The results of the study were promising due to the successful and significant impact of implementing the Spalding Method of Phonics on Taiwanese second grader’s spelling proficiency and English learning motivation. Based on the limitations described above, the researcher made following suggestions for further research into the effects of the Spalding Method of Phonics.
Firstly, more participants from other elemantary schools should be included in order to obtain more objective and representative results. The inclusion of students from various grades, schools and areas in further research may lead to different findings.
Secondly, the observation of longer duration may get a better knowing of how students make a progress while they are under the instructor’s the Spalding Method of Phonics instruction. Accordingly, having the longer experimental time to assess the Spalding Method of Phonics instruction may be the good choice.
Thirdly, investigation of the long-term effects on the Spalding Method of Phonics instruction should be tested. It is suggested that a delayed spelling test, which is unlike the immediate posttest of spelling proficiency can be used to examine whether the students will make a progress from the Spalding Method of Phonics instruction.
Last but not least, in the study, since the effects of the Spalding Method of Phonics was significantly instructed by the foreign instructor, it is worth exploring whether it is appropriate for Taiwanese English teacher to use the Spalding Method of Phonics to teach pronunciation and spelling. Therefore, the future studies can invite EFL teachers to utilize the Spalding Method of Phonics to enrich phonics teaching, and see the benefits or difficulties as implenting the alternative phonics method in EFL setting.
117
It is hoped that these suggestions for further research will contribute to bring about more influential and encouraging results for the Spalding Method of Phonics studies, and offer new insights for EFL elementary school teachers in the field of phonics instruction.
118
119
References
Adams, M. J. (1990). Beginning to read: Thinking and learning about print. Cambridge, MA:
MIT Press.
Airasian, P., & Gay, L. (2003). Educational research: Competencies for analysis and applications. Upper Saddle River, NJ: Merrill Prentice Hall.
Allred, R. A. (1977). Spelling: The application of research findings. Washiongton, DC:
National Education Association.
Amrein, A. L., & Berliner, D. C. (2003). The effects of high-stakes testing on student motivation and learning. Educational Leadership, 60(5), 32-38.
Anderson, R.C., Hiebert, E.H., Scott, J.A., & Wilkinson, I. A. G. (1985). Becoming a nation of readers: The report of the commission on reading. Washington, DC: The National Institute of Education.
Anglin, J. M. (1993). Vocabulary development: A morphological analysis. Monographs of the Society for Research in Child Development, 58(10), 1-166.
Ashmore, R. A., Farrier, M. J., Paulson, L. H., & Chu, X. (2002). The effects of phonemic awareness drills on phonological awareness and word reading performance in a later learned alphabetic script. Reading Improvement, 40, 33-47
Atterman, J. S. (1997). Reading strategies for beginning and proficient readers. Retrieved September 25, 2014, from http://files.eric.ed.gov/fulltext/ED435986.pdf
Bahous, R. N., Bacha, N. N., & Nabhani, M. (2011). Motivating students in the EFL classroom: A case study of perspectives. English Language Teaching, 4(3), 33-43 Baluch, B., & Danaye-Tousi, M. (2006). Spelling transparency and its impact on dyslexic and
unimpaired children's memory for words. Annals of Dyslexia, 56(2),319-334.
Bara, F., & Morin, M.-F. (2013). Does the handwriting style learned in first grade determine the style used in the fourth and fifth grades and influence handwriting speed and quality? A comparison between French and Quebec children. Psychology in the Schools, 50(6), 601-617.
Baumrind, D. (1971). Harmonious parents and their preschool children. Developmental Psychology, 4, 99-102.
120
Beck, I. L., & Juel, C. (1995). The role of decoding in learning to read. American Educator, 19(2), 8-42.
Berninger, V. W., Abbott, R. D., Jones, J., Wolf, B. J., Gould, L., Anderson-Youngstrom, M., Shimada, S., & Apel, K. (2006). Early development of language by hand: Composing, reading, listening, and speaking connections: Three letter-writing modes and fast mapping in spelling. Developmental Neuropsychology, 29, 61-92
Bitter, G., & White, M. A. (2010). Final report: Evaluation study of the writing road to reading. Retrieved September 30, 2014, from
http://www.spalding.org/program/ASU-Final-full.pdf
Blevins, W. (2006). Phonics from A to Z: A practical guide (4th ed.). New York, NY:
Scholastic.
