Baker, L., & Brown, A. L. (1984). Metacognitive skills and reading. In P. D. Pearson, R. Barr, M. L. Kamil, & P. Mosenthal (Eds.), Handbook of reading research (pp. 353–394). White Plains, NY: Longman.
Google Scholar
Barksdale, M. A., Watson, C., & Park, E. S. (2007). Pen pal letter exchanges: Taking first steps toward developing cultural understandings. The Reading Teacher,
61(1), 58–67.
Article
Google Scholar
Burkett, C. (1997). The joy of letter writing. Sojourners,
26(6), 48.
Google Scholar
Clay, M. (1991). Becoming literate: The construction of inner control. Auckland, NZ: Heinemann.
Google Scholar
Cole, N. (1997). The ETS gender study: How females and males perform in educational settings. Princeton, NJ: Educational Testing Service.
Google Scholar
Creswell, J. W. (2005). Educational research: Planning, conducting, and evaluating quantitative and qualitative Research. Upper Saddle River, NJ: Pearson Education.
Google Scholar
Dyson, A. (1993). The social worlds of children learning to write in an urban primary school. New York, NY: Teachers College Press.
Google Scholar
Enz, B. J. (2003). The ABCs of family literacy. In A. Debruin-Parecki & B. Krol-Sinclair (Eds.), Family literacy: From theory to practice (pp. 50–67). Newark, DE: International Reading Association.
Google Scholar
Feiler, A., & Logan, E. (2007). The literacy early action project (LEAP): Exploring factors underpinning progress with literacy for a child in his first year of school. British Journal of Special Education,
34(3), 162–169.
Article
Google Scholar
Fellowes, J. (2008). Teaching writing in the early years of school. Practically Primary,
13(1), 18–19.
Google Scholar
Hannon, P. (2004). The history and future of literacy. In T. Grainger (Ed.), The RoutledgeFalmer reader in language and literacy (pp. 19–32). London, UK: RoutledgeFalmer.
Google Scholar
Jackson, R. M. (1992). The untapped power of student note writing. Educational Leadership,
49(7), 54–58.
Google Scholar
Kear, D., Coffman, G., McKenna, M., & Ambrosio, A. (2000). Measuring attitude toward writing: A new tool for teachers. The Reading Teacher,
54(1), 10.
Google Scholar
LeVine, J. E. (2002). Writing letters to support literacy. The Reading Teacher,
56(3), 232–234.
Google Scholar
LeVine, J. E. (2008). Please Mr. Postman. Practically Primary,
13(1), 8–9.
Google Scholar
Liu, P. (2002). Developing an E-pal partnership: A school-based international activity. Childhood Education,
79(2), 81–88.
Google Scholar
Manley, W. (1994). If this is the only letter I get this month you need to unplug your electronic surfboard. Booklist,
90(9), 790.
Google Scholar
Moffett, J. (1992). Active voice: A writing program across the curriculum (2nd ed.). Portsmouth, NH: Boynton/Cook.
Google Scholar
Newkirk, T. (2002). Misreading masculinity: Speculations on the great gender gap in writing. In S. Bailey (Ed.), Gender in education (pp. 314–327). San Francisco, CA: Jossey-Bass.
Google Scholar
Peterson, S. (2000). Fourth, sixth, and eigth graders’ preferred writing topics and identification of gender markers in stories. The Elementary School Journal,
101(1), 79–100.
Article
Google Scholar
Risinger, C. F. (2007). Crossing borders and building bridges using the internet. Social Education,
71(7), 380–382.
Google Scholar
Spaulding, C. L. (1992). The motivation to read and write. In J. W. Irwin & M. A. Doyle (Eds.), Reading/writing connections: Learning from research (pp. 177–201). Newark, DE: International Reading Association.
Google Scholar
Vygotsky, L. S. (1978). Thought and language. Cambridge, MA: MIT Press.
Google Scholar
Vygotsky, L. S. (1981). The genesis of higher mental function. In J. V. Wertsch (Ed.), The concept of activity in Soviet psychology (pp. 144–188). Armonk, NY: Sharpe.
Google Scholar