., McBride, J., & Kelso, C. (2003). The Arc Center tri-state student achievement study. Lexington, MA: COMAP.

• Shadish, W. R., Cook, T. D., & Campbell, D. T. (2002) Experimental and quasi-experimental designs for generalized causal inference. Boston: Houghton-Mifflin.

• Shavelson, R. J. & Towne, L. (Eds.). (2002). Scientific research in education. Washington, DC: National Academy Press.

• Slavin, R. E. (1989). PET and the pendulum: Faddism in education and how to stop it. Phi Delta Kappan, 70, 752-758.

• Slavin, R. E. (2002). Evidence-based education policies: Transforming educational practice and research. Educational Researcher, 31(7), 15-21.

• Slavin, R. E. (in press). Comprehensive school reform. In T. Good (Ed.), 21st century education: A reference handbook. Thousand Oaks, CA: Sage.

• Slavin, R. E., Cheung, A., Groff, C., & Lake, C. (in press). Effective reading programs for middle and high schools: A best-evidence synthesis. Reading Research Quarterly.

• Slavin, R. E., & Lake, C. (in press). Effective programs in elementary mathematics. Review of Educational Research. Available from http://www.bestevidence.org

• Slavin, R. E., Lake, C., & Groff, C. (2007). Effective programs in middle and high school mathematics. Baltimore: Center for Data-Driven Reform in Education, Johns Hopkins University. Manuscript submitted for publication. Available from http://www.bestevidence.org

• Slavin, R. E., & Madden, N. A. (2001). One million children: Success for All. Thousand Oaks, CA: Corwin.

• Sterne J., Gavaghan, D., & Egger, M. (2000). Publication and related bias in meta-analysis: Power of statistical tests and prevalence in literature. Journal of Clinical Epidemiology, 53, 1119-1129.

• Stevens, R. J., Madden, N. A., Slavin, R. E., & Farnish, A. M. (1987). Cooperative Integrated Reading and Composition: Two field experiments. Reading Research Quarterly, 22(4), 433-454.

• Stevens, R. J., & Slavin, R. E. (1995a). The cooperative elementary school: Effects on students' achievement, attitudes, and social relations. American Educational Research Journal, 32(2), 321-351.

• Stevens, R. J., & Slavin, R. E. (1995b). Effects of cooperative learning approach in reading and writing on academically handicapped and non-handicapped students. Elementary School Journal, 95(3), 241-262.

• Stevens, R. J., Slavin, R. E., & Farnish, A. M. (1991). The effects of cooperative learning and direct instruction in reading comprehension strategies on main idea identification. Journal of Educational Psychology, 83(1), 8-16.

• Taylor, S., & Tweedie, R. (1998). A non-parametric "trim and fill" method of assessing publication bias in meta-analysis. Denver: University of Colorado Health Sciences Center.

• Torgesen, J., Wagner, R., Rashotte, C., Rose, E., Lindamood, P., Conway, T., et al. (1999). Preventing reading failure in young children with phonological processing disabilities: Group and individual responses to instruction. Journal of Educational Psychology, 91, 579-593.

• Torgerson, C. J. (2006). Publication bias: The Achilles' heel of systematic reviews? British Journal of Educational Studies, 54(1), 89-102.

• Torgerson, C. J. (2007). The quality of systematic reviews of effectiveness in literacy learning in English: A "tertiary" review. Journal of Research in Reading, 32(3), 287-315.

• Towne, L., Wise, L. L., & Winters, T. M. (Eds.). (2005). Advancing scientific research in education. Washington, DC: National Academies Press. Available from http://www.NAP.edu

• U.S. Department of Education. (2002a). No Child Left Behind: A desktop reference. Washington, DC: Author. Available from http://www.ed.gov/offices/OESE/reference

• U.S. Department of Education. (2002b). Strategic plan, 2002-2007.Washington, DC: Author.

• Van Dusen, L., & Worthen, B. (1994). The impact of integrated learning system implementation on student outcomes: Implications for research and evaluation. International Journal of Educational Research, 21, 13-24.