Bronstein, P., Ginsburg, G. S., & Herrera, I. S. (2005). Parental predictors of motivational orientation in early adolescence: A longitudinal study. Journal of Youth and Adolescence, 34(6), 559-575.
Brown, H. D. (2007). Principles of language and teaching. New York, NY: Pearson Education.
Brunsma, D. L., Khmelkov, V.T., McConnell, E.E., & Orr, A. J. (1996). Increasing the motivation of secondary school students. American Secondary Education, 25, 10-15.
Burden, P. (2004). An examination of attitude change towards the sse of Japanese in a university English "conversation" class. RELC Journal: A Journal of Language Teaching and Research, 35(1), 21-36.
Burgoyne, K., Whiteley, H. E., & Hutchinson, J. M. (2013). The role of background knowledge in text comprehension for children learning English as an additional language. Journal of Research in Reading, 36(2), 132–148.
Cain, K., & Oakhill, J. (2006). Profiles of children with specific reading comprehension difficulties. British Journal of Educational Psychology, 76(4), 683-696.
Cameron, J. (2001). Negative effects of reward on intrinsic motivation- alimited phenomenon:
Comment on Deci, Koestner, and Ryan. Review of Educational Research, 71(1), 29-42.
Retrieved from http://spalding.org/home/Behind_The_Method.pdf
121
Caracelli, V. J., Graham, W. F., & Greene, J. C. (1989). Toward a conceptual framework for mixed-method evaluating designs. Educational Evaluation and Policy Analysis, 11, 255-274.
Carnine, D.W., Silbert, J., Kame'enui, E.J., & Tarver, S.G. (2009). Direct instruction reading (5th ed.). Boston, MA: Pearson.
Carr, A., & Dodd, B. (2003). Young children's letter-sound knowledge. Language, Speech, and Hearing Services in Schools, 34(2), 128-137.
Carreira, J. M. (2006). Motivation for learning English as a foreign language in Japanese elementary schools. JALT Journal, 28(2), 135-158.
Chall, J. S. (1983). Stages of reading development. New York, NY: McGraw-Hill.
Chall, J. S., & Popp, H. M. (1996). Teaching and assessing phonics: Why, what, when, how.
Cambridge, MA: Educators Publishing Service.
Chang, C. P. (2009). The effects of syllable-awareness based phonics on spelling
multi-syllable words for 7th grade junior high school students (Unpublished master thesis). National Chengchi University, Taipei City, Taiwan.
Chang, P. C. (2007). The effects of phonics instruction on English literacy of junior high school students with English learning difficulties (Unpublished master thesis).
National Taiwan Normal University, Taipei City, Taiwan.
Chang, W. C. (2012). The correlation between English learning anxiety and English learning motivation of the 5th-graders and the 6th-graders in the elementary school in
Pingtung count (Unpublished master thesis). National Pingtung University of Education, Pingtung County, Taiwan.
Chang, Y. Y. (2011). The effect of phonics instruction on young EFL learners‟ acquistion of orthography, word recognition and reading comprehension (Unpublished master thesis). National Yunlin University of Science and Technology, Yunlin County, Taiwan.
Chapman, M. L. (2003). Phonemic awareness: Clarifying what we know. Literacy Teaching and Learning, 7(1-2), 91-114.
Chard, D. J., & Dickson, S. V. (1999). Phonological awareness: Instructional and assessment guidelines. Intervention in School and Clinic, 34(5), 261-270.
122
Chen, H. C. (2009). A study on phonics for English remedial instruction at elementary school (Unpublished master thesis). National Yunlin University of Science and Technology, Yunlin County, Taiwan.
Chen, K. I. (2006). Phonics remedial instruction for English underachievers at elementary school: An action research (Unpublished master thesis). National Taipei University of Education, Taipei City, Taiwan.
Chen, L.W. (2004). An action research on phonics instruction to improve decoding and oral reading of EFL remedial learners in a junior high schoo (Unpublished master thesis).
National Chung Cheng University, Chiayi County, Taiwan.
Chen, M. H. (2014). A correlation study on phonological and morphological awareness in Taiwanese EFL children‟s spelling (Unpublished master thesis). National Taipei University of Education, Taipei City, Taiwan.
Chen, P. Y. (2013). An analysis of demotivating factors among EFL high school students in central Taiwan (Unpublished master thesis). Chaoyang University of Technology, Taichung City, Taiwan.
