Clemente, M. & Ramírez, E. (2008). “How teachers express their knowledge through narrative”. Teaching and Teacher Education, 24 (5), 1244-1258.
Clemente, M., Ramírez, E. & Sánchez, M.C. (2010). “Enfoques teóricos y prácticas docentes en la enseñanza inicial de la lengua escrita”. Cultura y Educación, 22 (3), 313-328.
Connor, C.M.; Morrison, F. J. & Katch, L. E. (2004). “Beyond the Reading Wars: Exploring the Effect of Child-Instruction Interactions on Growth in Early Reading”. Scientific Studies of Reading, 8 (4), 305-336.
González, X.A., Buisán, C. & Sánchez, S. (2009). “Las prácticas docentes para enseñar a leer y escribir”. Infancia y aprendizaje, 32 (2), 153-169.
Hoffman, J.V., Maloch, B. & Sailors, M. (2011). “Researching the Teaching of Reading through Direct observation. Tools, Methodologies, and Guidelines for the Future”. In Kamil, M.L., Pearson, P.D, Moje, E. & Afflerbach, P.P. Handbook of Reading Research. Volume IV (pp. 3-33). New York: Routledge.
McDonnell, A.P., Hawken, L.S., Johnston, S.S., Kidder, J.E., Lynes, M.J. & McDonnell, J.J. (2014). Emergent Literacy Practices and Support for Children with Disabilities: A National Survey. Education and Treatment of Children, 37 (3), 495-530.
McMullen, M.B., Elicker, J., Goetze, G., Huang, H., Lee, S., Mathers, C., Wen, X. & Yang, H. (2006). “Using Collaborative Assessment to Examine the Relationship between Self-Reported Beliefs and the Documentable Practices of Preschool Teachers”. Early Childhood Education Journal, 34 (1), 81-91.
Pressley, M., Graham, S. & Harris, K. (2006). The state of educational intervention research as viewed through the lens of literacy intervention. British Journal of Educational Psychology, 76, 1-19.
Presley, M., Wharton-McDonald, R., Allington, R., Collins-Block, C., Morrow, L., Tracey, D., Baker, K., Brooks, G., Cronin, J., Nelson, E. & Woo, D. (2001). A Study of Effective First-Grade Literacy Instruction. Scientific Studies Of Reading, 5 (1), 35–58.
Rodríguez, I. & Clemente, M. (2013). Las tareas de enseñanza de la alfabetización inicial en las prácticas docentes. Estudio de caso. Revista Electrónica Interuniversitaria de Formación del Profesorado, 16 (1), 41-54.
Snow, C.E. & Juel, C. (2005). “Teaching children to read: what do we know about How to do it?” In Snowling, M.J. & Hulme, C. The Science of Reading: A Handbook (pp. 501-520). Oxford: Blackwell Publishing.
Tracey, D.H. & Morrow, L.M. (2015). Best Practices in Early Literacy. Preschool, Kindergarten and First Grade. In Gambrell, L.B. & Morrow, L.M. Best Practices in Literacy Instruction (pp.85-106). New York: The Guilford Press