• Waite, R. E. (2000). A study on the effects of Everyday Mathematics on student achievement of third-, fourth-, and fifth-grade students in a large North Texas urban school district. Unpublished doctoral dissertation, University of North Texas.

• What Works Clearinghouse. (2007a). Beginning reading topic report.Retrieved December 19, 2007, from http://ies.ed.gov/ncee/wwc/reports/beginning_reading/

• What Works Clearinghouse. (2007b). Intervention report, Saxon Middle School Math, technical appendix. Retrieved December 19, 2007, from http://ies.ed.gov/ncee/wwc/pdf/techappendix03_17.pdf

• What Works Clearinghouse. (2007c). Technical details of WWC-conducted computations. Retrieved December 19, 2007, from http://ies.ed.gov/ncee/wwc/pdf/conducted_computations/pdf

• Williams, D. D. (1986). The incremental method of teaching Algebra I. Unpublished research report, University of Missouri, Kansas City.

• Ysseldyke, J., Spicuzza, R., Kosciolek, S., Teelucksingh, E., Boys, C., & Lemkuil, A. (2003). Using a curriculum-based instructional management system to enhance math achievement in urban schools. Journal of Education for Students Placed at Risk, 8(20), 247-265.

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Referências sobre Alfabetização

I. Em Língua Portuguesa

• Callou, D.;Leite, Y. Iniciação à fonética e à fonologia. 4ª ed. Rio de Janeiro. Jorge Zahaar Editor, 1995.

• CAPOVILLA A.; CAPOVILLA F. C. Alfabetização: Método Fônico. 2ª ed. São Paulo: Memnon, 2003.

• CAPOVILLA A.; CAPOVILLA F. C. Problemas de leitura e escrita: como identificar, prevenir e remediar numa abordagem fônica. São Paulo: Memnon, 2000 (2ª. edição)

• CAPOVILLA, A. (org.). Avaliação e intervenção em habilidades metafonológicas e de leitura e escrita. São Paulo: Memnon, 2003.

• CARDOSO-MARTINS, C. (org.). Consciência Fonológica e Alfabetização. Petrópolis: Vozes, 1996.

• COMISSÃO DE EDUCAÇÃO E CULTURA DA CÂMARA DOS DEPUTADOS, 2003. Relatório Educação Infantil: os novos caminhos. Brasília: Câmara dos Deputados, Comissão de Educação e Cultura.

• ELLIS. A. W. Leitura, escrita e dislexia: uma análise cognitiva. Porto Alegre: ARTMED, 2001.

• GRÉGOIRE, J.; PIÉRART, B. Avaliação dos problemas de leitura: os novos modelos teóricos e suas implicações diagnósticas. Porto Alegre: ARTMED, 1997.

• McGUINNESS, D. O ensino da leitura: o que a ciência nos diz sobre como ensinar a ler. Porto Alegre: ARTMED, 2007.

• MORAIS, J. A arte de ler. São Paulo: UNESP, 1996.

• OLIVEIRA, J. B. A. ABC do Alfabetizador. 7ª ed. Brasília: IAB, 2007.

• OLIVEIRA, J. B. A. Alfabetização de Crianças e Adultos: novos parâmetros. 5ª ed. Brasília: IAB, 2006.

• RODRIGUES C; TOMITCH, L. M. B. Linguagem e cérebro humano: contribuições multidisciplinares.

• SCLIAR-CABRAL. Princípios do Sistema Alfabético do Português do Brasil. São Paulo: Contexto, 2003.

• SILVA, T. C. Fonética e Fonologia do Português. São Paulo: Contexto, 2001.

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II. Em língua estrangeira

• ADAMS, M. J.; BRUCK, M. Word recognition: the interface of educational policies and scientific research. Reading and Writing: an Interdisciplinary Journal, 5, 1993, 113-139.

• BERGERON, B. What does the term whole language mean? Constructing a definition from the literature. Journal of Reading Behavior, 22, 1990, 301-329.