Chen, S. P. (2007). The study of EFL learners' phonological awareness, spelling ability and letter knowledge (Unpublished master thesis). National Chiayi University, Chiayi City, Taiwan.
Cheng, H. (2014). Effects of two kinds of teaching English phonics songs and chants on elementary second grader‟s ponological awareness and word recognition
(Unpublished master thesis). National Kaohsiung Normal University, Kaohsiung City, Taiwan.
Cheng, Y. S. (2011). The phonics performances of sixth grade students-correlation analyses (Unpublished master thesis). National Chiayi University, Chiayi City, Taiwan.
Chien, C. C. (2013). A relevant study on English anxiety, English learning motivation, and English learning attitude for junior high school students – The example of Hengchun Peninsula (Unpublished master thesis). National Taitung University, Taitung County, Taiwan.
Chien, L. C. (2002). A developmental study on phonological awareness, spelling and reading in Taiwanese EFL children (Unpublished master thesis). National Tapei University of Education,Taipei County, Taiwan.
123
Chiu, T. J. (2015). Comparison of the effects of synthetic phonics and modified embedded phonics instruction on fifth-graders‟ English word reading and oral fluency
(Unpublished master thesis). National Taipei University of Education,Taipei County, Taiwan.
Chuang, T. Y. (2013). Relative effectiveness of phonological and morphological awareness training on Taiwanese EFL children‟s word spelling (Unpublished master thesis).
National Taipei University of Education, Taipei City, Taiwan.
Clément, R., Smythe, P.C., & Gardner, R.C. (1978), Persistence in second language study:
Motivational considerations. Canadian Modern Language Review, 34, 688-694.
Cohn, M. M., Kottkamp, R. B., & Provenzo, E. F. (1987). To be a teacher: Cases, concepts, observation guides. New York, NY: Random House.
Creswell, J. W., & Plano Clark, V. L. (2007) Designing and conducting mixed methods research, Thousand Oaks, CA: Sage.
Cronnell, B. (1975). Spelling English as a second language. Professional Paper 33. Retrieved October 30, 2014, from http://eric.ed.gov/?id=ED129085
Crystal, S. (2004). Back Translation: Same questions – different continent. In Communicate.
London: Association of Translation Companies.
Csizer, K., & Kontra, E. H. (2013). An investigation into the relationship of foreignlLanguage learning motivation and sign language use among deaf and hard of hearing hungarians.
International Review of Applied Linguistics in Language Teaching (IRAL), 51(1), 1-22.
Cunningham, P. M. (2000). Phonics they use: Words for reading and writing (3rd ed.). New York, NY: Addision-Wesley Longman.
Dakin, A. B. (1999). The effectiveness of a skill based explicit phonics readingprogram K-2 as measured by student performance and teacher evaluation. Retrieved December11, 2014, from ERIC database (ED 430 215).
Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York, NY: Penum Press.
Dobbie, L., & Askov, E. N. (1995). Progress of handwriting researchin the 1980s and future prospects. The Journal of EducationalResearch, 88(6), 329-351.
124
Dörnyei, Z. (1994). Motivation and motivating in the foreign language classroom. Modern Language Journal, 78(3), 273-284.
Dörnyei, Z. (2003). Attitudes, orientations, and motivations in language learning: Advances in theory, research, and applications. Language Learning, 53, 3-32.
Ehri, L. C. (1987). Movement in word reading and spelling: How spelling contributes to reading. Technical Report No. 408.
Estes, T., Hendersor, E., & Stonecash, S. (1972). An exploratorystudy of word acquisition among first-graders in a languageexperience aproach. Journal of ReadingBehavior, 4, 21-31.
Falout, J. (2012). Coping with demotivation: EFL learners' remotivation processes. TESL-EJ, 16(3).
Farnham-Diggory, S. (1990). The writing road to reading. New York, NY: William Marrow and Company, Inc.
Farnham-Diggory, S. (1992), Cognitive processes in education. (2nd ed.). New York, NY:
Harper Collins Publishers.
Fox, B. J. (2008). 100 activities for developing fluent readers: Patterns and applications for word recognition, fluency, and comprehension. Upper Saddle River, NJ: Pearson/
Merrill Prentice Hall
Francis, D. J., Mouzaki, A.,Tincoff, R.,Treiman, R., & Rodriguez, K.(1998). The foundations of literacy: Learning the sounds of letters. Child Development, 69(6), 1524-1540.
