Response To Haver

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Krashen, S. 1991. Sheltered subject matter teaching. Cross Currents 18: 183-188. Reprinted in J. Oller (Ed.) Methods That Work. Boston: Heinle and Heinle. pp. 143-148.

Krashen, S. 1993. The Power of Reading. Englewood, CO: Libraries Unlimited.

Krashen, S. 1994. The input hypothesis and its rivals. In N. Ellis (Ed.) Implicit and Explicit Learning of Languages. London: Academic Press. pp. 45-77.

Krashen, S. 1995. Immersion: Why not try free voluntary reading? Mosaic 3(1):1,3-4.

Krashen, S. 1996. Under Attack: The Case Against Bilingual Education. Culver City, CA: Language Education Associates.

Krashen, S. 1998. Heritage language development: Some practical arguments. In S. Krashen, L. Tse, and J. McQuillan (Eds.) Heritage Language Development. Culver City, CA: Language Education Associates. pp. 3-13.

Krashen, S. 1999a. Condemned without a Trial: Bogus Arguments Against Bilingual Education. Portsmouth, NH: Heinemann.

Krashen, S. 1999b. What the research really says about structured English immersion: A response to Keith Baker. Phi Delta Kappan 80 (9): 705-706.

Krashen, S. 2001. More smoke and mirrors: A critique of the National Reading Panel report on fluency. Phi Delta Kappan 83: 119-123.

Krashen, S. 2002. Comment: Developing academic language: Early L1 and later L2 reading. International Journal of the Sociology of Language 155.156: 143-151.

Krashen, S. 2003. Explorations in Language Acquisition and Use: The Taipei Lectures. Portsmouth: Heinemann.

Krashen,S. and Terrell, T. 1983. The Natural Approach: Language Acquisition in the Classroom. New York: Prentice Hall.

Krashen, S., Long, M., and Scarcella, R. 1979. Age, rate, and eventual attainment in second language acquisition. TESOL Quarterly 12: 573-582.

Larsen-Freeman, D. 1995. On the teaching and learning of grammar: Challenging the myths. In F. Eckman, D. Highland, P. Lee, J. Mileham, J. and R. Weber, (Eds.) 1995. Second Language Acquisition Theory and Pedagogy. Mahway, NJ: Erlbaum. Pp. 151-167.

Lightbown, P., Halter, R., White, J., and Horst, M. 2002. Comprehension-based learning: The limits of "do it yourself." Canadian Modern Language Review 58(3): 427-464.

Linn, R., Graue, E., and Sanders, N. 1990. Comparing state and district test results to national norms: The validity of claims that "everyone is above average." Educational Measurement: Issues and Practice 10: 5-14.

Linquanti, T. 2002. Effects of the implementation of Proposition 227 on the education of English learners, K-12.American Institutes for Research and WestEd.

Mitchell, D., Destino, T. and Karan, R. 1997. Evaluation of English Language Development Programs in the Santa Ana Unified School District. Riverside, CA: California Educational Research Cooperative, University of California, Riverside.

Morris, L. and Tremblay, M. 2002. The impact of attending to unstressed words on the acquisition of written grammatical morphology by French-speaking ESL students. Canadian Modern Language review 58(3): 364-385.

National Reading Panel. 2000. Teaching children to read: an evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Washington: National Institute of Child Health and Human Development.

New York City Board of Education. 2000. Chancellor's ELL Education Report. Division of Assessment and Accountability.
http://www.nycenet.edu

Oller, K. and Eilers, R. 2002. Language and Literacy in Bilingual Children. Clevedon,UK: Multilingual Matters.

Orr, J. Butler, Y. Bousquet, M. and Hakuta, K. 2000. What can we learn about the impact of Proposition 227 from SAT9 scores?
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Oyama, S. 1978. The sensitive period and comprehension of speech. Working Papers on Bilingualism, 16, 1-17.