• BERK, L. E.; WINSLER, A. Scaffolding children’s learning: Vigotsky and early childhood education. Washington, D.C.: National Association for the Education of Young Children, 1995.

• BODROVA, E. & LEONG, D. J. Tools of the mind: the Vigotskian approach to early childhood. Englewood Cliffs, NJ: Prentice-Hall, 1996.

• BOYARIN, J. (Ed.). The ethnography of reading. Berkeley, CA: University of California Press, 1993.

• BRADLEY, L.; BRYANT, P. E. Rhyme and reason in reading and spelling. Ann Arbor: University of Michigan Press, 1985.

• BROWN, I.S.; FELTON, R. H. Effects of instruction on beginning reading skills in children at risk for reading disability. Reading an Writing: an Interdisciplinary Journal, 2, 1990, 223-241.

• BRUNER, J. Child’s talk: learning to use languages. New York: W. W. Norton, 1983.

• CHALL, J. S. Learning to read: the great debate. New York: McGraw-Hill, 1967.

• CHOMSKY, N. Aspects of a theory of syntax. Cambridge, MA: MIT Press, 1965.

• CLAY, M. M. The early detection of reading difficulties. Portsmouth, NH: Heinemman, 1985.

• CUNNINGHAM, A. E. Explicit versus implicit instruction in phonemic awareness. Journal of Experimental Child Psychology, 50, 1990, 429-440.

• DEFORD, D.; PINNEL, G.; LYONS, C.; YOUNG, P. Report of the follow-up studies. V 7. Columbus, Ohio, Ohion Reading Recovery Project 1985-1986 e 1986-1987. Columbus: The Ohio State University.

• DEFRANCIS, J. Visible speech: the diverse oneness of writing systems. Honolulu: University of Hawaii, 1989.

• EVANS, M. A.; CARR, T. H. Cognitive abilities, conditions of learning and the early development of reading skill. Reading Research Quarterly, 20, 1985, 327-350.

• EHRLICH, S. F.; RAYNER, K. Contextual effects on word perception and eye movements during reading. Journal of Verbal Learning and Verbal Behavior, 20, 1981, 641-655.

• FOORMAN, B. R.; FRANCIS, D. J.; NOVY, D. M.; LIBERMAN, D. How letter-sound instruction mediates progress in first-grade reading and spelling. Journal of Educational Psychology, 83, 1991, 456-469.

• FOX, B.; ROUTH, D. K. Phonemic analysis and synthesis as word-attack skills.Journal of Educational Psychology, 68, 1976, 70-74.

• FRY, P. S. Fostring children’s cognitive competence through mediated learning experiences: frontiers and future. Springfield, IL: Charles C. Thomas, 1992.

• GELB, I. J. A study of writing. Chicago: University of Chicago Press, 1952.

• GOODMAN, K. S. Reading: a psycholinguistic guessing game. Journal of the Reading Specialist, 6, 1967, 126-135.

• GOODMAN, K. S. The psycholinguistic nature of the reading process. Detroit, MI: Wayne State University Press, 1986, p. 13-26.

• HATCHER, P.; HUMLE, C.; ELLIS, A. W. Ameliorating early reading failure by integrating the teaching of reading and phonological skills: the phonological linkage hypothesis. Child Development, 65, 1994, 41-57.

• IVERSEN, S.; TUNMER, W. E. Phonological processing skills and the Reaging Recovery program. Journal of Educational Psychology, 85, 1993, 112-126.

• KORKEAMAKI, R.; DREHER, M. J. Trying something new: meaning-based reading instruction in a finnish first-grade classroom. Journal of Literacy Research, 28 (1), 1996, 9-34.

• LIBERMAN, A. M. The relation of speech to reading and writing. In: FROST, R.; KATZ, L. (Ed.) Ortography, phonologyh, morphology and meaning. Amsterdam: North-Holland, 1992, 167-178.

• LUKATELLA, G; TURVEY, M. T. Automatic and pre-lexical computation of phonology in visual word identification. European Journal of Cognitive Psychology, 2, 1990, 325-344.

