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References

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Allington, R. L. (2014). How reading volume affects both reading fluency and reading achievement. International Electronic Journal of Elementary Education, 7(1), 13–26. https://files.eric.ed.gov/fulltext/EJ1053794.pdf

Ascenzi-Moreno, L., & Quiñones, R. (2022). "Those books are not mirror books to me": Learning from children about how to engage in identity work through picture books in a dual-language bilingual classroom. Journal of Children's Literature, 48(1), 64–76.  

Ford, D. Y., Walters, N. M., Byrd, J. A., & Harris, B. N. (2019). I want to read about me: Engaging and empowering gifted Black girls using multicultural literature and bibliotherapy. Gifted Child Today, 42(1), 53–57. https://doi.org/10.1177/1076217518804851 

Hayden, H. E., & Prince, A. M. (2023). Disrupting ableism: Strengths-based representations of disability in children’s picture books. Journal of Early Childhood Literacy, 23(2), 236- 261. https://doi.org/10.1177/1468798420981751 

Heineke, A. J., Papola-Ellis, A., & Elliott, J. (2022). Using texts as mirrors: The power of readers seeing themselves. The Reading Teacher, 76(3), 277–284. https://doi.org/10.1002/trtr.2139

Kleekamp, M. C., & Zapata, A. (2019). Interrogating depictions of disability in children’s picturebooks. The Reading Teacher, 72(5), 589–597. https://doi.org/10.1002/trtr.1766

Konrad, M. H. (2023). The love of the book: Students' text selection and their motivation to read. The Reading Teacher, 77(3), 332–340. https://doi.org/10.1002/trtr.2246 

Neuman, S. B. (2022). Small wins and feeling good: An innovative book distribution program. The Reading Teacher, 75(6), 667–676. https://doi.org/10.1002/trtr.2110

Page, M. (2017). From awareness to action: Teacher attitude and implementation of LGBT inclusive curriculum in the English language arts classroom. SAGE Open, 7(4), 1–10.  https://doi.org/10.1177/2158244017739949 

Pennell, A. E., Wollak, B., & Koppenhaver, D. A. (2018). Respectful representations of disability in picture books. The Reading Teacher, 71(4), 411–419. https://doi.org/10.1002/trtr.1632 

Sharma, S. A., & Christ, T. (2017). Five steps toward successful culturally relevant text selection and integration. The Reading Teacher, 71(3), 295–307. https://doi.org/10.1002/trtr.1623 

Tondreau, A., & Rabinowitz, L. (2021). Analyzing representations of individuals with disabilities in picture books. The Reading Teacher, 75(1), 68–76. https://doi.org/10.1002/trtr.2017 


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