Western Michigan University
ScholarWorks at WMU
Master's Theses
Graduate College
5-2015
Preliteracy Skills Promoted in Children’s SpanishLanguage Books
Katherine Marie Suter
Western Michigan University, [email protected]
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PRELITERACY SKILLS PROMOTED IN CHILDREN’S
SPANISH-LANGUAGE BOOKS
by
Katherine Marie Suter
A thesis submitted to the Graduate College
in partial fulfillment of the requirements
for the degree of Master of Arts
Speech Pathology and Audiology
Western Michigan University
May 2015
Thesis Committee:
Yvette D. Hyter, Ph.D., Chair
Janice Bedrosian, Ph.D.
Carrie Kennedy, M.A.
PRELITERACY SKILLS PROMOTED IN CHILDREN’S
SPANISH-LANGUAGE BOOKS
Katherine Marie Suter, M.A.
Western Michigan University, 2015
As of July 1, 2013, the latest census figures indicate that there are approximately
54 million Latinosliving in the U.S. (US Census Bureau, 2013). However, many Latino
children still do not receive the services or resources they need to perform well
academically. The primary aim of this research study is to determine if the books
available to Spanish-speaking Latino1 populations in two Michigan Counties contain
features that might be used to facilitate beginning pre-literacy skills.
Children’s Spanish-language books from bookstores and public libraries were
analyzed to determine the presence of features that might facilitate print awareness,
phonological awareness, and word knowledge. Results showed that 122 (98.4%) of the
124 top selling books could be used to facilitate pre-literacy skills, and of these 122
books 102 (83.6%) might be used to facilitate print awareness, 57 (46.7%) phonological
awareness, and 46 (37.7%), word knowledge. Various book features that might be used to
facilitate pre-literacy skills were varying forms of typeface, rhyming, and content books.
Thirty-seven (29.8%) of the 124 books assessed appeared multicultural.
1
The term “Latino” will be used to to those of Latin origin. Though the term “Hispanic” is also often
encountered in the literature, and even in the U.S Census, this term can refer specifically to those with
Spanish origin or descent. There is an active movement in the U.S. to use the more accurate term
¨Latino/Latinos¨ (Fears, 2003; Gilroy, 2014).
Copyright by
Katherine Marie Suter
2015
ACKNOWLEDGEMENTS
I would first like to thank my committee members, Dr. Hyter, Dr. Bedrosian, and
Ms. Kennedy. Your constant encouragement, insightful guidance, and contagious
enthusiasm provided the foundation for any and all success that followed. I could not
have had a better committee! I would also like to thank a coworker, Jackie Gale, who not
only understood the purpose and procedures of the research study within minutes, but
also handled the work with a good balance of professionalism and fun. Next I would like
to thank my family and friends. Your humor and encouragement in difficult moments
kept the work light. Thank you especially for your understanding when I was unavailable
for lengthy periods of time, and for your whole-hearted support when I returned asking
for assistance.
Finally I would like to once again, and personally, thank Dr. Hyter. I will never
understand how you contribute your time to so many, and yet make every person who
comes your way feel they are your primary concern. Thank you for your patience and for
the countless hours you set aside as my thesis supervisor. Thank you for the guidance you
provided these past two years of graduate study. Finally, thank you for the example you
have given of what a Speech-Language Pathologist can be, and what I, as a SpeechLanguage Pathologist, aspire to be.
Katherine Marie Suter
ii
TABLE OF CONTENTS
ACKNOWLEDGEMENTS ...........................................................................................
ii
LIST OF TABLES ........................................................................................................
vi
LATINO EDUCATION IN THE US .............................................................................
1
Introduction ...............................................................................................................
1
Achievement Gaps ....................................................................................................
2
CAUSES OF THE ACHIEVEMENT GAP IN READING ...........................................
3
The Nature of Schools That Serve Latino Students ..................................................
3
Programs and Services for Latinos Who Speak Limited English .............................
4
Educator’s Perceptions of Latino Students ...............................................................
5
Teacher Quality and How Teachers Teach ...............................................................
6
Conditions Prior to Schooling...................................................................................
8
EARLY PARENT INVOLVMENT ...............................................................................
9
Parents as Educators .................................................................................................
9
Print Awareness ........................................................................................................ 10
Phonological Awareness ........................................................................................... 11
Word Knowledge ...................................................................................................... 11
MATERIALS FOR SHARED STORYBOOK READING ........................................... 12
Parents as Primary Teachers ..................................................................................... 12
iii
Table of Contents-Conintued
The Read to Me Program and Research Questions ................................................... 13
METHODOLOGY ......................................................................................................... 14
Procedures ................................................................................................................. 14
Inter-Rater Reliability ............................................................................................... 18
Data Analysis ............................................................................................................ 19
RESULTS ....................................................................................................................... 19
Overview ................................................................................................................... 20
The Number of Books That Might Be Used
to Facilitate Emergent Literacy Skills..........................................................................20
Books Showing Diversity ......................................................................................... 24
DISCUSSION AND RECOMMENDATIONS .............................................................. 25
Bookstores and Library Settings ............................................................................... 25
Future Direction ....................................................................................................... 29
CONCLUSION ............................................................................................................... 31
APPENDICES ................................................................................................................ 33
A. Print Awareness, Phonological Awareness and
Word Knowledge Coding Form.......................................................................... 33
B. Differences Between Scores Assigned by Rater 1 and Rater 2 .......................... 71
C. Books Facilitating One Pre-Literacy Skill .......................................................... 75
D. Books Facilitating Two Pre-Literacy Skills ........................................................ 78
E. Books Facilitating Three Pre-Literacy Skills ...................................................... 81
iv
Table of Contents-Conintued
F. Books Facilitating Print Awareness .................................................................... 83
G. Books Facilitating Phonological Awareness ...................................................... 87
H. Books Facilitating Word Knowledge.................................................................. 90
REFERENCES ............................................................................................................... 93
v
LIST OF TABLES
1. Books Found to Facilitate Emergent Literacy Skills ................................................ 21
2. Number of Books Found to Facilitate One, Two and
Three Pre-Literacy Skills ......................................................................................... 22
3. Books Found to Facilitate Print Awareness ............................................................. 22
4. Boooks Found to Facilitate Phonological Awareness .............................................. 23
5. Books Found to Facilitate Word Knowledge............................................................ 23
6. Books Found With Diversity .................................................................................... 25
vi
LATINO EDUCATION IN THE US2
Introduction
According to the US census as of July 1, 2013, Latinos constitute 17% of the US
population and following Whites, are the second largest ethnic or racial group (US
Census Bureau, 2013). The Census Bureau shows that in 2011, one in every four public
elementary school students was of Latino ethnicity (Pew Research Center, 2012). Despite
constituting such a large percentage of students in the school systems, the academic
performance of Latino students is not equal to that of their White or Asian peers, even at
a young age. Findings from a study of kindergartners, conducted by the National Center
for Education Statistics (2014), revealed that about 40 percent of Latinos scored in the
lowest quartile in reading and mathematics. In fourth grade, no more than 20 percent of
these students were considered proficient in these subject areas, and by eighth grade only
15 percent were considered proficient in reading and 13 percent proficient in mathematics
(West, Denton, & Germino-Hausken, 2000). Test scores continue to be low for the Latino
student population. In a book titled “The Latino Education Crisis: The Consequences of
Failed Social Policies” the degree of this crisis is revealed showing that Latino students
are performing at or near the bottom in almost every achievement measure (Gandara &
Contreras, 2009, p. 2, 5, 304). Further confirming this statement, in 2008 test results from
the NAEP (National Assessment of Educational Progress) showed an achievement gap
between Latino students and White and Asian students (Hemphil & Vanneman, 2011).
2
The sources that will be used for this study include published articles in the English and Spanish
languages.
1
Achievement Gaps
According to the National Education Association, an achievement gap is the
difference in NAEP test scores between a student group defined by income, spoken
language, a diverse racial or ethnic background, sex, or the presence of a disability, and
the combined White and Asian student groups (Students Affected by Achievement Gaps,
n.d.). Four ethnic groups are especially affected by achievement gaps; these are American
Indians and Alaska Natives (Trujillo & Alston, 2006), people who identify as Gay,
Lesbian, Bisexual, and Transgender (Kim, 2009), Asian Americans and Pacific Islanders
(National Education Association, 2008), as well as Blacks (National Education
Association, 2008) and Latinos (Verdugo, 2007; Gándara, 2005; National Education
Association, 2007).
A 2011 report released by the U.S. Department of Education’s statistical Center
on the academic performance of Latino students shows an achievement gap in the
subjects of mathematics and reading (Hemphil & Vanneman, 2011). Latino student
NAEP test results show that although the existent achievement gap in reading has
decreased from a 34-point difference on a scale from zero to 500, there continues to be a
significant 21-point gap (Hemphil & Vanneman, 2011).
Achievement gaps are a concern as they may lead to later gaps in high school and
college academic performance, and even to gaps in the types of jobs obtained in
adulthood (National Education Association, n.d.). Some researchers confirm this situation
when they show that after four years of high school, roughly 50 percent of Latino
students do not receive a diploma (Gandara & Contreras, 2009).
2
Poor academic performance may make it difficult for individuals from Latino
backgrounds to secure jobs that will provide a quality life for themselves and their
families (Wahala, 2010). States with high populations of Latinos could have problems
filling existing college-level jobs and tax revenues could decline nationally (The National
Center for Public Policy and Higher Education, 2005). Though roughly ninety percent of
the Latino population lives in the East and Southwest of the US, the South and Midwest
are seeing the greatest growth and are faced with the greatest struggle in how to
effectively serve this population (McGlynn, 2011).
CAUSES OF THE ACHIEVEMENT GAP IN READING
A report on the Latino Achievement Gap by Madrid (2011), presents several
possible causes of the achievement gap between Latinos and Whites or Asians, including
the nature of schools that serve Latino students, programs and services for Latinos who
speak limited English, educator’s perceptions of Latino students, and teacher quality and
how teachers teach (2011). A summary of each of these causes is presented below.
The Nature of Schools that Serve Latino Students
Classroom overcrowding is a common situation in the US that could negatively
impact the academic scores of Latino students. School overcrowding impacts test scores
as it decreases the opportunities for individualized instruction (Jepsen & Rivkin, 2009).
Most often it is the urban schools that have large numbers of students in each classroom,
where Latino students comprise a large portion of the population (Jepsen & Rivkin,
2009). A 2011 survey by the Detroit Federation of Teachers showed that nearly a quarter
3
of Detroit Public Schools, where Latino children and youth outnumber Whites (Data
Driven Detroit, 2010), are reporting overcrowding with some classrooms reaching more
than 50 students (Cwiek, 2011).
To address this overcrowding most states currently have maximum class size
policies, and twenty-five states have class size reduction policies aimed to decrease the
number of students to less than 22 per classroom (Zinth, 2010). Even with these policies
in place, many decisions are leaving classrooms overcrowded. For example, in May of
2013 the mayor of Chicago closed roughly 50 schools (The Chicago Tribune, 2009),
where it was recorded that 63,000 students were already attending an overcrowded
school, of which 78 percent were Latino students (Fitzpatrick & Golab, 2013).
