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Easy books - strongly repetitive pattern, Minimum of short sentences per page.

• Aliki (1989). My five senses. New York: Thomas Y Crowell.

• Astley, Judy (1990). When one cat woke up. New York: Dial.

• Baer, Gene (1989). Thump, thump, rat-a-tat-tat. New York: Harper & Row.

• Barton, Byron (1989). Dinosaurs, dinosaurs. New York: Thomas Y. Crowell

• Brandenberg, Franz (1989). Aunt Nina, good night. New York: Greenwillow.

• Brown, Margaret Wise (1947). Goodnight moon. New York: Harper & Row.

• Carle, Eric (1969). The very hungry catepillar. New York: Philomel.

• Emberly, Ed (1974). Klippity klop. Boston: Little, Brown.

• Hutchins, Pat (1982). 1 hunter. New York: Greenwillow.

• Jonas, Ann (1989). Color dance. New York: Greenwillow.

• Kraus, Robert (1970). Whose mouse are you? New York: MacMillan.

• Martin, Bill (1991). Polar bear, polar bear. New York: Henry Holt.

• Martin, Bill (1983). Brown bear, brown bear. New York: Henry Holt.

• McKissack, Patricia, & McKissack, Frederick (1988). Constance stumbles. Chicago: Children's Press.

• McKissack, Patricia (1986). Who is coming. Chicago: Children's Press.

• Peek, Merle (1985). Mary wore her red dress. New York: Clarion.

• Prelutsky, Jack (Ed.) (1983). The Random House book of poetry for children. New York: Random House.

• Roffey, Maureen (1988). I spy at the zoo. New York: MacMillan.

• West, Colin (1986). "Pardon?" said the giraffe. New York: J.B. Lippincott.

• Wildsmith, Brian (1965). Brian Wildsmith's Mother Goose. New York: Franklin Watts.

• Williams, Sue (1992). I went walking. Orlando: Harcourt Brace Jovanovich.

Harder Books --- less obvious repetitive pattern, more and longer sentences.

• Allen, Pamela (1983). Bertie and the bear. New York: Coward-McCann.

• Baker, Alan (1990). Two tiny mice. New York: Dial.

• Baker, Keith (1990). Who is the best? Orlando, FL: Harcourt Brace Jovanovich.

• Brown, Margaret Wise (1983). Home for a bunny. New York: Golden Press.

• Carle, Eric (1984). The mixed-up chameleon. New York: Harper & Row.

• Carle, Eric (1972). The secret birthday message. New York: Thomas Y. Crowell.

• Ernberley, Edward R., & Einberley, Barbara (1967). Drummer Hoff. New York: Simon & Schuster.

• Flack, Marjorie (1932). Ask Mr. Bear. New York: Macmillan.

• Gag, Wanda (1928). Millions of cats. New York: Coward-McCann.

• Galdone, Paul (1968). Henny penny. New York: Clarion.

• Hogrogian, Nonny (1971). One fine day. New York: Macmillan.

• Kellogg, Steven (1979). Pinkerton behave!. New York: Dial.

• Lobel, Arnold (1979). A treeful of pigs. New York: Greenwillow

• Pomerantz, Charlotte (1989). Flap your wings and try. New York: Greenwillow.

• Ross, Tony (1988). Super dooper Jezebel. New York: Farrar Strauss Giroux.

• Silverstein, Shel (1964). A giraffe and a half. New York: Harper & Row.

• Williams, Linda (1986). The little old lady who was not afraid of anything . New York: Thomas Y. Crowell.

• Young, Ed (1992). Seven blind mice. New York: Philomel.

References

Anderson, R., Hiebert, E., Scott, J., & Wilkinson, I. (1985). Becoming A nation of readers. Washington, DC: National Institute of Education.

Bleich, D. (1978). Subjective criticism. Baltimore: Johns Hopkins University Press.

Callaghan, M. (1935). All the years of her life. The New Yorker.

Carbo, M. (1978). Teaching reading with talking books. The Reading Teacher, 32, 267-273.

Cunningham, P., & Cunningham, J. (1992). Making words: Enhancing the invented spelling-decoding connection. The Reading Teacher, 46, 106-115.

Davidson, J. (1982). The group mapping activity for instruction in reading and thinking, Journal of Reading, 26, 52-56.

Davidson, J. (1986). The teacher-student generated lesson: A model for reading instruction. Theory into Practice, 25, 84-90.

Davidson, J., & Padak, N, (1988). Reading, writing, and content learning. In N. Padak (Ed.), Writing should be read (pp. 31- 40). Monroe, NY: Trillium.

Gillet, J., & Kita, M. (1979). Words, kids, and categories. The Reading Teacher, 32, 538-542.

Goodman, Y., & Watson, D. (1977). A reading program to live with: Focus on comprehension. Language Arts, 54, 868-879.

Heckelman, R. G. (1969). A neurological impress method of reading instruction. Academic Therapy, 4, 277-282.

Koskinen, P., & Blum, I. (1986). Paired repeated reading: A classroom strategy for developing fluent reading. The Reading Teacher, 40, 70-75.

Martin, B. (1967). Brown Bear, Brown Bear, What do vou see?. New York: Henry Holt.

Ogle, D. (1986). K-W-L: A teaching model that develops active reading of expository text. The Reading Teacher, 38, 564-570.

Rasinski, T. V. (1989) Fluency for everyone: Incorporating fluency instruction in the classroom. The Reading Teacher, 42, 690-693.

Samuels, S. J. (1979) The method of repeated readings. The Reading Teacher, 32, 403-408.

Schreiber, P. A. (1980) On the acquisition of reading fluency. The Journal of Reading Behavior, 12, 177-186.

Schreiber, P. A. (1991) Understanding Prosody's role in reading acquisition. Theory into Practice, 30, 158-164.

Stahl, S. A. (1992). Saying the "p" word: Nine guidelines for exemplary phonics instruction. The Reading Teacher, 45, 618-625.

Stanovich, K. (1986). Mathew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21, 360-407.

Stauffer, R. (1980). The language-expierence approach to the teaching of reading (2nd ed.). New York: Harper and Row.

Topping, K. (1987). Paired reading: A powerful technique for parent use. The Reading Teacher, 40, 608-614.

Vacca, R., & Vacca, J. (1993). Content area reading (4th ed.). New York: HarperCollins.

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