Froiland, J. M. (2011). Parental autonomy support and student learning goals: A preliminary examination of an intrinsic motivation intervention. Child & Youth Care Forum, 40(2), 135-149.
Fry, E. (1998). The most common phonograms. Reading Teacher, 51(7), 620-622.
Gardner, H. (1985). Frames of mind: The theory of multiple intelligences. New York, NY:
Basic Books.
Gardner, R. C., & Lalonde, R. N. (1985). Second language acquisition: A social psychological perspective.Retrieved October13, 2014, from
http://files.eric.ed.gov/fulltext/ED262624.pdf
125
Gardner, R. C., & Lambert, W. E. (1972). Attitudes and motivation in second-language learning. Rowley, MA: Newbury House.
Gardner, R. C., & MacIntyre, P. D. (1994). The subtle effects of language anxiety on cognitive processing in the second language. Language Learning, 44(2), 283-305.
Gardner, R. C., & Masgoret, A. M. (2003). Attitudes, motivation, and second language learning: A Meta-analysis of studies conducted by Gardner and associates. Language Learning, 53(1), 167-210.
Gardner, R. C., Masgoret, A. M., Mihic, L., & Tennant, J. (2004). Integrative motivation:
Changes during a year-long intermediate-level language course. Language Learning, 54(1), 1-34.
Gentry, J. R. & Gillet, J. W. (1993). Teaching kids to spell. Portsmouth, NH: Heinemann.
Ghaith, G. M. (2003). The relationship between forms of instruction, achievement, and classroom climate. Educational Research, 45 (1), 107-117.
Gillham, B. (2000). Case study research methods. Oxford, UK: Bloomsbury Academic.
Gillon, G. T. (2004). Phonological awareness: From research to practice. New York, NY: The Guilford Press
Ginsburg, G. S., & Bronstein, P. (1993). Family factors related to children's intrinsic/extrinsic motivational orientation and academic performance. Child Development, 64(5), 1461-1474.
Glunt, E. S. (2000). A Comparison of kindergarten children that receive two different types of instruction for letter recognition. Retrieved from
http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED450346&lang=
zh-tw&site=ehost-live Available from EBSCOhost eric database.
Goodman, K. S. (1970). Reading: A psycholinguistic guessing game. In H. Singer & R. B.
Ruddell (Eds.), Theoretical models and processes of reading (pp. 259-271). Newark, DE: International Reading Association.
Greene, J. C., Caracelli, V. J., & Graham, W. D. (1989). Toward a conceptual framework for mixed-method evaluation designs. Educational Evaluation and Policy Analysis, 11(3), 255-274.
126
Griffith, P. L., & Olson, M. W. (1992). Phonemic awareness helps beginning readers break the code. Reading Teacher, 45(7), 516-523.
Guillot, K. M., Lee, M. W., Schuele, C. M., & Spencer, E. J. (2008). Phonemic awareness skill of speech-language pathologists and other educators. Language, Speech, and Hearing Services in Schools, 39(4), 512-520.
Gunning, T. G. (1996). Creating reading instruction for all children (2nd ed.). Boston, MA:
Allyn and Bacon.
Hall, S., & Moats, L. (1999). Straight talk about reading: How parents can make adifference during the early years. Chicago, IL: Contemporary Press.
Harper, S. N., & Pelletier, J. (2010). Parent involvement in early childhood: A comparison of English language learners and English first language families. International Journal of Early Years Education, 18(2), 123-141.
Hashemi, M. (2011). Language stress and anxiety among the English language learners.
Procedia - Social and Behavioral Sciences, 30, 1811-1816. doi:
http://dx.doi.org/10.1016/j.sbspro.2011.10.349
Hayes, L. L. (2004). A comparison of two systematic approaches to phonics and spelling instruction in beginning reading: a basal phonics program and word study (Ph.D.
3131455), University of Virginia.
Haywood, J., Kuespert, S., Madecky, D., & Nor, A. (2008). Increasing elementary and high school student motivation through the use of extrinsic and intrinsic rewards. Online Submission. Retrieved from
http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED503268&lang=
zh-tw&site=ehost-live Available from EBSCOhost eric database.
Hill, S. (1999). Phonics: Focus on literacy. Australia: Eleanor Curtain.