Programs and Services for Latinos Who Speak Limited English
Even if Latino students do not attend school in overcrowded settings they may
still experience complications. This is especially true in locations where the number of
students with limited proficiency in English is rapidly increasing. Echevarría, Vogt, and
Short (2010) explain that places seeing a rapid increase in “Limited English Proficient ”
(LEP) students are being challenged as they have not previously worked with this
population (p. 3). As a result, locations experiencing this rapid increase in students
learning English as a second language, often do not have well-established academic
programs, sheltered curricula for transitioning to English, appropriate resources, or
teachers who have been trained to meet the needs of these students. The situation
becomes even more challenging in that these students all come from different academic
backgrounds. Where one student who has immigrated to the US may come from a setting
4
where academics are greatly stressed, the next student who also immigrated to the US
may have never received any type of formal education. The differences in backgrounds
make it difficult to adapt to the various needs of Latino students.
Even with the knowledge that many students have received varying amounts and
diverse types of formal education, many, including Latino students, are still grouped
together in linguistically and socially segregated schools (Gandara & Contreras, 2009).
Echevarría, Vogt, and Short (2010), state that more than half of elementary and
secondary school children who are English learners attend schools where more than 30%
of the population is English learners (p. 3). These segregated schools often have
instructional practices that are not grounded in research, and are not relevant to
linguistically and culturally diverse populations (Madrid, 2011). Contreras and Stritikus
(2008) indicate that Latino students are frequently placed in courses lacking rigor and
quality. Likewise, Flores (2007) states that Latinos are less likely than Whites to be
selected for enrichment or accelerated programs, and are placed in lower level courses
even with scores equal to or better than their White or Asian counterparts.
Educators’ Perceptions of Latino Students
Research shows that self-confidence can positively impact student academic
performance and test scores, as confident students are often ready to participate and speak
in class (Hel-Hebaish, 2012). Low self esteem, on the other hand, can have a negative
effect as students with less confidence may not expect very much of themselves and, in
result, make less of an effort (Hel-Hebaish, 2012). Educator’s perceptions of students
can harm or help how children feel about themselves (Weinstein, Marshall, Sharp, &
5
Botkin, 1987). In fact, student success depends greatly on teachers’ high expectations
(McKown & Weinstein, 2008). Many Latino students, however, do not receive this
encouragement as Jensen and Rosenfeld (1974) explain that teachers expect Latino
students to perform more poorly than white students on learning tasks across the
curriculum. These educators often blame the students for falling behind in academics
based on “work ethic,” “peer relationships,” “laziness,” and “a lack of discipline” (Bol &
Berry, 2005). This leaves most of the attention in the classrooms on changing student
behavior rather than implementing and fostering conditions that would engage these
students (Garza, 2009).
Teacher Quality and How Teachers Teach
Research has shown that the quality of a teacher’s instruction directly impacts a
student’s success in the classroom (Garza, 2009). For example, teachers assessed in urban
schools who were found to have some degree of self efficacy, knowledge of the material
they teach, and an understanding of communication technology, had a positive effect on
students, increasing the level of achievement (Abdurrahman, Jamil, Anwar & Sultana,
2012). Furthermore, teachers who provide quality instruction can decrease or even
eliminate achievement gaps (Dubner, 2008).
Latino students very often do not receive instruction from these ideal teachers.
Flores (2007) explains that it is more likely for Latino students to receive instruction from
a teacher who is not sufficiently prepared to instruct in his/her subject area than it is for
White students. There has been a recent push to have good, effective teachers in every
school setting. One example of this effort is the No Child Left Behind Act. This act
6
requires that teachers are highly qualified by having a bachelor’s degree from a four-year
university, by being fully certified or licensed through the state, and by showing
competency in the course material they teach (No Child Left Behind Act, 2001).
Beyond the “No Child Left Behind Act” teaching methods could be improved by
having classroom material that is consistent with students’ cultural backgrounds (Clark,
2002). Education should draw from a student’s “fund of knowledge” which is a student’s
background knowledge as well as his or her experiences (Esteban-Guitart & Moll, 2014).
Using material that pertains to a student’s life further enhances his or her learning
experience (Esteban-Guitart & Moll, 2014). In addition to a student’s “fund of
knowledge”, a teacher should draw from a student’s “fund of identity”. This is the
“historically accumulated, culturally developed, and socially distributed resources that
are essential for a person's self-definition, self-expression, and self-understanding.”
(Esteban-Guitart & Moll, 2014, p. 31) Some ways to draw from a child’s fund of identity
include using spoken stories as the basis for writing (Dworin, 2006), and making
connections between the class curriculum and the students’ lived experiences (Barton &
Tan, 2009).
Teaching methods would also improve by including parents and other family
members in their child’s education (Taylor, Bernhard, Garg & Cummins 2008). Parents
and family members would be able to provide additional input on their child’s
background, as well as insight on what is given emphasis and value in the child’s life
outside of the classroom (Taylor et al., 2008). This could be a difficult change, as
teachers often only interact with the parents of Latino students when there is a need to
7
discuss inappropriate behavior or poor academic performance, thereby reinforcing a
parent's reluctance to return to communicate with the school (Garza, 2009).
Overall there are many possible causes of the achievement gap between Latinos
and Whites or Asians, including overcrowded schools that serve Latino students, a lack
of programs and services for Latinos who speak limited English, educator’s poor
perceptions of Latino students, and a lack of teaching methods incorporating students’
real life experiences and backgrounds. This list is not comprehensive, however. Even if
improvements were made in every one of these listed problem areas, the achievement gap
would continue to exist. This is because delays exist between Latino students and their
White peers even at the beginning of kindergarten, long before the child has received a
substantial amount of formal education (Murnane, Sawhill, & Snow, 2012).
Conditions Prior to Schooling
Prior to kindergarten, and most often at the preschool age, children begin gaining
emergent literacy skills. These include letter identification, knowledge of letter sounds,
the acquisition of sight words, and rhyming (Murnane, Sawhill, & Snow, 2012). The
acquisition of these skills predicts a child’s performance in kindergarten, and most often
if a child is able to perform these tasks, he or she has an easier time learning to read
(Murnane, Sawhill, & Snow, 2012). Many children from Latino backgrounds, however,
do not have the resources or opportunities to gain these skills, putting them behind other
White or Asian peers at an early age (Murnane, Sawhill, & Snow, 2012). For example,
many children from Latino backgrounds are often only read to once a week, which is less
than the number of times per week for about 86% of White children (Maclay, 2012). This
8
could be due to a lack of time as Latino parents might be managing large households with
more children at home, or even due to differences in traditions where there is less
emphasis on reading with a child and more emphasis on encouraging everyday social
interactions (Maclay, 2012).
By kindergarten a delay is already evident between Latino students and their
White peers (Murnane, Sawhill, & Snow, 2012). For example, Mexican American
children between the ages of two and five display a gap in the areas of language and
preliteracy skills, as well as cognitive abilities which test eight months behind those of
their White peers (Maclay, 2012).
EARLY PARENT INVOLVEMENT
Parents as Educators
In the US, Latino children are the least likely to attend preschool out of any racial
or ethnic group (McGlynn, 2011). For this reason parents of Latino children play a large
role of being primary teachers (McGlynn, 2011). Parents might even work to close an
achievement gap by making the home setting stimulating through supplies and materials
and limiting the amount of time a child spends in front of a television, computer, or any
other electronic device so to increase the opportunity for person-to-person interactions
(Rivera, 2010 & Pascal, Trudeau, & Sutton, 2011). One such opportunity is shared
storybook reading.
Shared storybook reading can be described as the interaction of children and
adults, with a book as the focus of this interaction (Justice & Ezell, 2001). Justice and
9
Ezell (2001), explain that book sharing can look different based on setting (e.g., in a
classroom or at home), the individuals who are interacting (e.g., one adult and one child
or one adult and a group of children) or even in the type of interaction that occurs (e.g.,
the adult reads the storybook aloud, converses with the child, or the adult talks about the
illustrations, print, letter sounds, and story content).
Shared storybook reading has been shown to promote the acquisition of preliteracy skills important to later reading success (Zeece, 2009; Vázquez-Montilla, 2009).
These skills include print awareness, phonological awareness, and vocabulary or word
knowledge (Adams, 1990; Chomsky, 1972; Mason, 1980; Teale & Sulzby, 1987).
Print Awareness
Print awareness is the ability to recognize the function and form of print, as well
as the relationship between print and spoken language (Mason, 1980; Hiebert,
1981; Lovelace & Steward, 2007). According to Mason (1980), print awareness emerges
between the ages of three to five, when children begin reciting the alphabet, recognizing
words and letters, and using print to communicate. These print awareness skills are the
foundation of early literacy as they orient a child to the meaning and manipulation of
print (Lovelace & Steward, 2007). Research with both Spanish and English speaking
children has shown the correlation between print awareness and early literacy (Piasta et.
al, 2012; NELP, 2008).
10
Phonological Awareness
Phonological awareness refers to the ability to identify and manipulate the sounds
of a language (Lundberg, Frost, & Petersen, 1988). As with print awareness,
phonological awareness emerges at a young age, usually around the time of preschool,
and is an important precursor to later success in literacy (Justice & Ezell, 2001).
According to Noe, Spencer, Kruse and Goldstein (2014), phonological awareness is the
most important precursor and has the closest correlation to early literacy. The
development of this preliteracy skill includes rhyming, counting syllables and lettersound knowledge and are abilities that have been shown to give students an advantage
when beginning to read (Noe et al., 2014).
Word Knowledge
Vocabulary skills can refer to understanding the meaning of a term or “word”
(Bowey, Tunmer, & Pratt, 1984), to making word-referent discrimination (Bowey et al.,
1984; Chaney, 1992), and to segmenting words (Chaney, 1992). The development of
these vocabulary skills, or word knowledge, directly influences early literacy (Portilla &
Teberosky, 2010). Research shows that one of the most important precursors of reading
comprehension is knowledge, and that children with word knowledge are more likely to
become good readers than children who do not have word knowledge (Dickinson,
McCabe, Anastasopoulos, Peisner-Feinberg & Spoe, 2003). It further explains that as
early as the age of three, differences exist in vocabulary size when comparing groups of
children from different backgrounds, where children from Latino backgrounds, who
11
might not have as many resources available to them, such as children’s books, may have
a vocabulary as low as two-thirds the size of their peers (Dickinson et al., 2003; BrukesGunn & Markman-Pithers, 2005).
The impact of preliteracy skills, including print awareness, phonological
awareness, and word knowledge, on reading success make these skills key elements in
the task of addressing the reading achievement gap existing between the Latino
population and their White and Asian peers. As the acquisition of these skills begin
around the ages of 3 to 5, it is important that appropriate materials be available for Latino
families, even before their children enter kindergarten.
MATERIALS FOR SHARED STORYBOOK READING
Parents as Primary Teachers
Many parents of Latino children feel unable to assist their children’s education
(Gandara, 2010). For some, this feeling is because they themselves have not received
formal education and for others, because they do not speak English or report that they do
not speak English well (Gandara, 2010). For this reason, materials, including those for
shared storybook reading, should be available in Spanish (Gandara, 2010).
