Boushey, G., & Moser, J. (2006). The daily 5: Fostering literacy independence in the elementary grades. Portland, Me.: Stenhouse.
In The Daily Five, Boushey and Moser describe detailed methods for teaching children to be independent literacy learners. They outline a strategy for teaching each of five elements in their plan: Read to self, read to others, write, listen to reading, and word work. They have proven their methods successful in their own classrooms and in classrooms of teachers they mentor.
Diller, D. (2003). Literacy work stations: Making centers work. Portland,, ME: Stenhouse.
In this book, seasoned teacher Debbie Diller, relates to the problems of everyday classrooms. She describes effective work stations with specific recommendations for setting them up. Each activity is designed with purposeful instruction and practice as it's goal. Her goal is to help engage children in meaningful learning independent of the teacher.
Eng, C. (2012). Improving student reading levels through literacy workstations and guided reading [Scholarly project]. Retrieved September 23, 2013.
Cindy Eng has produced a great work on this topic through her master's thesis. She gives a background on literacy stations before she describes her study on twenty-five kindergartners who participate in her project. The children are provided with literacy workstations designed with recommendations from the book, The Daily Five (2006) by Gail Boushey and Joan Moser. She includes guided reading in her study and bases her results on a measure of student progress.
Ford, M. P., & Opitz, M. F. (2002). Using centers to engage children during guided reading time: Intensifying learning experiences away from the teacher. The Reading Teacher, 55(8), 710-717. Retrieved September 29, 2013.
This article provides teachers with some ideas of ways to optimize literacy learning during reading groups. The authors believe that children can be independently engaged in learning activities while the teacher is involved with other children. They recommend three organizational structures: Collaboration with other staff, writer's workshop, and learning centers. They give specific recommendations for effective centers.
Heitin, L. (2012). Creating a menu for reading instruction. Education Week: PD Sourcebook, 1-6. Retrieved September 20, 2013.
This interesting article is an interview of the authors of The Daily Five: Fostering Literacy Independence in the Elementary Grades. She asks Gail Boushey and Joan Moser, how they arrived at the premise for their program. She has them describe the process of developing their "Cafe" system. They recommend effective practice for teaching reading in an environment that allows children independence.
Kracl, C. L. (2012). Managing small group instruction through the implementation of literacy work stations. International Journal of Psychology: A Biopsychosocial Approach, 10, 27-46. Retrieved September 20, 2013.
This study was designed to explore teachers feelings about the effectiveness of work stations as a form of classroom management during small group instruction times in the classroom. Interviews and observations were used to investigate teachers feelings about work stations. The study concludes that teachers believe that the effectiveness of work stations depends on several factors including the number of children at station as well as their ability levels. Several other factors are described.
Linder, R. (n.d.). A difficult choice: Which model of reading instruction for my students. Illinois Reading Council Journal, 37(3), 8-20.
In this article, Robert Linder outlines criterion for decided on an effective reading instruction model for elementary classrooms. She includes criterions such as phonemic awareness, phonics, vocabulary, comprehension, and fluency in reading. She also lists motivation as an important factor. She recommends attending to the diverse needs of learners as well. She outlines instructional models, analyzes them and does an effective comparison.
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