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 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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