Parents serving as their children’s primary teachers have a wide range of Spanishlanguage books to choose from for shared storybook reading. Schon (2008) suggests
several key characteristics to consider when selecting these children’s Spanish-language
books. He explains that books should be well written with correct translations, and should
include aspects of other cultures to make them more engaging. He also writes that a wide
range of books should be available with variations of the Spanish language especially
12
from Mexico because these individuals constitute the largest part of the Latino population
in the US. One aspect of the present study was to determine if children’s Spanishlanguage books available in the US, were diverse (included other cultures) making them
more engaging (Schon, 2008). A description of the parameters for identifying if a book
was diverse is included in the methodology.
In addition to the characteristics listed by Schon (2008), parents should look for
books that promote the development of preliteracy skills to increase the likelihood of
later reading success, and ideally, prevent the achievement gap in reading before a child
enters kindergarten. Shaw and Armstrong (2012), introduced a program that could be
helpful to parents in selecting children’s Spanish-language books that encourage the
development of preliteracy skills. This program is known as Read to Me (Shaw &
Armstrong, 2012).
The Read to Me Program and Research Questions
Read to Me, implemented by the Idaho Commission for Libraries, is designed to
assist families who may be struggling (often lower income or lower-literacy families) by
improving academic success, beginning with the early stages of learning (Read to me,
n.d.). In addition to providing a list of resources, Read to Me provides lists of key
components to look for in children’s books that promote the development of various preliteracy skills including print awareness, phonological awareness and vocabulary
development or word knowledge. These lists were used as guidelines for this research
study as they were created to improve the pre-literacy skills of lower-literacy families,
including families from various ethnic and cultural backgrounds.
13
The Read to Me lists of characteristics were used as guidelines to determine if the
books available to the Latino population living in the United States contain key
components that can be used to promote beginning pre-literacy skills. More specifically,
the guidelines were used to answer the following research questions 1) of the sample of
books in Spanish available in book stores and public libraries in two Michigan counties,
how many might be used to facilitate emergent literacy skills of print awareness,
phonological awareness, and/or word knowledge?; 2) what are the primary features of
books in Spanish available in book stores and public libraries in two Michigan counties
that might be used to facilitate emergent literacy skills of print awareness, phonological
awareness, and word knowledge?; 3) how many of available books in Spanish in
bookstores and public libraries in two Michigan counties contain characters and of those
that contain characters how many provide diversity?
METHODOLOGY
The three purposes of this chapter are to (1) provide an explanation of the
methodology used in the study, (2) describe the procedures and instruments used to
collect data, and (3) provide an explanation of the statistical procedures used to analyze
the data.
Procedures
The study consisted of four stages. During the first stage, the focus was on
compiling a list of books for review. These books came from an online resource at
Amazon.com that allows the user to create a list of books according to user preferences.
14
The webpage preferences were set to include books for preschool children (ages three to
five) that are written in Spanish.3 This process created a list of 2,892 books. These books
were then arranged in order beginning with the best sellers. The best sellers were the
primary focus as they were expected to provide a list of common books that might be
encountered in bookstores and public libraries. Once the online booklist was created, a
coding form was developed to record the first 340 paperback or hardcover books which
were entered into the coding form, followed by their bibliographic references (See
Appendix A). Kindle books were excluded, as they would be less accessible. An online
sample size calculator (www.surveysystem.com/sscalc.htm#two) was used to determine
the sample size necessary to accurately reflect the characteristics of the available
children’s books in Spanish. With a confidence level of 95%, measure of error of ± 5%
and population size of 2892 books, the needed sample size was calculated to be 339,
which was rounded up to 340.
The second stage was designed to determine the availability of each of the books
listed on the coding form, in a bookstore or public library. For the purpose of this study, a
book was defined as available in a bookstore if it was listed as available on the bookstore
website and could be found on the bookstore shelves at the given location. The library
settings followed the same criteria for confirming a book was available, with the
exception that if a book was listed on the library catalogue as available but was also
recorded as being checked out, it was still counted as available even though it would not
3
http://www.amazon.com/s/ref=sr_pg_1?fst=as%3Aoff&rh=n%3A283155%2Cn%3A4%2Cn%3A3176%2C
n%3A69802%2Cn%3A69810%2Ck%3Achildren%27s+spanish+books%2Cp_n_feature_five_browsebin%3A2578999011&sort=popularityrank&keywords=children%27s+spanish+books&ie=UTF8&qid=1424648015
15
be found on the bookshelf at the given library location. This stage was completed by
reviewing the library and bookstore catalogues and traveling to each of the selected study
locations in Michigan (Barnes and Noble in Kalamazoo County, The Kalamazoo Public
Library, Schuler Books and Music in Kent County, and The Grand Rapids Public
Library). Locations in the Midwest were chosen based on information found in the
literature that shows the Midwest is one of the locations seeing the greatest growth in the
Latino population and is faced with the greatest struggle in how to serve this population
(McGlynn, 2011). Specific bookstores and libraries located in Kent and Kalamazoo
Counties were chosen as they are included in the top 10 counties with highest
concentrations of Latinos (U.S. Census Bureau, 2010). When a book was confirmed
available using these aforementioned methods, a “Y” was placed in the row next to the
book in the corresponding location column. If a book was not confirmed available then
an “N” was recorded instead.
The third stage of the study involved reviewing the books that were available at
the given locations (i.e., the books marked by a “Y” in the fourth column of the coding
form) to determine if they included components that could be used to facilitate early preliteracy skills. The early pre-literacy skills of interest for this study were print awareness
(e.g., noticing print, knowing how to handle a book, and knowing how to follow the
words on a page), phonological awareness (i.e., being able to hear and manipulate the
smaller sounds in words), and word knowledge (i.e., understanding the names and
meanings of vocabulary terms). The same “Y” and “N” method introduced previously
was used for recording this information in the appropriate corresponding columns.
16
Standards for confirming these components were taken from the literacy program titled
Read to Me (Shaw & Armstrong, 2012) and were used to guide the study as follows.

Books that might be used to facilitate print awareness were those that included:
1. illustrations with “environmental print” e.g., illustrations with signs, menus,
speech bubbles, or letters of the alphabet decorating a classroom wall;
2. different kinds of typeface, i.e., text that consists of at least two types of
typeface formats varying by characteristics like size, color, direction, font
style, etc., e.g., words written in all caps to show emphasis, and

Books that might be used to facilitate phonological awareness were those that
included:
1. books that contain rhyme, e.g., hat -- cat, the frog hopped to the log -- but he
was lost in the fog;
2. books with alliteration, i.e., the repetition of the same letter or sound at the
beginning of three simultaneous words, e.g., “timid tiny Tim,” or “the little
chick said pío, pío, pío”;
3. books with sounds of animals and other things, e.g., the train went “choo
choo” and songs in book format,4 e.g., the song B-I-N-G-O in book format.

Books that might be used to facilitate word knowledge, as in concept books to
improve descriptor word knowledge, e.g., a children’s dictionary or a book on
colors.
4
When you sing each syllable of the word gets its own note and beat. This helps children to hear words
being broken apart into smaller sounds.
17
The final stage of the study was to determine if the book represented more than one
ethnic or cultural background. The standard for confirming this aspect of the books was
based on illustrations; that is, if character illustrations were included in the book, then at
least two diverse backgrounds needed to be portrayed through these characters based on
physical appearance (e.g., large oval eyes vs small, thinner eyes), clothing style (e.g.,
jeans and a baseball cap vs. a kimono), the character’s setting (e.g., an individual
standing in front of an igloo vs. a mansion), or explicit information provided in the text
on the characters (e.g., the characters’ origins or names such as “Lilly had moved to the
US with her family from China, but her best friend Juan had roots in Guatemala). If two
cultural or ethnic backgrounds were confirmed present (e.g., African American and
Native American or European American and Asian) based on one of the criteria above, a
“Y” was placed in the column labeled diversity in the row next to the corresponding
book, otherwise an “N” was recorded. If books did not contain character illustrations a
dash was recorded in this same column. This same task was completed with each of the
books on the list.
Inter-Rater Reliability
Before beginning the analysis of the study, a second individual was trained to
review Spanish-language children books following the above listed methods for the
purpose of inter-rater reliability. Thirty percent of the books found available and analyzed
at the libraries and bookstores (N = 37) were randomly selected for inter-rater reliability
coding. An individual trained to make judgments on the presence of components of pre-
18
literacy skills reviewed the randomly selected books using the same standards.
Thirty-seven books were reviewed for the purpose of inter-rater reliability. Each
of these books was assessed for the presence of 8 features (2 features of print awareness,
4 features of phonological awareness, 1 feature of word knowledge, and 1 feature of
diversity). When a feature was present it was given the value of 1 and counted toward the
total number of features present in the book. The total values given by rater 1 and rater 2
were compared to identify any differences (See Appendix B). Of the 37 books (what
percent of the data?) reviewed, each with 8 features there was a total of 296 opportunities
for agreement (8 times 37). The sum of the differences (18) was subtracted from the total
number of opportunities (296) to provide the number of rater agreement (278). In
conclusion Rater 1 and rater 2 had agreement in 278 (94.0%) of the 296 opportunities.
Data Analysis
The study used descriptive statistics, describing the data with frequencies and
percentages of the occurrence of features that could be used to facilitate pre-literacy skills
in the books. The book features data were entered into the Statistical Package for Social
Sciences (SPSS) program, version 19 (IBM, 2010).
RESULTS
The primary aim of this research study was to determine whether Spanishlanguage children’s books available to the Spanish-speaking Latino population living in
Kent and Kalamazoo Counties in Michigan might be used as tools to promote beginning
pre-literacy skills. The study answered the following questions: 1) of the sample of books
19
in Spanish, how many might be used to facilitate emergent literacy skills of print
awareness, phonological awareness, and/or word knowledge?; 2) what are the primary
features of books in Spanish that might be used to facilitate emergent literacy skills of
print awareness, phonological awareness, and word knowledge?; 3) how many of books
in the sample contain characters and of those that contain characters how many provide
diversity?
Overview
Three hundred and forty books comprised the sample but only 124 (36.5%) of
these books were located at one or more of the research locations. Of these 124 books, 73
(58.9%) were found and assessed at The Grand Rapids Public Library, 22 (17.8%) were
located at Schuler Books and Music in Kent County, 53 (42.7%) were located at The
Kalamazoo Public Library, and 56 (45.2%) books were located at Barnes and Noble in
Kalamazoo County. The analysis answered three research questions. Each of these
questions is discussed below.
The Number of Books That Might Be Used to Facilitate Emergent Literacy Skills
The first research question was “of the sample of books in Spanish, how many
might be used to facilitate emergent literacy skills of print awareness, phonological
awareness, and/or word knowledge?” Results showed that of the124 books that
comprised the data for this study, 122 (98.4%) might be used to facilitate pre-literacy
skills (See Table 1).
20
Table 1
Books Found to Facilitate Emergent Literacy Skills (EL)
124 Book Sample
n
EL Present
(%)
122
(98.4)
2
(1.6)
124
(100)
EL Absent
Total
The number of pre-literacy skills that might be facilitated varied from book to
book. Of the 122 books that might be used to facilitate pre-literacy skills, 59 (48.4%)
might be used to facilitate one pre-literacy skill, 57 (46.7%) might be used to facilitate
two different pre-literacy skills, and 6 (4.9%) might be used to facilitate all three preliteracy skills (See Table 2). Appendices C, D, and E provide lists of books arranged
according to the number of pre-literacy skills that might be facilitated.
