Further Reading

Anderson, R. (2011). Information Visualization in Children's Picture Books. Feliciter, 57(4), 138-140.

Angles, J. (2014). Dr. Seuss goes to Japan: ideology and the translation of an American icon. Japan Forum, 26(2), 164-186. doi: 10.1080/09555803.2014.900510

Association for Library Services to Children: A Division of the American Library Association. (2015). Theodor Seuss Geisel Award. Retrieved March 9, 2015, from http://www.ala.org/alsc/awardsgrants/bookmedia/geiselaward/geiselabout

Baker, P. (2006). Using corpora in discourse analysis. New York; London: Continuum.

Behrmann, C. (1989). All About Nonsense. School Library Journal, 35(14), 49.

Burdorff, H. (2012). Subversive Seuss: Global North-South Relations in The Cat in the Hat Comes Back. Interdisciplinary Humanities, 29(1), 77-84.

Clark, L. (2003). Speaking pictures: the role of sound and orality in audio presentations of children's picture books. New Review of Children's Literature & Librarianship, 9, 1-19. doi: 10.1080/1361454032000232077

Gardner, T., MarcoPolo Education Foundation, National Council of Teachers of English, Urbana I. L., International Reading Association, Newark D. E. (2003). Dr. Seuss's Sound Words: Playing with Phonics and Spelling.

Greenleaf, W. T. (1982). How the Grinch Stole Reading: The Serious Nonsense of Dr. Seuss. Principal, 61(5), 6-9.

Hank, F., Yonghan, P., Baker, S. K., Smith, J. L. M., Stoolmiller, M., & Kame'enui, E. J. (2010). An Examination of the Relation of Nonsense Word Fluency Initial Status and Gains to Reading Outcomes for Beginning Readers. School Psychology Review, 39(4), 631-653.

Heald, R. (2008). Musicality in the Language of Picture Books. Children's Literature in Education, 39(3), 227-235.

Hersey, J. (1954, May 24, 1954). Why Do Students Bog Down on First R? A local committee sheds light on a national reading problem. Life, 136-150.

Holten, A. J., & National Right to Read Foundation, M. V. A. (2004). Children Are Best Taught How to Read by Learning Sounds of Letters. National Right to Read Foundation. http://www.nrrf.org/old/article_holten_4-6-04.html

Hunt, A. P., & Reuter, J. R. (1978). Readability and Children's Picture Books. The Reading Teacher, 32(1), 23-27. doi: 10.2307/20194698

Kaminski, R. A., & Good Iii, R. H. (1996). Toward a technology for assessing basic early literacy skills. School Psychology Review, 25(2), 215.

Lambert, M. (2006). InFORMed Reading: Evaluating and Using Picture Books, Beginning Reader Books, and Illustrated Books. (Cover story). Children & Libraries: The Journal of the Association for Library Service to Children, 4(3), 31-54.

Lechner, J.V. (2009). Children's Literature Encyclopedia of Library and Information Sciences, Third Edition (Vol. null, pp. 942-965): Taylor & Francis.

McGann, J. (2009). Recitation Considered as a Fine Art. English Language Notes, 47(1), 181-182.

McGill-Franzen, A. (1987). Failure to Learn to Read: Formulating a Policy Problem. Reading Research Quarterly, 22(4), 475-490. doi: 10.2307/747703

Menand, L. (2002). Cat People: What Dr. Seuss really taught us. The New Yorker. http://www.newyorker.com/magazine/2002/12/23/cat-people

Nel, P. (1999). Dada knows best: growing up 'Surreal' with Dr Seuss. Children's Literature: annual of the Modern Language Association Division on Children's Literature and the Children's Literature Association, 27, 150.

Nikola-Lisa, W. (1997). Sound and Sense in Children's Picturebooks. Language Arts, 74(3), 168-171.

Schroth, E. (1978). Dr. Seuss and Language Use: Reading Teacher, 31, 7, 748-50, Apr 78.

Shortsleeve, K. (2002). Edward Gorey, Children's Literature, and Nonsense Verse. Children's Literature Association Quarterly, 27(1), 27-39.

Tunnell, M. O., & Jacobs, J. S. (2013). The Origins and History of American Children's Literature. The Reading Teacher, 67(2), 80-86. doi: 10.1002/TRTR.1201

Wolf, J. J., & Baker, P. H. (2012). Another Use for Dr. Seuss: Reading for Social Skills. Preventing School Failure, 56(3), 172-179. doi: 10.1080/1045988X.2011.633284

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