• LUNDBERG, I.; OLOFSON, A.; WALL, S. Reading and spelling skills in the first school years predicted from phonemic awareness skills in kindergarten. Scandinavian Journal of Psychology, 21, 1980, 159-173.

• MORAIS, J.; BERTELSON, P.; CARY, L.; ALEGRIA, J. Literacy training and speech segmentation. Cognition, 24, 1986, 45-64.

• MORAIS, J.; BERTELSON, P.; CARY, L.; ALEGRIA, J. Does awareness of speech as a sequence of phones arise spontaneously? Cognition, 24, 1979, 323-331.

• NORRIS, J. A.; HOFFMAN, P. R. Language intervention within naturalistic environments. Language, Speech and Hearing Services in Schools, 21, 1990, 72-84.

• OECD. Knowledge and skills for life. First results from PISA 2000. Paris, OECD, 2001.

• OLOFSSON, A. The relevance of phonological awareness in learning to read: Scandinavian longitudinal and quasi-experimental studies. In: JOSHIN, R. M.; LEONG, C. K. (Ed.). Reading disabilities: diagnosis and component processes. Dordrecht, Netherlands: kluver Academic, 1993, 185-198.

• OLSWANG, L. B.; BAIN, B. A.; JOHNSON, G. A. Using dynamic assessment with children with language disorders. In: WARREN, S. F.; REICHLE, J. (Ed.) Communication and language intervention series, v. 1, Causes and effects in communication and language intervention. Baltimore: Paul H. Brookes Publishing Co., 1992, 187-215.

• OUAKNIN, M. Mysteries of the alphabet: the origins of writing. New York: Abbeville Press, 1999.

• PEDERSEN, H. Linguistic science in the 19th century. Cambridge, MA: Harvard University Press, 1950.

• PERFETTI, C. A. The psychology, pedagogy and politics of reading. Psychological Science, 2, 1991, 70-76.

• PERFETTI, C. A.; BECK, I.; BELL, L.; HUGHES, C. Phonemic knowledge and learning to read are reciprocal: a longitudinal study of first grade children. Merrill-Palmer Quarterly, 33, 1987, 283-319.

• PERFETTI, C. A.; GOLDMAN, S.; HOGOBOAN, T. Reading skill and the identification of words in discourse context. Memory and Cognition, 7, 1979, 273-282.

• PERFETTI, C. A.; ROTH, S. Some of the interactive processes in reading and their role in reading skill. In: LESGOLD, A.; PERFETTI, C. (ed.). Interactive processes in reading. Hillsdale, NJ: Erlbaum Associates, 1981, 269-297.

• PERFETTI, C. A.; ZHANG, S. The universal word identification reflex. In: MEDIN, D. L. (Ed). The psychology of learning and motivation. V. 33, San Diego, Academic Press, 1995.

• PERFETTI, C. A.; ZHANG, S.; BERENT, I. Reading in English and Chinese: evidence for a ‘universal’ phonological principle. In: FROST, R.; KATZ, L. (Ed.) Ortography, phonologyh, morphology and meaning. Amsterdam: North-Holland, 1992, 227-248.

• PFLAUM, S.; WALBERG, H. J.; KAREGIANES, M.; RASHER, S. Reading intruction: a quantitative analysis. Educational Researcher, 9, 1980, 12-18.

• PINKER, S. Language learnability and language development. Cambridge, MA: Harvard University Press, 1989.

• PRESSLEY, M.; RANKIN, J.; YOKOI, L. A survey of instructional practices in outstanding primary-level literacy teachers. Elementary School Journal, 96, 1996, 363-384.

• PRESSLEY, M.; RANKIN, J. More about whole language methods of reading instruction for students at risk for early reading failure. Learning Disabilities Research and Practice, 9, 1994, 157-168.

• RAYNER, K.; POLLATSEK, A. The psychology of reading. Englewood Cliffs, NJ: Prentice-Hall, 1989.

• SHEPARD, L. A.; SMITH, J. L. Synthesis of research on grade retention. Educational Leadership, 47, 8, 1990, 84-88.