Of the 122 books that might be used to facilitate at least one pre-literacy skill, 102
(83.6%) might be used to facilitate print awareness (See Table 3), 57 (46.7%) might be
used to facilitate phonological awareness (See Table 4) and 46 (37.7%) might be used to
facilitate word knowledge (See Table 5). Appendices F, G and H provide lists of books
that met the study criteria for each individual pre-literacy skill.
21
Table 2
Number of Books Found to Facilitate One, Two and Three Pre-Literacy Skills
122 Book Sample
n
(%)
One Pre-literacy Skill
59
(48.4)
Two Pre-literacy Skills
57
(46.7)
Three Pre-literacy Skills
6
(4.9)
122
(100)
Total
Table 3
Books Found to Facilitate Print Awareness (PrA)
122 Book Sample
PrA Present
n
(%)
102
(83.6)
20
(16.4)
122
(100)
PrA Absent
Total
22
Table 4
Books Found to Facilitate Phonological Awareness (PhA)
122 Book Sample
PrA Present
n
(%)
57
(46.7)
65
(53.3)
122
(100)
PrA Absent
Total
Table 5
Books Found to Facilitate Word Knowledge (WK)
122 Book Sample
WK Present
n
(%)
46
(37.7)
76
(62.3)
122
(100)
WK Absent
Total
23
The second research question was “what are the primary features of books in
Spanish that might be used to facilitate emergent literacy skills of print awareness,
phonological awareness, and/or word knowledge?” Results showed that of the 122 books
containing features that might facilitate pre-literacy skills, 102 (83.6%) books might be
used to facilitate print awareness. Sixty-eight (55.7%) of the 122 data included
environmental print, and 87 (71.3%) of the 122 included varying forms of typeface,
making varying forms of typeface the feature most often encountered in this research
study that might facilitate print awareness. Fifty-seven (46.7%) of the 122 books might
be used to facilitate phonological awareness. Thirty-six (29.5%) of the 122 contained
rhyming, 17 (13.9%) contained alliteration, 30 (24.6%) contained sounds of animals and
other things, and 9 (7.4%) contained songs in book format, making rhyming the feature
most often encountered in this research study that might facilitate phonological
awareness. Forty-six of the 122 books might be used to facilitate word knowledge. All
46 (37.7%), of the total 122 books assessed were concept books as this was the only
criterion used to identify books that might facilitate word knowledge.
Books Showing Diversity
The third research question was “how many books in the sample contain
characters and of these that contain characters how many show diversity?”
Seventy-four (59.7%) of the 124 books available in bookstores and public libraries in two
Michigan counties contained characters, and of these books 37 (50% of the books with
characters and 29.8% of the total sample) were multicultural showing diversity (See
Table 6).
24
Table 6
Books Found with Diversity
124 Book Sample
Characters Present
Characters Absent
n
(%)
n
(%)
Diversity Present
37
(50.0)
0
(0)
Diversity Absent
37
(50.0)
50
(100)
Total
74
(100)
50
(100)
DISCUSSION AND RECOMMENDATIONS
Bookstore and Library Settings
Children’s Spanish-language books were found in the children’s section of
bookstores and public libraries in Kent and Kalamazoo Counties in Michigan. These
books were separated from those written in English, making them easy to find, especially
with additional aids including signs that read “Español” (i.e., Spanish) over the Spanish
sections at The Grand Rapids and Kalamazoo Public Libraries, and display arrangements
that showed the cover pages of books at Barnes and Noble and Schuler Books and Music.
It was difficult, however, to find specific books at the two bookstores, as the children’s
25
Spanish-language books were not arranged in an overt system of organization. This might
decrease the level of accessibility for families looking to locate specific books.
The size of the Spanish-language book sections did not always correlate to what
would be expected based on Michigan demographics. Kent County is listed as having the
second largest Latino population in Michigan with 58,437 individuals of Latino
background or descent, and Kalamazoo County is listed as having the tenth largest Latino
population in Michigan with 9,959 individuals (US Census Bureau, 2010). While the
section of 834 Spanish-language books held at The Grand Rapids Public Library in Kent
County was larger than the section of 416 books held at The Kalamazoo Public Library,
Schuler Book and Music in Kent County held 65 books, less than Barnes and Noble in
Kalamazoo County which held 250 books. The numbers of children’s Spanish-language
books included above were reported as estimates by the staff at each location.
Of the 340 books listed on the coding form, 124 were available to be analyzed in
the two bookstores and two public libraries in Kent and Kalamazoo Counties. The 226
(350-124) books that were not found in the bookstores or public libraries did not get
factored into the overall percentages, as it was impossible to confirm whether or not these
books could be used to facilitate pre-literacy skills.
Many of the 124 books analyzed in this study were found at more than one
location. While books found at more than one location were not analyzed more than once,
they were included in the overall percentages at each location where they were found.
Seventy-three of the 124 books analyzed in Kent and Kalamazoo Counties were found at
The Grand Rapids Public Library. These seventy-three books constitute 8.8% of the
26
estimated total 834 books present at this location. Fifty-three books from the list of 124
were found at The Kalamazoo Public Library, which is 12.7% of the estimated total 416
books present at this location. Fifty-six books from the list of 124 were found at Barnes
and Noble in Kalamazoo County, which is 22.4% of the estimated total 250 books
present at this location. Twenty-two books from the list 124 were found and analyzed at
Schuler Books and Music, which is 33.8% of the estimated 65 books present at this
location. The coding form in Appendix A provides information pertaining to which books
were found at each of the study locations.
The percentages above show that the books analyzed at the bookstores and public
libraries in Kent and Kalamazoo Counties comprised only a minor part of the total
number of children’s Spanish-language books available at each location. These lower
percentages make it less likely that an individual will randomly draw one of these books
when selecting from the children’s Spanish-language book sections.
Results from the 124 books analyzed provided information on the books that are
available to the Spanish-speaking Latino population living in Kent and Kalamazoo
Counties. Of the 124 books analyzed, 122 might be used to facilitate at least one preliteracy skill. However, the books that were analyzed for this research were drawn from a
top-seller list, and books on these lists might be expected to be of higher quality, possibly
increasing their chances of including features that might be used to facilitate pre-literacy
skills. This research design may have impacted the overall results.
Of the 122 books containing features that might be used to facilitate pre-literacy
skills, more than 80 percent might be used to facilitate print awareness. The occurrence of
27
books that might be used to facilitate phonological awareness and word knowledge was
far less with percentages falling below 50% (46.7% for phonological awareness and 37.7
percent for word knowledge). However, books that did not meet the study’s guidelines
might still be used to facilitate individual pre-literacy skills. For example, a parent may
use almost any book to facilitate print awareness by pointing and naming letters, or by
pointing out and commenting on the direction of the print. A parent might also facilitate
phonological awareness using any book by inventing a story line that includes rhyming
and alliteration. In addition, the facilitation of word knowledge may occur by a parent’s
pointing out and naming items in illustrations or by discussing the meanings behind
words or phrases. Overall, though the study results provide specific measurements of
books that might be used to facilitate pre-literacy skills, they do not account for the
facilitation of pre-literacy skills that goes beyond immediate written text and illustrations.
Of the 122 books found that might be used to facilitate at least one pre-literacy
skill, varying forms of typeface was the primary feature that might be used to facilitate
print awareness, and rhyming was the primary feature that might be used to facilitate
phonological awareness. Forty-six of the 122 books analyzed might be used to facilitate
word knowledge development, all of which were concept books as this was the only
feature used to identify books that might be used to facilitate word knowledge. There are
likely many more books that may be used to facilitate word knowledge, including
additional concept books as well as books with alternative features (e.g., a children’s
book containing abstract terminology that a child might not typically encounter in day-to-
28
day interactions). These books, however, were not included in the study and may have
impacted the results.
Of the total 124 books assessed for this study, only 74 included characters, and of
these books that included characters 37 showed diversity by portraying various cultures
and backgrounds. This result is 29.8 percent of the 124 available books that comprised
the data for this study. When taking into consideration the fact that only 74 available
books included characters, the outcome appears more positive in that 50 percent of the 74
books that included characters showed diversity. Many of the books reflected the cultural
backgrounds of Spain and Mexico, especially those that were originally written in
Spanish rather than translated from children’s books written in English. Future research
might analyze the number and quality of books in Spanish that were translated from
children’s books written in English. Future studies might also consider whether or not
pre-literacy skills such as rhyming are lost in the translation process.
Future Direction
In addition to the research question above, future research might also aim to
improve the validity and reliability of the results by making small changes to the
methodology. For example, and alternative method for selecting books to be analyzed,
such as analyzing every fifth book (i.e., a random selection of books) on the shelf in the
children’s Spanish-language book sections, might increase the number of books analyzed
at each location. An increased number of books analyzed at each location might provide
conclusions that pertain more to the given bookstores and public libraries rather than the
top sellers list from which books were drawn for this study. In a more randomized
29
selection approach, all of the books available in the children’s Spanish-language books
sections in the given study locations would have an equal opportunity to be selected,
including those that are not on a best seller list.
The same analysis used in this study might also be completed in additional
libraries and bookstores. This could include those in the Midwest beyond the ones
included in this study, which would increase the sample size and, in result, increase the
reliability and validity of the results. It might also be interesting to conduct this particular
study in other locations around the US, where the Latino population is larger and more
established, to see if materials have been adapted to meet the needs of the Latino
populations. In this process the researcher might compare if there are differences, and
what the differences are from one setting to another, and if these differences correlate
with demographics. For example, locations with a higher Latino population (e.g.,
California) might have an increased number of tools, or possibly better-adapted tools that
may be used to facilitate pre-literacy skills of children of Spanish-speaking Latino
background or descent.
Additional research questions might also consider what patterns of bookstore and
library use Latino parents and caregivers exhibit. Research shows that while Latinos
seem to value the availability of Spanish-language resources in libraries, overall use
could still be improved (Oder, 2008). For example, Oder (2008), reports that only 54% of
the Latino population use libraries. In fact, roughly 47% of Latinos who have not
attended high school have never been to a public library (Oder, 2008). This means that
30
even with resources available to the public, many Latino children still may not have
access.
This leads to one final research direction. While this study considered books in
bookstores and public libraries in Kent and Kalamazoo Counties that might be available
to the Spanish-speaking Latino populations, it did not aim to answer whether or not these
books were accessible. Books that are available may not be accessible to the Latino
populations if families and/or individuals do not have a means of transportation, extra
time to travel to a bookstore or public library, the knowledge of the existence of
materials, or even an understanding of how to obtain these materials. Understanding the
accessibility of Spanish-language materials may prove just as valuable in addressing the
achievement gap in reading, as knowing the availability and quality of these materials.