Hong, L. K., & Duff., R. W. (2002). Modulated participant-observation: Managing the dilemma of distance in field research. Field Methods, 14(2), 190-196.
Horiba, Y. (2013). Task-induced strategic processing in L2 text comprehension. Reading in a Foreign Language, 25(2), 98-125.
Horwitz, E. K. (1986). Preliminary evidence for the reliability and validity of a foreign language anxiety scale. TESOL Quarterly, 20(3), 559-562.
127
Hsieh, C. W. (2007) A study on the relations among English cram school, English learning attitude and English learning achievement of junior high school students- A case study of Chung-Cheng junior high school (Unpublished master thesis). National Kaohsiung Normal University, Kaohsiung City, Taiwan.
Hsieh, C. W. (2013) A Study of improving children‟s writing and reading ability with phonics curriculum (Unpublished master thesis). MingDao University, ChangHua County, Taiwan.
Hsieh, M. C. (2012) A study of improving children‟s writing and reading ability with phonics curriculum (Unpublished master thesis). MingDao University, Changhua County, Taiwan.
Hsu, H. J. (2005). The relationships among English learning motivation, English anxiety, and English achievement of Taipei elementary school students in grade five and six
(Unpublished master thesis). National Taipei University of Education, Taipei City, Taiwan.
Hsu, H. C. (2015). A Study on the effectiveness of phonics instruction integrated into English nstruction for junior high school students (Unpublished master thesis). University of Kang Ning, Tainan City, Taiwan.
Huang, C. W. (2010). A study of junior high school students‟ English learning attitude, learning motivation and learning strategies in Chiayi (Unpublished master thesis).
National Chiayi University, Chiayi City, Taiwan.
Huang, L. Y. (2011). Effects of phonics remedial instruction on the performance of 6th-grade underachievers (Unpublished master thesis). National Pingtung University of
Education, Pingtung County, Taiwan.
Huang, S. L. (2002). Anexperimental study of the effects of phonics instruction on the acquisition of phonological awareness of junior high school students in Taiwan
(Unpublished master thesis). National Taiwan Normal University, Taipei City, Taiwan.
Huang, S. Y. (2013). The action research of using phonics to enhance English learning for students with learning disabilities in the junior high school resource room
(Unpublished master thesis). National Taichung University of Education, Taichung City, Taiwan.
128
Hung, L. W.(2011). A study of phonics instruction in elementary English curriculum design and teaching (Unpublished master thesis). National Dong Hwa University, Hualien County, Taiwan.
Institute for Academic Excellence, I. W. (1997). Toward a balanced approach to reading motivation: Resolving the intrinsic-extrinsic rewards debate report. Retrieved September 25, 2014, from http://files.eric.ed.gov/fulltext/ED421687.pdf
Jorm, A. F., & Share, D. L. (1983). Phonological recoding and readingacquisition. Applied Psycholinguistics, 4, 103-147.
Jovanovic, D., & Matejevic, M. (2014). Relationship between rewards and intrinsic motivation for learning – Researches review. Procedia - Social and Behavioral Sciences, 149, 456-460. doi: http://dx.doi.org/10.1016/j.sbspro.2014.08.287
Kaplan Toren, N. (2013). Multiple dimensions of parental involvement and its links to young adolescent self-evaluation and academic achievement. Psychology in the Schools, 50(6), 634-649.
Kieffer, M. J., & Lesaux, N. K. (2008). The role of derivational morphology in the reading comprehension of Spanish-speaking English language learners. Reading and Writing:
An Interdisciplinary Journal, 21(8), 783-804.
Knollmann, M., & Wild, E. (2007). Quality of parental support and students' emotions during momework: Moderating effects of students' motivational orientations. European Journal of Psychology of Education, 22(1), 63-76.
Kohn, A. (1993). Punished by rewards: The trouble with gold Stars, incentive plans, a‟s, praise, and other bribes. Boston, MA: Houghton Mifflin
Kuhl, D., & Dewitz, P. (1994). The effect of handwriting style on alphabet recognition. A paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA.
Kuo, M. I. (2011). The effects of preliminary phonics instruction on EFL fifth-graders' oral reading performance (Unpublished master thesis). Providence University, Taichung City, Taiwan.
Kuo, J. C. (2011). Junior high school EFL students' learning motivation, English use,
willingness to communicate in English, and English achievement (Unpublished master thesis). National Changhua University of Education, Changhua County, Taiwan.
