Classroom Voices

References

1. Ascenzi-Moreno L. (2024) Toward a multilingual perspective on reading: Aligning emergent bilinguals’ resources with theories of reading and implications for instruction. The Reading Teacher, 77(6), 918–926.
   [Google Scholar]
2. Brooks M. L. (2017) Drawing to learn. In Narey M. J. (Ed.), Multimodal perspectives of language, literacy, and learning in early childhood: The creative and critical “art” of meaning making (pp. 25–44). Springer.
   [Google Scholar]
3. Gittins D. (2008) The historical construction of childhood. In Kehily M. J. (Ed.), Introduction to childhood studies (pp. 35–49). McGraw-Hill Education.
   [Google Scholar]
4. Lionni L. (2009) Little Blue and Little Yellow. Knopf.
   [Google Scholar]
5. Lysaker J. T. (2019) Before words: Wordless picture books and the development of reading in young children. Teachers College Press.
   [Google Scholar]
6. Muhammad G. (2020) Cultivating genius: An equity framework for culturally and historically responsive literacy. Scholastic.
   [Google Scholar]
7. Paley V. G. (1998) The girl with the brown crayon. Harvard University Press.
   [Google Scholar]
8. Sonu D., & Yoon H. (2020) Culturally constructed childhood(s): Expanding the meaning of the child in teacher education. The New Educator, 16(2), 101–105.
   [Google Scholar]
9. Templeton N. T., & Doherty M. J. (2022) A panda bear named Potato Chip: Young children’s play at visual literacies. The Reading Teacher, 76(4), 497–504.
   [Google Scholar]
10. Yoon H., & Templeton T. (2019) The practice of listening to children: The challenges of hearing children out in an adult-regulated world. Harvard Educational Review, 89(1), 55–84.
    [Google Scholar]