CONCLUSION
Research shows that a 21-point achievement gap in reading exists between Latino,
and White and Asian students, often presenting even before a child enters kindergarten
(Hemphil & Vanneman, 2011). This gap is a major concern as it not only can lead to later
gaps in high school and college, but it can even impact the types of jobs obtained in
adulthood (National Education Association, n.d.). In order to decrease the size of, and
even possibly prevent this gap, it is important introduce methods for parents to use at
home (Hemphil & Vanneman, 2011). Shared storybook reading is one such example that
has been shown to promote the acquisition of pre-literacy skills important to later reading
success (Zeece, 2009; Vázquez-Montilla, 2009).
31
This study assessed 124 Spanish-language children’s books available to the
Latino populations in bookstores and public libraries of Kent and Kalamazoo Counties
and found that 122 of these books in Spanish might be used to facilitate at least one preliteracy skill. Of these 122 books, 83.6 percent could possibly be used to facilitate print
awareness, 46.7 percent might be used to facilitate phonological awareness and 37.7
percent have the potential be used to facilitate word knowledge. Furthermore results
showed that of the 122 books analyzed, varying forms of typeface was the predominant
feature present that could be used to facilitate print awareness, and rhyming was the
primary feature found in books that could be used to facilitate phonological awareness.
Content books appeared to be a common feature that might be used to facilitate word
knowledge, however, this was the only feature that could be used to facilitate word
knowledge considered in the study. Finally, 50 percent of the books that included
characters were multicultural, possibly appealing to a more diverse audience. Overall, out
of the 124 books analyzed at the bookstores and public libraries in Kent and Kalamazoo
Counties in Michigan, almost 100 percent of these were found to include one or multiple
characteristics that might be used to facilitate pre-literacy skills. However, the availability
of these materials does not confirm their accessibility to the Spanish speaking Latino
populations, which would require future research.
32
APPENDIX A
Print Awareness, Phonological Awareness and Word Knowledge Coding Form
33
2.
34
3.
4.
5.
6.
7.
Title of Book
¿Eres Mi Mama?
First 100 Words
Bilingual (Spanish
Edition)
Bilingual Bright Baby
Colors
First Words (Bilingual
Bright Baby) /
Primeras Palabras
(Bebé Listo) (Spanish
Edition)
Bilingual Bright Baby
Animals (Spanish
Edition)
A is for Airplane/A es
para avión
La oruga muy
hambrienta
Author
P.D. Eastman and
Desiree Marquez
Roger Priddy
Diversity
Word Knowledge
Concept books
Phonological Awareness
Songs in book format
Phonological Awareness
Sounds of animals and other things
Phonological Awareness
Alliteration
Phonological Awareness
Rhyming
Print Awareness
Varying forms of typeface
Print Awareness
Writing as part of pictures
Barnes and Noble
Kalamazoo Public Library
Schuler´s Bookstore
Grand Rapids Public Library (Main)
1.
N
Y
Y
Y
N
Y
Y
Y
Y
N
N
-
N
N
N
N
-
-
-
-
-
-
-
-
Roger Priddy
N
N
N
N
-
-
-
-
-
-
-
-
Roger Priddy
N
N
N
N
-
-
-
-
-
-
-
-
Roger Priddy
N
N
N
N
-
-
-
-
-
-
-
-
Theresa Howell
N
N
Y
N
N
Y
N
N
N
N
Y
Y
Eric Carle
Y
Y
N
Y
N
N
Y
N
N
N
Y
-
35
9.
10.
11.
12.
13.
14.
15.
Diversity
Word Knowledge
Concept books
Phonological Awareness
Songs in book format
Phonological Awareness
Sounds of animals and other things
Phonological Awareness
Alliteration
Phonological Awareness
Rhyming
Print Awareness
Varying forms of typeface
Print Awareness
Writing as part of pictures
Barnes and Noble
Kalamazoo Public Library
Schuler Books and Music
Grand Rapids Public Library (Main)
8.
Title of Book
¡Pío Peep!: Traditional
Spanish Nursery
Rhymes
Perro Grande…Perro
Pequeño
Author
Alma Flor Ada and F.
Isabel Campoy
Y
N
Y
Y
Y
Y
Y
Y
Y
Y
N
Y
P.D. Eastman
N
Y
N
Y
Y
Y
Y
N
N
N
N
-
¡Qué cosas dice mi
abuela!
Quiero a mi mamá
porque…
My First Spanish
Word Board Book/Mi
primer libro de
palabras en español
Opuestos
Quiero a mi papá
porque…
Bright Baby Bilingual
Touch and Feel:
Numbers
Ana Galan
N
N
N
N
-
-
-
-
-
-
-
-
Laurel Porter Gaylord
and Ashley Wolff
DK Publishing
N
N
N
N
-
-
-
-
-
-
-
-
N
N
N
Y
Y
Y
N
N
N
N
Y
N
Sandra Boynton
Laurel Porter Gaylord
and Ahsley Wolff
Roger Priddy
N
N
N
N
N
N
N
N
-
-
-
-
-
-
-
-
N
N
N
N
-
-
-
-
-
-
-
-
Title of Book
Buenas noches, Luna
17.
Viva Frida
18.
¿Dónde está el
ombliguito?
Biblia para niños,
Historias de Jesús
The Cat in the Hat: In
English and Spanish
Marisol McDonald
Doesn´t Match:
Marisol McDonald no
combina
Coleccion de oro Jorge
el curioso/A Treasury
of Curious George
Frida
19.
20.
21.
22.
23.
Author
Margaret Wise Brown
and Clement Hurd
Yuyi Morales and Tim
O´Meara
Karen Katz
Diversity
Word Knowledge
Concept books
Phonological Awareness
Songs in book format
Phonological Awareness
Sounds of animals and other things
Phonological Awareness
Alliteration
Phonological Awareness
Rhyming
Print Awareness
Varying forms of typeface
Print Awareness
Writing as part of pictures
Barnes and Noble
Kalamazoo Public Library
Schuler Books and Music
Grand Rapids Public Library (Main)
36
16.
Y
Y
Y
Y
Y
Y
Y
N
N
N
N
-
Y
N
Y
Y
Y
N
N
N
N
N
N
N
N
N
N
Y
Y
Y
N
N
N
N
Y
Y
Sally Lloyd-Jones
Y
Y
N
Y
Y
Y
N
N
N
N
N
Y
Dr. Seuss and Carlos
Rivera
Monica Brown Ph.D.
and Sara Palacios
Y
Y
Y
Y
Y
Y
N
N
Y
N
N
N
Y
N
N
Y
Y
Y
N
N
N
N
N
Y
H.A. Rey
N
N
N
N
-
-
-
-
-
-
-
-
Jonah Winter
Y
N
N
Y
Y
N
N
N
N
N
N
N
37
25.
26.
27.
28.
29.
30.
Title of Book
Don Quixote
Diez deditos de las
manos y Diez deditos
de los pies/ Ten Little
Fingers and Ten Little
Toes
Si le das una galletita a
un ratón
Perritos
Mi Primer Libro del
Cuerpo/My First Body
Board Book
De Colores and Other
Latin American
Folksongs for
Children
El mejor libro de
palabras de Richard
Scarry
Author
Jennifer Adams and
Alison Oliver
Mem Fox and Helen
Oxenbury
Diversity
Word Knowledge
Concept books
Phonological Awareness
Songs in book format
Phonological Awareness
Sounds of animals and other things
Phonological Awareness
Alliteration
Phonological Awareness
Rhyming
Print Awareness
Varying forms of typeface
Print Awareness
Writing as part of pictures
Barnes and Noble
Kalamazoo Public Library
Schuler Books and Music
Grand Rapids Public Library (Main)
24.
N
N
N
N
-
-
-
-
-
-
-
-
N
N
N
Y
N
N
Y
N
N
N
N
Y
Laura Joffe Numeroff
and Felicia Bond
Sandra Boynton
DK Publishing
N
N
Y
Y
Y
N
Y
N
N
N
N
N
N
N
N
N
N
N
N
Y
N
Y
N
N
Y
N
Y
Y
Jose-Luis Orozco and
Elisa Kleven
Y
N
N
N
Y
Y
Y
Y
Y
Y
N
Y
Luna Rising Editors
N
N
N
N
-
-
-
-
-
-
-
-
34.
35.
36.
37.
38.
39.
40.
41.
Title of Book
Buenos Dias, Bebé!
Buenas noches, Gorila
My Name is Gabriela/
Me llamo Gabriela
Azul el sombrero,
verde el sombrero
123 Chicago
Pele, King of Soccer/
Pele, El rey del fútbol
Muu. Beee. Así fue!
Author
DK Publising
Peggy Rathmann
Monica Brown and John
Parra
Sandra Boynton
La lagartija y el Sol
Bright Baby Bilingual
Touch and Feel:
Words /Palabras
Book Fiesta!
Teach Them Spanish,
Grade K
Diversity
Word Knowledge
Concept books
Phonological Awareness
Songs in book format
Phonological Awareness
Sounds of animals and other things
Phonological Awareness
Alliteration
Phonological Awareness
Rhyming
Print Awareness
Varying forms of typeface
Print Awareness
Writing as part of pictures
Barnes and Noble
Kalamazoo Public Library
Schuler Books and Music
Grand Rapids Public Library (Main)
38
31.
32.
33.
N
N
Y
N
N
N
N
N
N
N
N
N
Y
N
Y
Y
Y
Y
N
Y
N
N
N
N
-
-
-
-
-
-
-
-
Puck
Monica Brown and Rudy
Gutierrez
Sandra Boynton
N
Y
N
Y
N
N
N
Y
Y
Y
N
N
N
N
N
Y
N
N
N
Y
N
Y
Y
Y
Y
N
Y
-
Alma Flor Ada
Roger Priddy
Y
N
N
N
N
N
N
N
N
-
N
-
N
-
N
-
N
-
N
-
N
-
N
-
Pat Mora and Rafael
Lopez
Winnie Waltzer-Hackett
Y
N
Y
N
Y
Y
N
N
Y
N
N
Y
N
N
N
N
-
-
-
-
-
-
-
-
Title of Book
Harry, el perrito sucio
43.
A de activista
44.
Corduroy (Spanish
version)
Buenas Noches, Bebé!
45.
46.
47.
48.
49.
50.
51.
Author
Gene Zion and Margaret
Bloy Graham
Martha E. Gonzalez and
Innosanto Nagara
Don Freeman
Diversity
Word Knowledge
Concept books
Phonological Awareness
Songs in book format
Phonological Awareness
Sounds of animals and other things
Phonological Awareness
Alliteration
Phonological Awareness
Rhyming
Print Awareness
Varying forms of typeface
Print Awareness
Writing as part of pictures
Barnes and Noble
Kalamazoo Public Library
Schuler Books and Music
Grand Rapids Public Library (Main)
39
42.
N
N
N
N
-
-
-
-
-
-
-
-
N
N
Y
N
Y
Y
Y
Y
N
N
Y
Y
N
N
Y
Y
Y
Y
N
N
N
N
N
Y
DK Publising
N
N
N
N
-
-
-
-
-
-
-
-
Oso pardo, oso pardo,
¿Qeé ves ahí?
