RM Winter 2017

Godley, A. J., Carpenter, B. D., &Werner, C. A. (2007).“I’ll speak in proper slang”: Language ideologies in a daily editing activity. Reading Research Quarterly, 42 (1), 100-131.

Schwartz, W. (2002). Helping underachieving boys read well and often . Retrieved from http://files.eric.ed.gov/fulltext/ED467687.pdf

Snell, J. (2013). Dialect, interaction and class positioning at school: From deficit to difference to repertoire. Language and Education, 27 (2), 110-128.

Gonzalez, N., Moll L. C., Amanti, C. (2005). Funds of knowledge: Theorizing practice in households, communities and classrooms . Mahwah, NJ: L Erlbaum Associates.

Ushioda, E. (2011). Language learning motivation, self and identity: Current theoretical perspectives. Computer Assisted Language Learning , 24 (3), 199-210.

Hale, J. E. (1986). Black children: Their roots, culture, and learning styles. Baltimore, MD: The John’s Hopkins University Press.

Reading Matters Justice Matters

Wheeler, R. (2016).“So much research, so little change”: Teaching standard English in African American classrooms. Annual Review of Linguistics, 2, 367-390. doi:10.1146/annurev-linguistics-011415-040434. Wigfield, A., Guthrie, J. T., Tonks. & Perencevich, K. C. (2004). Children’s motivation for reading: Domain specificity and instructional influences. The Journal of Educational Research, 97 (6), 299-309. Wolfram, W. (2007). Sociolinguistic folklore in the study of African American English. Language and Linguistics Compass, 1 (4) 292-313.  Leslie D. Roberts is a doctoral student in Language, Literacy, and Culture, specializing in motivation through literacy at Clemson University. Prior to pursuing a doctoral program, she received a degree in elementary education and a masters of education degree from the University of Florida. Though her background is in elementary education, she has worked for many years in middle level education. Leslie has been involved in numerous school settings with various student demographics in both Polk County School District, Florida and Clark County School District, Nevada. Her research interests focus on adolescent and elementary motivation through the use of reading, motivation of male students through the use of literacy, and social justice for at risk students. She can be reached at lrober3@clemson.edu .

Henry, K., Lagos, A., Berndt, F. (2012).“Bridging the literacy gap between boys and girls: An opportunity for the national year of reading 2012.” Australian Library Journal, 61 (2), 143-150. Retrieved from http://eds.a.ebscohost.com.libproxy. clemson.edu/ehost/pdfviewer/pdfviewer?vid=26&sid=c441715a-5cfb-4c1b- b7e3-e38b9702c00d%40sessionmgr4005&hid=4110

Irvine, J. J. (1990). Black students and school failure: Policies, practices and prescriptions. Westport, CT: Praeger Publishers.

Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Educational Research Association, 32 (3), 465-491.

Ladson-Billings, G. (2016, February 08). Hip Hop/Hip Hope: Reinventing Culturally Relevant Pedagogy. Lecture presented at Clemson University, Clemson South Carolina. Logan, S., Medford, E. & Hughes, N. (2011). The importance of intrinsic motivation for high and low ability readers’reading comprehension performance. Learning and Individual Differences, 21 (1), 124-128

Meissier, J. (2012). Ebonics, the Oakland resolution, and using non-standard dialects in the classroom. The English Languages: History, Diaspora, Culture, 3, 1-10.

Moll, L. C., Amanti, C., Neff, D. & Gonzalez, N. (1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory Into Practice, 31 (2), 132-141. Ogbu, J. U. (1999). Beyond language: Ebonics, proper English, and identity in a Black-American speech community. American Educational Research Association, 36 (2), 147-184.

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