129
Lai, H. L. (2003). The effects of phonics instruction on reading and spelling in a Taiwanesejunior high school: An action research (Unpublished master thesis).
National Chung Cheng University, ChiaYi County, Taiwan.
Lai, K. T. (2007). A study of junior high school students‟ English acquisitive environment, English acquisitive motivation, English acquisitive strategy, and English acquisitive achievement in Miaoli (Unpublished master thesis). National Changhua University of Education, Changhua County, Taiwan.
Lai, W. T. (2003). A study of phonics as a method to enhance spelling skills of remedial EFL learners in Taiwan (Unpublished master thesis). National Tsing Hua University, Hsinchu City, Taiwan.
Lai, Y. C.(2008). The impact of “whole-to-parts” phonics instruction on phonological awareness of underachieving second graders (Unpublished master thesis). National Taipei University of Education, Taipei City, Taiwan.
Lange, G. W., & Adler, F. (1997). Motivation and achievement in elementary children.
Retrieved September 24, 2014, from http://www.atiner.gr/papers/EMS2014-1191.pdf Laurita, R. E. (1988). Understanding the significance of the individual letters of the alphabet
in the development of full literacy. Reading Improvement, 25(4), 286-294.
Li, L. H. (2011). A study on the relationships among English learning experiencein cram schools, foreign language anxiety and English learning achievement of the Sixth Graders in Tainan County (Unpublished master thesis). National University of Tainan, Tainan City, Taiwan.
Li, T. Y. (2014). A correlative study on English learning experience in cram schools and English learning attitudes for Keelung elementary school students (Unpublished master thesis). National Taipei University of Education, Taipei City, Taiwan.
Li, X. J. (2014). The effects of whole English teaching on motivation and achievement of elementary students (Unpublished master thesis). National Pingtung University of Education, Pingtung City, Taiwan.
Liao, Y. H. (2011). Phonological awareness and spelling in secondary school students: The effect of onset/rime-based phonics (Unpublished master thesis). National Taipei University of Science and Technology, Taipei City, Taiwan.
130
Lin, S. C. (2014). A case study of teaching phonics to EFL elementary schoolstudents in an English remedial program (Unpublished master thesis). Southern Taiwan University of Science and Technology, Tainai City, Taiwan.
Lin, T. Y. (2010). Beyond spelling errors: The relevance of phonological awareness to Taiwanese EFL children's spellin (Unpublished master thesis). National Chiao Tung University, Hsinchu City, Taiwan.
Lin, T. Y. (2014). The role of phonological and morphological awareness in L2 word recognition for Taiwanese elementary school EFL learners (Unpublished master thesis). National Taipei University of Education, Taipei City, Taiwan.
Lin, W. H. (2014). The acquisition of phonics rules for Taiwanese EFL pupils: An
investigation (Unpublished master thesis). National Dong Hwa University, Hualien County, Taiwan.
Lin, Y. H. (2008). The moderating effect and learning profile of foreign language anxiety, motivation and strategies in business vocational high school students (Unpublished master thesis). National Changhua University of Education, Changhua County, Taiwan.
Linnea, C. E., Simone, R. N., Steven, A. S., & Dale, M. W. (2001). Systematic phonics instruction helps students learn to read: Evidence from the National Reading Panel’s meta-analysis. Sage, 71(3), 393-474.
Liu, J. C. (2014). The impact of phonological awareness on EFL students' learnings (Unpublished master thesis). National Pingtung University, Pingtung City, Taiwan.
Loera, G., Rueda, R., & Nakamoto, J. (2011). The association between parental involvement in reading and schooling and children's reading engagement in latino families.
Literacy Research and Instruction, 50(2), 133-155.
Maccoby, E. E., & Martin, J. A. (1983). Socialization in the context of the family: Parent–
child interaction. In P. H. Mussen & E. M. Hetherington, Handbook of child
psychology: Vol. 4. Socialization, personality, and social development (4th ed.). New York, NY: Wiley.
Madison Elementary School District. (2014). Retrieved September 24, 2014, from http://www.madisonaz.org/parents/district-curriculum/
131
Mainela-Arnold, E., Evans, J. L., and Coady, J. A. (2010). Beyond capacity limitations II:
Mainela-Arnold, E., Evans, J. L., and Coady, J. A. (2010). Beyond capacity limitations II: