Reviews for Juried Publications
Reviewer for Teachers College Press. Heinemann, and Stenhouse. Reviewer for Language Arts. Occasional reviewer of manuscripts for professional journals including the Anthropology and Education, Reading Research Quarterly, and Language in Society.
Models, Missions and Concept Papers
The development of the mission statement for the Hofstra School of Education and Allied Human Services. Adopted by SOEAHS March, 2002.
Living in An Adversarial Society: A Concept Paper, published by the NCTE,1993.
The development of the mission statement for the Elementary Section Steering Committee of the NCTE. Adopted by NCTE November 2000.
The Student Advocacy Model of Instructional Assessment, developed for the California State Department of Education, and published separately by Heinemann in From the Child’s Point of View, 1993.
Writing Pictures Painting Stories: Exploring the Symbolic Spaces in Which We Live Our Lives, guest editor, and contributing author, School Talk, July, 2002.
Reading With Our Hearts and Minds, guest editor, and contributing author, School Talk, 7, January, 2002.
Making Literacy Webs in Schools, Families and Communities, guest editor and contributing author. School Talk, 6, October, 2000.
Katrina’s Three Sisters. In Women of Katrina. Emmanuel David and Elaine Enarson (Eds.), In press.
Words in Families and Word Families at School: “I don’t want you to die in your entire life. If you do I’ll bring you flowers” In Family Literacy. KaiLonnie Dunsmore (Ed.) Newark, Del: International Reading Association, 2010.
Writing Pictures, Painting Stories with Roz Ivanič. In Why Writing Matters: Issues of Access and Identity in Writing Research and Pedagogy, A. Carter, T. Lillis, and S. Parkin (Eds.), John Benjamins, 2009.
Critical Issues in Early Literacy. In Reading Everybody’s Child: Teaching Literacy as a Human Right. Co-Author Bobbie Kabuto. Lawrence Erlbaum Associates, 2007.
The Politics and Passion of How Johnny Should Read. In Whole Language Teaching / Whole Hearted Practice: Looking Back, Looking Forward. Monica Taylor (Ed.), Peter Lang, 2007.
Teaching Reading and the New Word Order, published in English Teachers at Work: Narratives, Counter Narratives, and Arguments, B. Doecke, D. Homer, H. Nixon (Eds.), Wakefield Press, 2003.
How Do You Spell Dream? You Learn — With the Help of a Teacher, Distinguished Educator Series, The Reading Teacher, 47(1), September 1993. Republished by IRA in an edited volume of Distinguished Educator Essays including an “Update” entitled, Teaching in the Cracks for a More Just and Caring World. November, 2000.
What Counts as Research, published in the new edition of Family Literacy, D. Taylor, Heinemann, 1998.
We Do Language: That May Be the Measure of Our Lives, published in Teaching and Advocacy, D. Taylor, D. Coughlin and J. Marasco (Eds.), Stenhouse, 1997.
Family Literacy: Text as Context, requested chapter published in the Handbook of Research on Teaching the English Language Arts, cosponsored by the IRA and the NCTE, 1991.
From the Child’s Point of View: Alternate Approaches to Assessment, published in Developing Context‑Responsive Approaches to Assessment, J. Roderick, National Council of Research in English, 1991.
Family Storybook Reading: Implications for Children, Families and Curriculum, co‑authored chapter in Emerging Literacy: Young Children Learn to Read and Write. IRA, 1989.
Learning from Families: Implications for Educators and Policy Makers, requested chapter in Risk Maskers Risk Takers Risk Breakers: Reducing the Risks for Young Learners, J. Allen and J. Mason (Eds), Heinemann Educational Books, 1989.
Growing Up Literate: Learning From Inner‑City Families, co‑authored in Educating Black Children: America’s Challenge, D.S. Strickland and E.J. Cooper (Eds), The Bureau of Educational Research, School of Education, Howard University, Washington, D.C. 1987.
The (Con)textual World’s of Childhood, requested chapter in Home and School: Early Language and Reading, B. Fillion, C. Hedley, and E. DiMartino (Eds), Ablex Publishing Corporation, April, 1987.
Translating Children’s Everyday Uses of Print into Classroom Practice, research article reprinted in Composing and Comprehending. J.M. Jensen (Ed.) National Conference on Research in English and ERIC Clearinghouse on Reading and Communication Skills (publishers).
Family Literacy: Myths and Magic, Co‑authored in The Pursuit of Literacy. M. Sampson (Ed.) Kendall‑Hunt, 1986.
Creating Family Story, in Emergent Literacy: Writing and Reading. W. Teale and E. Sulzby (Eds.) Ablex, 1986.
Reviews and Forewords
Foreword to Becoming Biliterate: Impressions of a Young Child, by Bobbie Kabuto, in press.
Requested Review of Rethinking Critical Theory: A Review of Schooling and the Politics of Disaster, edited by Kenneth Saltman, published in Encounter: Education for Meaning and Social Justice, 2008.
Foreword to Scientific Realism in Studies of Reading, by A. Flurkey, E. Paulson, and K. Goodman (Eds.) Lawrence Erlbaum Associates, 2008.
Foreword to Literacy and Advocacy in Adolescent Family, Gang, School, and Juvenile Court Communities: “Crip 4 Life”, by Debbie Smith and Kathy Whitmore, Lawrence Erlbaum Associates, 2006.
Foreword to Situated Literacies, edited by David Barton, Mary Hamilton and Roz Invanic. Routledge, 1999.
Foreword to Keepsakes: Using Family Stories in Elementary Classrooms, by Linda Winston, Heinemann, 1997.
Review of Literacy, Gender, and Work in Families and Schools, by Judith Solsken. Language in Society, 24(2), 1995.
Foreword to The Public and Private Discourse of University Students, by Elizabeth Chiseri-Strater. Heinemann, 1991.
The World’s Children in Crisis: What Can We Do? Hofstra Horizons. Spring, 4-9, 2009.
Katrina and Three Sisters, DoubleTake Magazine. Fall, 2006 (with T. Yamasaki).
The Kate Middleton Elementary School: Portraits of Hope and Courage After Katrina, Scholastic, New York, 2005 (with T. Yamasaki).
Katrina: Observations from Baton Rouge, newsletter published on www.ohanian.org, September 2005.
Family Literacy and the New Word Order: Conceptualizing Freedom in Contradictory Symbolic Spaces, submitted to the Anthropology and Education, February, 2002.
A Day in the Life of Brian: Teacher, Activist, Scholar, requested article on the life and research of Brian Cambourne for publication by Language Arts, November, 2001.
Family Literacy: Resisting Deficit Models, requested, TESOL Quarterly, June 1993.
Is Reading an Unnatural Act? Practically Primary, Australian Literacy Educators’ Association. Vol 6(2), June 2001.
The Trivial Pursuit of Reading Psychology in the Real World, Reading Research Quarterly, September, 1993.
How Do You Spell Dream? You Learn — With the Help of a Teacher. Distinguished Educator Series, The Reading Teacher, 47(1), September 1993.
Teaching without Testing: Assessing the Complexity of Children’s Literacy Learning. English Education, February, 1990.
Towards a Unified Theory of Literacy Learning and Instructional Practices: A Critical Response to Chall and Carbo, Phi Delta Kappan, November, 1989.
Ethnographic Educational Evaluation for Children, Families and Schools, requested, Theory into Practice, Winter, 1988.
Coping with Kid‑Vid. The Newsletter of Parenting, Spring, 1986.
The Magic of Family Literacy. The Newsletter of Parenting, Spring, 1984.
Reflections on Parenting. Family Process, 22(3), September, 1983.
Children’s Social Use of Print. The Reading Teacher, 36(2), November, 1982.
Translating Children’s Everyday Uses of Print into Classroom Practice. Language Arts, 59(2), 1982.
The Family and the Development of Reading Skills and Values. The Journal of Research in Reading, UKRA, 4(2), 1981.