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2018
Volume 97, Issue 1
  • ISSN: 0360-9170
  • E-ISSN: 1943-2402

Abstract

Dr. Jeanne Paratore describes how teachers can design new curricular possibilities by learning about and leveraging literacy practices in homes and communities through reciprocal and interactive partnerships.

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/content/journals/10.58680/la201930234
2019-09-01
2023-11-29
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References

  1. Gay G. (2010) Culturally responsive teaching: Theory, research, and practice. (2nd ed.) New York, NY, Teachers College Press.
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  2. Moll L. C., Amanti C., Neff D., González N. (1992) Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory Into Practice, 31, 132–141.
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  3. Moll L. C., Greenberg J. B. (1990) Creating zones of possibilities: Combining social contexts for instruction. InMoll L. C.(Ed.) Vygotsky and education: Instructional implications and applications of sociohistorical psychology. 319–348. New York, NY, Cambridge University Press.
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  4. Paratore J. R. (2001) Opening doors, opening possibilities: Family literacy in an urban community. Needham Heights, MA, Allyn & Bacon.
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  5. Paratore J. R., Dougherty S. (2011) Home differences and reading difficulty. InMcGill-Franzen A., Allington R. L.(Eds.)Handbook of reading disability research. 93–109. New York, NY, Routledge.
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  6. Paratore J. R., Krol-Sinclair B., Paez M., Paratore-Bock K. (2010) Supporting literacy learning in families for whom English is an additional language. InLi G., Edwards P. A.(Eds.)Best practices in ELL instruction. 299–327. New York, NY, Guilford.
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  7. Paratore J. R., Robertson D. A. (2013) Talk that teaches: Using strategic talk to help students achieve the Common Core. New York, NY, Guilford.
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  • Article Type: Research Article
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