Theoretical Orientation and Pedagogical Knowledge Base for Literacy Instruction:  A Bibliography

Jill Kerper Mora, Ed.D.
San Diego State University

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Clemente Linuesa, M., & Rodríguez Martín, I. (2014). Enseñanza inicial de la lengua escrita: De la teoría a la práctica [Initial teaching of written language: From theory to practice]. Aula, 20, 105-122.

Coady, M., Miller, M. D., Jing, Z., Olszewska, A., De Jong, E., Yilmaz, T., Heffington, D., Lopez, M., & Ankeny, R. (2020). Can English learner teacher effectiveness be observed? Validation of an EL-modified framework for teaching. TESOL Quarterly, 54(1), 173-200.

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Douglas Fir Group (2016). A transdisciplinary framework for SLA in a multilingual world. The Modern Language Journal, 100, 19-47.

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Grisham, D. (2000). Connecting theoretical conceptions of reading to practice: A longitudinal study of elementary school teachers. Reading Psychology, 21, 145-170.

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Jiménez, J. E., Rodríguez, C., Suárez, N., O’Shanahan, I., Villadiego, Y., Uribe, C., Villalobos, J. Á., & Rodas, P. (2015). Teachers’ implicit theories of learning to read: A cross-cultural study in Ibero-American countries. Reading & Writing, 28, 1355-1379.

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Johnson, E. M. (2019). Exemplary reading teachers’ use of instructional scaffolds with emergent bilinguals: How knowledge and context shape their choices. TESOL Quarterly, 53(1).

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Mercuri, S. (2015). Teachers’ understanding of practice: Planning and implementing Preview/View/Review in the dual language classroom. In Y. S. Freeman & D. E. Freeman (Eds.), Research on preparing inservice teachers to work effectively with emergent bilinguals (pp. 81-106). Emerald Publishing Limited.

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Mora, J. K. (2024). Reaffirming multilingual educators’ pedagogical knowledge base. Multilingual Educator, February(CABE 2024 Edition), 12-14.

Mora, J. K. (2024). “Where do I start?” An overview of the pedagogical knowledge base for implementing English Language Development standards. The California Reader, 57(3), 13-20.

Mora, J. K., & Grisham, D. (2001). !What deliches tortillas! Preparing teachers for literacy instruction in linguistically diverse classrooms. Teacher Education Quarterly, 28(4), 51-70.

Noguerón-Liu, S. (2020). Expanding the knowledge base in literacy instruction and assessment: Biliteracy and translanguaging perspectives from families, communities, and classrooms. Reading Research Quarterly, 55(S1), S307-S318.

Ortiz, A. A., & Robertson, P. M. (2018). Preparing teachers to serve English Learners with language and/or literacy-related difficulties and disabilities. Teacher Education and Special Education, 41(3), 176-187.

Palmer, D., & Martínez, R. A. (2013). Teacher agency in bilingual spaces: A fresh look at preparing teachers to educate Latina/o bilingual children. Review of Research in Education, 37(1), 269-297.

Pascual y Cabo, D., & Prada, J. (2018). Redefining Spanish teaching and learning in the United States. Foreign Language Annals, 51, 533-547. https://doi.org/10.1111/flan.12355

Pérez, B., & Huerta, M. E. (2010). Dynamic biliteracy: Teacher knowledge and practice. In F. B. Bustos, S. R. Hernández, & C. E. Riojas (Eds.), Teacher preparation for bilingual student populations: Educar para transformar (pp. 115-130). Taylor & Francis Group.

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Sherman, B., Renn, J., & Morita-Mullaney, T. (2025). Coaching for agency, authority and advocacy in dual language bilingual education. Education Sciences, 15(328 January), 1-20. https://doi.org/10.3390/educsci15030328

Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14.

Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1-22.

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Stairs-Davenport, A. (2023). “Where do I start? Inquiry into K-12 mainstream teachers’ knowledge about differentiating instruction for ELLs in one U.S. school district. Education Inquiry, 14(2), 163-177. https://doi.org/10.1080/20004508.2021.1969078

Suárez, N., Rodríguez, C., O’Shanahan, I., & Jiménez, J. E. (2014). ¿Qué teorías sobre el aprendizaje de la lectura se atribuyen los profesores que enseñan a leer con diferente metodología [What theories of learning to read do teachers attribute their different methodologies for reading instruction?]. European Journal of Investigation in Health, Psychology and Education, 4(1), 55-65.

Taboada, D. S., Mora, J. K., & Vernon, S. (2005). Early literacy instruction in Mexico: Finding congruence between theory and practice. 55th National Reading Conference, Miami, Florida.

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Zúñiga, C. E. (2019). Supporting “pedagogical” Spanish language competencies: Bilingual Teacher Education en la Frontera. Teacher Education Quarterly, 46(3), 79-98.