• SLAVIN, R. E.; KARWEIT, N. L.; MADDEN, N. A. Effective programs for students at risk. Boston: Allyn and Bacon, 1989.

• SLAVIN, R. E.; KARWEIT, N. L.; MADDEN, N. A. Every child, every school: success for all. Newbury Park, CA: Corwin.

• SMITH, F. Understanding reading. New York: Holt, Rinehart and Winston, 1971.

• SMITH, F. Psycholinguistics and reading. Elementary English, 2, 1973, 305-311.

• STANOVICH, K. E. Toward an interactive-compensatory model of individual differences in the development of reading fluency. Reading Research Quarterly, 16, 1980, 32-71.

• STANOVICH, K. E. Attentional and automatic context effects in reading. In: LESGOLD, M.; PERFETTI, C. A. (Ed.). Interactive processes in reading. Hillsdale, NJ: Erlbaum Associates, 1981, 241-267.

• STANOVICH, K. E. Individual differences in the cognitive processes of reading. Word Decoding. Journal of Learning Disabilities, 15, 485-493.

• STANOVICH, K. E.; CUNNINGHAM, A. E.; CRAMER, B. Assessing phonological awareness in kindergarten children: issues of task comparability. Journal of Experimental Child Psychology, 38, 1984, 175-190.

• STANOVICH, K. E.; WEST, R. F.; FEEMAN, D. J. A longitudinal study of sentence context effects in second-grade children: tests of an interactive-compensatory model. Journal of Experimental Child Psychology, 32, 1981, 185-199.

• STREET, B. V. The new literacy studies. Journal of Research in Reading, 16, 2, 81-97.

• TUNMER, W. E.; HERRIMAN, M. L.; NESDALE, A. R. Metalinguistic abilities and beginning reading. Reading Research Quarterly, 23, 1988, 134-158.

• TUNMER, W. E.; NESDALE, A. R. Phonemic segmentation skill and beginning reading. Journal of Education Psychology, 77, 1985, 417-427.

• VAN ORDEN, G. C.; PENNINGTON, B.; STONE, G. Word identification in reading and the promise of subsymbolic psycholinguistics. Psychological Review, 97, 1990, 488-522.

• VIGOTSKY, L. Mind in society: the development of higher psychological processes. Cambridge: MA: Harvard University Press, 1978.

• YUILL, N.; OAKHILL, J. Children’s problems in text comprehension: an experimental investigation. Cambridge: Cambridge University Press, 1991.

• WILLINSKY, J. Empire of words: the reign of the OED. Princenton, NJ: Princenton University Press.

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Referências sobre Ensino da Língua Portuguesa

I. Fundamentação científica sobre ensino de leitura e escrita

• Artur Gomes de Morais (organizador). O aprendizado da Ortografia. Belo Horizonte: Autêntica: 2000.

• Cathy Collins Block, L. Gambrell, M. Pressley. Improving Comprehension Instruction. San Francisco: Jossey-Bass, 2002.

• Carl Bereiter e Marlene Scardamalia. The Psychology of Written Composition. New Jersey: Lawrence Earbaum Associates, 1987.

• Dianne McGuinness. O Ensino da Leitura. Porto Alegre: Artmed, 2007.

• Dianne McGuinness. Language Development and Learning to Read. Cambridge, MA: MIT Press, 2005.

• Francisco Salvador Mata. Como Prevenir as Dificuldades na Expressão Escrita. Porto Alegre: Artmed: 2003.

• James F. Baumann e Edward J. Kame’Enui. Vocabulary Instruction: Research to Practice. New York: The Guild Press, 2004.

• Jean-Emile Gombert e outros. Enseigner la Lecture au cycle 2. Paris: Nathan, 2000.

• Jeny Riley e David Reedy. Developing Writing for Different Purposes. London: Paul Chapman, 2000.

• João Batista Araujo e Oliveira. ABC do Alfabetizador. Belo Horizonte: Alfa Educativa, 2003 (3ª. edição).

• Leonor Scliar-Cabral. Princípios do Sistema Alfabético do Português do Brasil. São Paulo: Contexto, 2003.

• Leonor Scliar-Cabral. Guia Prático de Alfabetização. São Paulo: Contexto, 2003.

• Maria Helena de Moura Neves. Gramática na Escola. São Paulo: Editora Contexto, 1990.

• Marlene Scardamalia, C. Bereiter e B. Fillion (1981). Writing for results: A sourcebook of consequential composing activities. Toronto: OISE Presse.

• Mina P. Shaughnessy. Errors & Expectations. – A Guide for the Teacher of Basic Writing. New York: Oxford Press, 1977.

• National Institute for Literacy. Report of the National Reading Panel. Teaching Children to Read.Washington, D.C. 2000 Paul Bloom. How Children Learn the Meaning of Words. Cambridge, MA, 2000.

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II. Referências básicas sobre literatura e ensino de literatura

• David Crystal. Words, Words, Words. Oxford: Oxford University Press, 2006.

• George Steiner. Errata: An examined life. Cambridge: Cambridge Press, 2000.

• Ítalo Calvino. Por que ler os clássicos. São Paulo. Companhia das Letras. 2005.

• Maria Clara Machado. Por que ler os clássicos infantis.

• Mariza Lajolo. Do mundo da leitura para a Leitura do Mundo. São Paulo: Atica, 1999.

• Mariza Lajolo e Regina Zilberman. Literatura Infantil Brasileira. História e Histórias. São Paulo: Atica, 1999, 6ª. edição.

• Mortimer J. Adler e Charles Van Doren. Como ler um livro. Rio de Janeiro: Univer-cidade Edidota/Francisco Alves. 2000.

• Umberto Eco. Seis passeios pelos bosques da ficção. São Paulo: Companhia das Letras, 2004.

• Vânia Maria Resende. Vivências de Leitura e Expressão Criadora. São Paulo: Saraiva, 1997.

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III. Discussões sobre o ensino da Língua

• George Hillocks, Jr. Teaching Writing as Reflective Practice. New York: Teachers College Press, 1995.

• Marcos Bagno. Dramática da língua portuguesa. São Paulo: Edições Loyola, 2000.

• Mário A. Perini. Sofrendo a Gramática. São Paulo: Atica, 2002.

• Sírio Possenti. Por que (não) ensinar gramática na escola. São Paulo: Mercado das Letras, 2002.

• Elfrieda H. Hiebert e Taffy E. Raphael. Early Literacy Instruction. Fort Worth: Harcourt, Brace College Publishers, 1988.

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IV. Ensino de gêneros

• Adilson Odair Citelli (org.). Aprender e ensinar com textos não escolares. São Paulo: Cortez, 2001.

• Adilson Odair Citelli (org.). Outras linguagens na escola: publicidade, cinema e TV, rádio, jogos, informática. São Paulo: Cortez, 2001.

• Angela Paiva Dionísio; Anna Rachel Machado; Maria Auxiliadora Bezerra. Gêneros textuais & ensino. 4. ed. Rio de Janeiro: Lucerna, 2005.

• Bernard Schneuwly e Joaquim Dolz e cols. Gêneros orais e escritos na escola. Campinas: Mercado das Letras, 2004.

• Elisabeth Ramos da Silva (org.). Texto & ensino. Taubaté: Cabral Editora e Livraria Universitária, 2002.

• Helena Nagamine Brandão & Guaraciaba Micheletti (orgs.) Aprender e ensinar com textos didáticos e paradidáticos. São Paulo: Cortez, 2001.

• Helena Nagamine Brandão (org.). Gêneros do discurso na escola: mito, conto, cordel, discurso político, divulgação científica. São Paulo: Cortez, 2001.

• João Wanderley Geraldi & Beatriz Citelli (orgs.) Aprender e ensinar com textos de alunos. São Paulo: Cortez, 2001.

• Maria Aparecida Garcia Lopes-Rossi. Gêneros discursivos no ensino de leitura e produção de textos. Taubaté, SP: Cabral, 2002.

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