Fruits and Vegetables/
Frutas y vegetables
McGraw-Hill´s
Spanish Picture
Dictionary
Presiona Aquí
My Name is Gabito /
Me llamo Gabito
Bill Martin and Eric
Carle
Gladys Rosa-Mendoza
N
Y
Y
Y
N
N
Y
N
N
N
Y
Y
N
N
N
N
-
-
-
-
-
-
-
-
McGraw-Hill´s Spanish
Picture Dictionary
N
N
N
N
-
-
-
-
-
-
-
-
Herve Tuliet
Monica Brown and Raul
Colon
Y
Y
Y
N
N
Y
N
N
N
N
Y
Y
N
N
N
N
N
N
N
N
N
N
N
Clifford va al doctor
Norman Bridwell
Y
Y
N
N
Y
N
N
N
N
N
N
Y
40
53.
54.
55.
56.
57.
58.
59.
60.
61.
Title of Book
Chica Chica Bum
Bum ABC (Spanish
Edition)
My Big Book of
Spanish Words
Jorge el curioso limpia
el reguero
Jorge el curioso en el
partido de béisbol
¿Dónde está Spot?
La llama llama rojo
pijama
Froggy se viste
My Body / Mi cuerpo
Clifford: La colección
Un gato y un perro/ A
Dog and A Cat
Diversity
Word Knowledge
Concept books
Phonological Awareness
Songs in book format
Phonological Awareness
Sounds of animals and other things
Phonological Awareness
Alliteration
Phonological Awareness
Rhyming
Print Awareness
Varying forms of typeface
Print Awareness
Writing as part of pictures
Barnes and Noble
Kalamazoo Public Library
Schuler Books and Music
Grand Rapids Public Library (Main)
52.
Author
Bill Martin Jr. and John
Archambault
N
N
N
N
-
-
-
-
-
-
-
-
Rebecca Emberley
N
N
Y
Y
Y
Y
N
N
N
N
Y
-
H.A. Rey
N
N
N
N
-
-
-
-
-
-
-
-
H.A. Rey
N
Y
N
N
Y
N
N
N
N
N
N
Y
Eric Hill and Teresa
Mlawer
Anne Dewdney
N
N
Y
Y
Y
N
N
N
N
N
N
-
N
N
N
N
-
-
-
-
-
-
-
-
Jonathan London
Gladys Rosa-Mendoza
and Mark Wesley
Norman Bridwell
Claire Masurel and Bob
Kolar
Y
N
N
N
Y
N
N
N
Y
-
Y
-
N
-
N
-
Y
-
N
-
N
-
-
N
N
N
N
N
N
N
N
-
-
-
-
-
-
-
-
41
63.
64.
65.
66.
67.
68.
69.
70.
Title of Book
Jorge el Curioso y el
conejito
Lee y Aprende: La
Biblia
Jesus Saves the World
/ Jesús salva al mundo
La casa adormecida
The Three Little
Javelinas / Los Tres
Pequeños Jablíes
Catch Me If you Can!
/ A que no me
alcanzas!
The Day of the Dead/
El día de los muertos
No, David! (Spanish
version)
The Weather / El
tiempo
Author
H.A. Rey and Margret
Rey
Scholastic and Amercan
Bible Society
Zondervan
Diversity
Word Knowledge
Concept books
Phonological Awareness
Songs in book format
Phonological Awareness
Sounds of animals and other things
Phonological Awareness
Alliteration
Phonological Awareness
Rhyming
Print Awareness
Varying forms of typeface
Print Awareness
Writing as part of pictures
Barnes and Noble
Kalamazoo Public Library
Schuler Books and Music
Grand Rapids Public Library (Main)
62.
N
N
N
N
-
-
-
-
-
-
-
-
N
N
N
N
-
-
-
-
-
-
-
-
N
N
N
N
-
-
-
-
-
-
-
-
Audrey Wood and Don
Wood
Susan Lowell
N
N
N
N
-
-
-
-
-
-
-
-
Y
N
N
N
Y
Y
Y
N
Y
N
N
-
Bernard Most and F.
Isabel Campoy
N
N
N
N
-
-
-
-
-
-
-
-
Bob Barner
Y
N
Y
N
N
N
Y
N
N
Y
N
N
David Shannon
N
N
N
Y
Y
Y
N
Y
N
N
N
N
Gladys Rosa-Mendoza
and Carolina Cifuentes
N
N
N
N
-
-
-
-
-
-
-
-
42
72.
73.
74.
75.
76.
77.
78.
79.
Title of Book
David and the Giant/
David y el gigante
Rabbit and Turtle Go
To School / Conejo y
tortuga van a la
escuela
Big Pig and Little Pig/
Cerdo y Cerdito
The Three Little Pigs/
Los Tres Cerditos
Colors/ Colores
What time is it? / ¿Qué
hora es?
The Ugly Duckling /
El patito Feo
My Very First Book of
Shapes/ Mi primer
libro de figuras
Mi primer libro de
números
Author
Zondervan
Diversity
Word Knowledge
Concept books
Phonological Awareness
Songs in book format
Phonological Awareness
Sounds of animals and other things
Phonological Awareness
Alliteration
Phonological Awareness
Rhyming
Print Awareness
Varying forms of typeface
Print Awareness
Writing as part of pictures
Barnes and Noble
Kalamazoo Public Library
Schuler Books and Music
Grand Rapids Public Library (Main)
71.
N
N
N
N
-
-
-
-
-
-
-
-
Lucy Floyd and
Christopher Denise
N
N
N
N
-
-
-
-
-
-
-
-
David McPhail and
Alma Flor Ada
Mercé Escardó i Bas and
Pere Joan
Eric Carle
Gladys Rosa-Mendoza
and Carolina Cifuentes
Mercé Escardó i Bas and
Francesc Capdevila
Eric Carle
Y
N
N
N
Y
Y
N
N
N
N
N
-
Y
N
N
N
N
Y
Y
N
N
N
N
-
N
N
N
N
N
N
Y
N
N
-
Y
-
N
-
N
-
N
-
N
-
Y
-
-
N
N
N
Y
N
Y
N
N
Y
N
N
-
N
Y
N
Y
N
N
N
N
N
N
Y
-
Eric Carle
N
Y
N
Y
N
Y
N
N
N
N
Y
-
43
81.
82.
83.
84.
85.
86.
87.
88.
Title of Book
My Colors/ Mis
Colores
Henry y Mudge y el
mejor día del año
La semilla de
zanahoria
Sí le das un panqueque
a una cerdita
Jonah and the Big Fish
/ Jonás y el gran pez
The Story of Jesus/ La
Historia de Jesus
La Pequeña
locomotora qu sí pudo
Clifford y la hora del
baño
Rubia and the three
osos
Author
Rebecca Emberley
Diversity
Word Knowledge
Concept books
Phonological Awareness
Songs in book format
Phonological Awareness
Sounds of animals and other things
Phonological Awareness
Alliteration
Phonological Awareness
Rhyming
Print Awareness
Varying forms of typeface
Print Awareness
Writing as part of pictures
Barnes and Noble
Kalamazoo Public Library
Schuler Books and Music
Grand Rapids Public Library (Main)
80.
Y
N
Y
Y
N
Y
N
N
N
N
Y
-
Cynthia Rylant and
Sucie Stevenson
Ruth Krauss and
Crockett Johnson
Laura Numeroff and
Felicica Bond
Zondervan
N
N
N
N
-
-
-
-
-
-
-
-
N
N
N
N
-
-
-
-
-
-
-
-
Y
N
Y
N
N
Y
N
N
N
N
N
N
N
N
N
N
-
-
-
-
-
-
-
-
Patricia A. Pingry and
Rebecca McKillip
Thornburgh
Watty Piper
N
N
N
Y
Y
N
N
N
N
N
N
Y
Y
N
N
Y
Y
N
N
Y
Y
N
N
N
Norman Bridwell
N
N
N
N
-
-
-
-
-
-
-
-
Susan Middleton Elya
and Melissa Sweet
Y
N
Y
N
Y
Y
Y
N
Y
N
N
-
44
90.
91.
92.
93.
94.
95.
96.
97.
98.
Title of Book
Henry y Mudge El
Primer Libro
Gathering the Sun: An
Alphabet in Spanish
and English
Aladdin and the Magic
Lamp/ Aladino y la
lámpara marabillosa
The Casuela That the
Farm Maiden Stirred
Daniel y los leones
La gallinita roja
123 Boston
Si le das un panecillo a
un alce
Celebra la Navidad y
el Día de los Reyes
Magos
Salí de paseo
Diversity
Word Knowledge
Concept books
Phonological Awareness
Songs in book format
Phonological Awareness
Sounds of animals and other things
Phonological Awareness
Alliteration
Phonological Awareness
Rhyming
Print Awareness
Varying forms of typeface
Print Awareness
Writing as part of pictures
Barnes and Noble
Kalamazoo Public Library
Schuler Books and Music
Grand Rapids Public Library (Main)
89.
Author
Cynthia Rylant and Suci
N
N
N
N
-
-
-
-
-
-
-
-
Almas Flor Ada
Y
N
Y
N
Y
Y
Y
N
N
N
N
N
Josep Vallverdu and Pep
Montserrat
N
N
N
N
-
-
-
-
-
-
-
-
Samantha R. Vamos and
Rafael Lopez
Zondervan
Lucinda McQueen
Puck
Laura Numeroff and
Felicia Bond
Campoy Isabel and
Alma Flor Ada
N
N
N
N
-
-
-
-
-
-
-
-
N
N
N
Y
N
N
N
N
N
Y
N
Y
N
N
N
N
Y
Y
N
Y
Y
N
N
N
N
N
N
N
-
-
-
-
-
-
-
-
Sue Williams
N
N
Y
N
N
N
Y
N
N
N
Y
N
45
100.
101.
102.
103.
104.
105.
106.
107.
Title of Book
Let´s Go to the Zoo
/Vamos al zoólogico
My clothes/ Mi ropa
Olivia
Author
Fisher-Price ™ and Lori
C. Froeb
Rebecca Emberley
Ian Falconer
My First Bilingual
Book: Music/ La
musica
First Thousand Words
in Spanish
¿Cómo aprenden los
colores los
dinosaurios?
Oficios en mi
vecindario
Un bolsillo para
Corduroy
Oso polar, oso polar,
¿qué es ese ruidoo?
Diversity
Word Knowledge
Concept books
Phonological Awareness
Songs in book format
Phonological Awareness
Sounds of animals and other things
Phonological Awareness
Alliteration
Phonological Awareness
Rhyming
Print Awareness
Varying forms of typeface
Print Awareness
Writing as part of pictures
Barnes and Noble
Kalamazoo Public Library
Schuler Books and Music
Grand Rapids Public Library (Main)
99.
N
N
N
N
-
-
-
-
-
-
-
-
N
Y
N
Y
Y
N
N
N
N
N
N
Y
N
N
N
Y
N
Y
N
N
Y
N
-
Milet Publising
N
N
N
N
-
-
-
-
-
-
-
-
Heather Amery, Mike
Olley and Stephen
Cartwright
Jane Yolen and Mark
Teague
Y
Y
Y
Y
Y
Y
N
N
N
N
Y
Y
N
N
N
N
-
-
-
-
-
-
-
-
Gladys Rosa-Mendoza
N
N
N
N
-
-
-
-
-
-
-
-
Don Freeman
N
N
N
N
-
-
-
-
-
-
-
-
Bill Martin and Eric
Carle
Y
N
N
Y
N
N
Y
N
N
N
N
Y
46
109.
110.
111.
112.
113.
114.
115.
Title of Book
The Baby Chicks Are
Singing /Los pollitos
dicen
A sembrar sopa de
verduras/ Growing
Vegetable Soup
Scholastic Explora Tu
Mundo: Dinosaurios
My Animals/ Mis
Animales
Scholastic Explora Tu
Mundo: Insectos y
otras criaturas
Say Hola to Spanish
Lupe Lupita, Where
Are You?/ Lupe
Lupita, ¿dónde estás?
Nadarin /Swimmy
Diversity
Word Knowledge
Concept books
Phonological Awareness
Songs in book format
Phonological Awareness
Sounds of animals and other things
Phonological Awareness
Alliteration
Phonological Awareness
Rhyming
Print Awareness
Varying forms of typeface
Print Awareness
Writing as part of pictures
Barnes and Noble
Kalamazoo Public Library
Schuler Books and Music
Grand Rapids Public Library (Main)
108.
Author
Ashley Wolff
N
N
N
Y
Y
N
Y
Y
Y
Y
N
-
Lois Ehlert
Y
N
Y
N
N
Y
N
N
N
N
Y
-
Penelope Arion
N
N
N
N
-
-
-
-
-
-
-
-
Rebecca Emberley
N
N
N
Y
N
N
N
N
N
N
Y
-
Penelope Arion
N
N
N
N
-
-
-
-
-
-
-
-
Susan Middleton Elya
and Loretta Lopez
Gladys Rosa Mendoza
and Mark Wesley
N
N
Y
Y
Y
Y
Y
N
N
N
Y
Y
N
N
N
N
-
-
-
-
-
-
-
-
Leo Lionni and Teresa
Miawer
N
N
N
N
-
-
-
-
-
-
-
-
47
117.
118.
119.
120.
121.
122.
123.
124.
125.
Title of Book
Sílbale a Willie
The Cat in the Hat
Beginner Book
Dictionary in Spanish
El Invierno
1000 First Words in
Spanish
123 Baltimore
Clifford y los sonidos
de los animales
Moon Rope/ Un lazo a
la luna
Scholasic Explora Tu
Mundo: La selva
tropical
Te amo, sol/ Te amo
luna
Freight Train/ Tren de
carga
Author
Ezra Jack Keats and
Ernesto Livon Grosman
P.D. Eastman
Diversity
Word Knowledge
Concept books
Phonological Awareness
Songs in book format
Phonological Awareness
Sounds of animals and other things
Phonological Awareness
Alliteration
Phonological Awareness
Rhyming
Print Awareness
Varying forms of typeface
Print Awareness
Writing as part of pictures
Barnes and Noble
Kalamazoo Public Library
Schuler Books and Music
Grand Rapids Public Library (Main)
116.
N
N
N
N
-
-
-
-
-
-
-
-
N
Y
N
Y
Y
Y
N
Y
N
N
Y
N
Nuria Roca
Sam Budds and Susie
Lacome
Puck
Norman Bridwell
N
N
N
N
N
N
N
N
-
-
-
-
-
-
-
-
N
N
N
N
N
N
N
Y
N
Y
Y
N
Y
N
Y
-
Lois Ehlert and Amy
Prince
Penelope Arion
N
N
N
N
-
-
-
-
-
-
-
-
N
N
N
N
-
-
-
-
-
-
-
-
Karen Pandell and
Tomie dePaola
Donald Crews
N
N
N
Y
N
N
N
N
N
N
Y
Y
Y
N
N
Y
N
Y
N
N
N
N
Y
-
128.
Oye, Hormiguita
129.
Henry y Mudge con
Barro Hasta el Rabo
My Room/ Mi Cuarto
Those Icky Sticky
Smelly CavityCauding
but…Invisible Germs/
Esos sucios pegajosos
olorosos causantes de
caries pero…invisibles
gérmenes
48
130.
131.
Author
Rebecca Emberley
Arthur Dorros and
Sandra Marulanda
Dorros
Phillip Hoose and
Hannah Hoose
Cynthia Rylant and Suci
Stevenson
Rebecca Emberley
Juthis Anne Rice and
Julie Stricklin
Diversity
Word Knowledge
Concept books
Phonological Awareness
Songs in book format
Phonological Awareness
Sounds of animals and other things
Phonological Awareness
Alliteration
Phonological Awareness
Rhyming
Print Awareness
Varying forms of typeface
Print Awareness
Writing as part of pictures
Barnes and Noble
Kalamazoo Public Library
Schuler Books and Music
Grand Rapids Public Library (Main)
127.
Title of Book
My House: A Book in
Two Langauges/ Mi
casa: Un libro en dos
lenguas
Abuela
126.
N
N
N
Y
Y
N
N
N
N
N
Y
-
N
N
Y
Y
Y
N
N
N
N
N
N
Y
N
N
N
N
-
-
-
-
-
-
-
-
N
N
N
N
-
-
-
-
-
-
-
-
N
N
N
N
N
N
N
N
-
-
-
-
-
-
-
-
49
133.
134.
135.
136.
137.
138.
139.
140.
141.
Title of Book
Daniel´s Pet/ Daniel y
su mascota
Qué Monton de
Tamales!
Rapunzel: A bilingual
book
¿Cómo dicen ESTOY
ENOJADO los
dinosaurios?
A Piñata in a Pine
Tree: A Latino Twelve
Days of Christmas
Amelia Bedelia
(Spanish Edition)
Cougars/Pumas
Little Pim: Animals
Silvestre Y La
Piedrecita Magica
Santa Biblia
VeggieTales
Author
Alma Flor Ada and G.
Brian Karas
Gary Soto and Ed
Martinez
Francesc Bofill and
Joma Joma
Jane Yolen and Mark
Teague
Diversity
Word Knowledge
Concept books
Phonological Awareness
Songs in book format
Phonological Awareness
Sounds of animals and other things
Phonological Awareness
Alliteration
Phonological Awareness
Rhyming
Print Awareness
Varying forms of typeface
Print Awareness
Writing as part of pictures
Barnes and Noble
Kalamazoo Public Library
Schuler Books and Music
Grand Rapids Public Library (Main)
132.
N
N
N
N
-
-
-
-
-
-
-
-
N
N
N
N
-
-
-
-
-
-
-
-
Y
N
N
N
N
Y
N
N
Y
N
N
N
N
N
N
N
-
-
-
-
-
-
-
-
Pat Mora and Magaly
Morales
Y
N
Y
N
Y
Y
Y
N
N
Y
N
N
Peggy Parish and
Yanitzia Canetti
JoAnn Early Macken
Julia Pimsleur Levine
William Steig
Y
N
Y
N
Y
Y
N
N
N
N
N
N
N
N
Y
N
N
N
N
N
N
N
N
N
N
Y
N
N
N
N
N
-
Zondervan
N
N
N
N
-
-
-
-
-
-
-
-
50
143.
144.
145.
146.
147.
148.
149.
150.
Title of Book
Tortillas and
Lullabies/ Tortillas y
cancioncitas
LEGO City: Apagar el
incendio!
Oh No, Gotta Go!
(Spanish Edition)
Los tres árboles
My Numbers/Mis
Numeros
Beauty and the Beast/
La Bella y la Bestia
Opposites/Opuestos
Opuestos: Mexican
Folk Art Opposites in
English and Spanish
Bizcocho
Diversity
Word Knowledge
Concept books
Phonological Awareness
Songs in book format
Phonological Awareness
Sounds of animals and other things
Phonological Awareness
Alliteration
Phonological Awareness
Rhyming
Print Awareness
Varying forms of typeface
Print Awareness
Writing as part of pictures
Barnes and Noble
Kalamazoo Public Library
Schuler Books and Music
Grand Rapids Public Library (Main)
142.
Author
Lynn Reiser and
Corazones Valientes
N
N
Y
N
Y
N
Y
N
N
Y
N
Y
Michael Anthony Steele
N
N
N
N
-
-
-
-
-
-
-
-
Susan Middleton Elya
and G. Brian Karas
Angela Elwell Hunt and
Tim Jonke
Rebecca Emberley
N
N
N
N
-
-
-
-
-
-
-
-
N
N
N
N
-
-
-
-
-
-
-
-
N
N
Y
Y
N
N
N
N
N
N
Y
-
Roser Ros and Cristina
Losantos
Bladys Rosa-Mendoza
and Carolina Cifuentes
Cynthia Weill and
Martin Santiago
N
N
N
N
-
-
-
-
-
-
-
-
N
N
N
N
-
-
-
-
-
-
-
-
Y
N
N
N
N
Y
N
N
N
N
Y
-
Alyssa Satin Capucilli
and Pat Schories
Y
N
N
N
Y
Y
N
N
Y
N
N
N
51
152.
153.
154.
155.
156.
157.
158.
159.
Title of Book
Scholastic explora tu
mundo: Mi cuerpo
LEGO City: A repara
ese camión!
Me gusto como soy!
Hello Ocean/ Hola
mar
The Musicians of
Bremen/ Los Musicos
De Bremen
My Garder/ Mi Jardin
Fiesta!
My family and I/ Mi
familia y yo
Lupe Vargas and Her
Super Best Friend/
Lupe Vargas y su
super mejor amiga
Diversity
Word Knowledge
Concept books
Phonological Awareness
Songs in book format
Phonological Awareness
Sounds of animals and other things
Phonological Awareness
Alliteration
Phonological Awareness
Rhyming
Print Awareness
Varying forms of typeface
Print Awareness
Writing as part of pictures
Barnes and Noble
Kalamazoo Public Library
Schuler Books and Music
Grand Rapids Public Library (Main)
151.
Author
Andrea Pinnington
N
N
N
N
-
-
-
-
-
-
-
-
Michael Anthony Steele
Y
Y
N
N
Y
Y
N
N
Y
N
N
-
Nancy Carlson and
Dolores Koch
Pam Munoz Ryan and
Mark Astrella
Roser Ros and Pep
Montserrat
N
N
N
N
-
-
-
-
-
-
-
-
N
N
N
N
-
-
-
-
-
-
-
-
Y
N
N
N
N
Y
N
Y
Y
N
N
-
Rebecca Emberley
Ginger Foglesong Guy
and Rene King Moreno
Gladys Rosa-Mendoza
and Carolina Cifuentes
Amy Costales and
Alexandra Artigas
N
N
N
N
N
Y
N
Y
N
Y
N
N
Y
N
N
Y
N
N
N
N
-
-
-
-
-
-
-
-
N
N
N
N
-
-
-
-
-
-
-
-
52
161.
162.
163.
164.
165.
166.
167.
168.
Title of Book
Los tres cerditos y el
lobo no tan feroz
Salta, Ranita, Salta!
LEGO City: A
construir la ciudad!
Little Pim: Colors
Little Pim: Number
Richard Scarry´s Best
Counting Book Ever/
El mejor libro para
contar de Richard
Scarry
Farmers Market/ Día
de mercado
¿Cómo se curan los
dinosaurios?
Como mamá/ Just
Like Mom
Title of Book
Mark Teague
Diversity
Word Knowledge
Concept books
Phonological Awareness
Songs in book format
Phonological Awareness
Sounds of animals and other things
Phonological Awareness
Alliteration
Phonological Awareness
Rhyming
Print Awareness
Varying forms of typeface
Print Awareness
Writing as part of pictures
Barnes and Noble
Kalamazoo Public Library
Schuler Books and Music
Grand Rapids Public Library (Main)
160.
Y
N
Y
Y
Y
Y
N
N
N
N
N
-
Robert Kalan and Byron
Barton
Scholastic
N
N
Y
Y
Y
Y
N
N
N
N
N
Y
Y
N
N
N
N
N
N
N
N
N
N
-
Julia Pimsleur Levine
Julia Pimsleur Levine
Luna Rising Editors
N
N
N
N
N
N
N
N
N
N
N
N
-
-
-
-
-
-
-
-
Carmen Parks
N
N
N
N
-
-
-
-
-
-
-
-
Jane Yolen and Mark
Teague
Y
Y
N
N
Y
Y
Y
N
N
N
N
Y
Isabel Munoz and
Gustavo Mazali
Y
N
N
N
-
-
-
-
-
-
-
-
53
170.
171.
172.
173.
174.
175.
176.
177.
Title of Book
Princess Prissypants
Goes to Spain
Bear´s Busy Family/
La familia ocupada de
Oso
El expreso polar
La vida del pingüino
The Bossy Gallito/ El
gallo de bodas
Día de Martin Luther
King, Jr.
What Can You Do
With a Paleta? / ¿Qúe
puedes hacer con una
paleta?
My Opposites/ Mis
Opuestos
Otto se presenta para
presidente
Author
Ashley Putnam Evans
and Martha-Elizabeth
Ferguson
Stella Blackstone and
Debbie Harter
Diversity
Word Knowledge
Concept books
Phonological Awareness
Songs in book format
Phonological Awareness
Sounds of animals and other things
Phonological Awareness
Alliteration
Phonological Awareness
Rhyming
Print Awareness
Varying forms of typeface
Print Awareness
Writing as part of pictures
Barnes and Noble
Kalamazoo Public Library
Schuler Books and Music
Grand Rapids Public Library (Main)
169.
N
N
N
N
-
-
-
-
-
-
-
-
N
N
N
N
-
-
-
-
-
-
-
-
Chris Van Allsburg
Nancy Dickmann
Lucia M. Gonzalez y
Lulu Delacre
Revecca Rissman
Y
N
N
N
N
N
N
N
Y
N
N
N
Y
Y
Y
Y
N
Y
N
N
N
Y
N
N
N
N
Y
-
N
N
N
N
-
-
-
-
-
-
-
-
Carmen Tafolla and
Magaly Morales
N
N
N
N
-
-
-
-
-
-
-
-
Revecca Emberley
N
N
Y
N
N
Y
N
N
N
N
Y
-
Rosemary Wells
N
N
N
N
-
-
-
-
-
-
-
-
54
179.
180.
181.
182.
183.
184.
185.
186.
Title of Book
A Gift from Papá
Diego/ Un regalo de
papá Diego
The Runaway Piggy/
El cochinito fugitivo
My Little Word Book
Bilingual
The Spirit of Tio
Fernando: A Day of
the Dead Story
Cuando los animales
fueron gente
Mi Amor Por Ti/ My
Love for You
La Verdadera historia
de los tres cerditos!
Best Best Colors: Los
mejores colores
My First Bilingual
Book: Home/ Casa
Author
Benjamin Alire Sáenz
and Geronimo Garcie
Diversity
Word Knowledge
Concept books
Phonological Awareness
Songs in book format
Phonological Awareness
Sounds of animals and other things
Phonological Awareness
Alliteration
Phonological Awareness
Rhyming
Print Awareness
Varying forms of typeface
Print Awareness
Writing as part of pictures
Barnes and Noble
Kalamazoo Public Library
Schuler Books and Music
Grand Rapids Public Library (Main)
178.
Y
N
Y
N
Y
Y
N
N
N
N
N
N
James Luna and Laura
Lacamara
Roger Priddy
Y
N
N
N
Y
Y
N
N
N
N
N
N
N
N
N
N
-
-
-
-
-
-
-
-
Janice Levy and Morella
Fuenmayor
Y
N
N
N
Y
N
N
N
N
N
N
N
Bonnie Larson and
Modesto Rivera Lemus
Susan L. Roth
N
N
N
N
-
-
-
-
-
-
-
-
N
N
N
Y
N
N
N
N
N
N
Y
-
Jon Scieszka and Lane
Smith
Eric Hoffman and
celeste Henriquez
Milet Publishing
N
N
Y
Y
Y
Y
N
N
N
N
N
-
N
N
N
N
-
-
-
-
-
-
-
-
N
N
N
N
-
-
-
-
-
-
-
-
55
188.
189.
190.
191.
192.
193.
194.
195.
Title of Book
Let´s Go to the
Farm/Vamos a la
Granja
Festival of Bones/ El
Festival de las
calaveras
Higher! Higher! Mas
Alto! Mas Alto!
Tenqo que ir!
Tumbleweed Stew/
Sopa de matojos
Before You Were
Here, Mi Amor
Maisy´s Animals/ Los
animales de maisy
Friends from the Other
Side/ Amigos del otro
lado
Caillou, Sorpresa!
Diversity
Word Knowledge
Concept books
Phonological Awareness
Songs in book format
Phonological Awareness
Sounds of animals and other things
Phonological Awareness
Alliteration
Phonological Awareness
Rhyming
Print Awareness
Varying forms of typeface
Print Awareness
Writing as part of pictures
Barnes and Noble
Kalamazoo Public Library
Schuler Books and Music
Grand Rapids Public Library (Main)
187.
Author
Fisher-Price ™ and Lori
C. Froeb
N
N
N
N
-
-
-
-
-
-
-
-
Luis San Vicente
Y
N
Y
N
Y
Y
Y
N
Y
N
N
-
Leslie Patricelli
Y
N
N
N
N
Y
N
N
N
N
Y
Y
Robert Munsch and
Michael Martchenko
Susan Stevens Crummel
and Janet Stevens
Samantha Vamos and
Santiago Cohen
Lucy Cousins
N
N
N
N
-
-
-
-
-
-
-
-
Y
N
N
N
Y
Y
N
N
N
N
N
-
N
N
N
N
-
-
-
-
-
-
-
-
N
N
Y
Y
N
N
N
N
N
N
Y
-
Gloria E. Anzaldua and
Consuelo Mendez
N
N
Y
N
Y
Y
N
N
N
N
N
N
Fabian Savary
N
N
N
N
-
-
-
-
-
-
-
-
198.
199.
200.
201.
202.
203.
204.
205.
206.
Title of Book
Año nuevo chino
Bear in a Square/Oso
en un Cuadrado
Maisy´s Clothes/ La
Ropa de Maisy
This House is Made of
Mud/ Esta casa esta
hecha de lodo
Police Officer/ El
Policia
Día del presidente
Bear in Sunshine/ Oso
bajo el sol
My Tata´s Guitar/ La
Guitarra de Mi Tata
El alce que tenia sed
Caillou, Contrarios
Colors! / Colores!
Author
Nancy Dickmann
Stella Blackstone and
Debbie Harter
Lucy Cousins
Diversity
Word Knowledge
Concept books
Phonological Awareness
Songs in book format
Phonological Awareness
Sounds of animals and other things
Phonological Awareness
Alliteration
Phonological Awareness
Rhyming
Print Awareness
Varying forms of typeface
Print Awareness
Writing as part of pictures
Barnes and Noble
Kalamazoo Public Library
Schuler Books and Music
Grand Rapids Public Library (Main)
56
196.
197.
N
N
N
N
N
N
N
N
-
-
-
-
-
-
-
-
N
N
N
N
-
-
-
-
-
-
-
-
Ken Buchanan and
Libba Tray
N
N
N
N
-
-
-
-
-
-
-
-
Jacqueline Laks Gorman
and Gregg Andersen
Rebecca Rissman
Stella Blackstone and
Debbie Harter
Ethriam Cash Brammer
and Daniel Lechon
David Orme
Fabian Savary
Jorge Luján and Piet
Grobler
N
N
N
N
-
-
-
-
-
-
-
-
N
N
N
N
N
N
N
N
-
-
-
-
-
-
-
-
N
N
N
N
-
-
-
-
-
-
-
-
Y
N
N
N
N
N
N
N
N
N
N
N
N
-
N
-
N
-
Y
-
N
-
N
-
N
-
-
57
208.
209.
210.
211.
212.
213.
Title of Book
My School/ Mi
Escuela
Who Hops?/Quién
salta?
El peso de una misa:
Un relato de fe
My First Bilingual
Book: Numbers
David se mete en lios
Scholastic Explora Tu
Mundo: Los tiburones
I live here!/ Yo vivo
aquí!
214.
¿Dónde está Eric?
215.
216.
Mis cinco sentidos
I´m Too Big/ Soy
Demasiado Grande
Author
Rebecca Emberley
Diversity
Word Knowledge
Concept books
Phonological Awareness
Songs in book format
Phonological Awareness
Sounds of animals and other things
Phonological Awareness
Alliteration
Phonological Awareness
Rhyming
Print Awareness
Varying forms of typeface
Print Awareness
Writing as part of pictures
Barnes and Noble
Kalamazoo Public Library
Schuler Books and Music
Grand Rapids Public Library (Main)
207.
N
N
N
N
-
-
-
-
-
-
-
-
Katie Davis and F. Isabel
Campoy
Josephine Nobisso and
Katalin Szegedi
Milet Publishing
N
N
N
N
-
-
-
-
-
-
-
-
N
N
N
N
-
-
-
-
-
-
-
-
N
N
N
N
-
-
-
-
-
-
-
-
David Shannon and
Teresa Mlawer
Penelope Arion
N
N
N
N
-
-
-
-
-
-
-
-
N
N
N
N
-
-
-
-
-
-
-
-
Gladys Rosa-Mendoze
and Margarita E.
Gonzalez
Isabel Munoz and
Gustavo Mazali
Aliki
Lone Morton and Steve
weatherill
N
N
N
N
-
-
-
-
-
-
-
-
N
N
N
N
-
-
-
-
-
-
-
-
N
Y
N
N
N
N
Y
N
N
N
N
Y
N
N
N
N
N
N
N
N
Y
Y
N
-
58
218.
219.
220.
Title of Book
Perros! Perros! Dogs!
Dogs!
Author
Ginger Foglesong Guy
and Sharon Glick
Number 123/ Los
números 123
El verano
221.
Eight Animals on the
Town (Spanish
Edition)
Colors/ Los Colores
222.
Pluma para almorzar
223.
Clifford va a la
escuela de perros
Es mío/ It´s Mine
224.
225.
My First Bilingual
Book: Opposites
Diversity
Word Knowledge
Concept books
Phonological Awareness
Songs in book format
Phonological Awareness
Sounds of animals and other things
Phonological Awareness
Alliteration
Phonological Awareness
Rhyming
Print Awareness
Varying forms of typeface
Print Awareness
Writing as part of pictures
Barnes and Noble
Kalamazoo Public Library
Schuler Books and Music
Grand Rapids Public Library (Main)
217.
Y
N
Y
N
N
Y
Y
Y
N
N
Y
Y
Gladys Rosa-Mendoza
and Mark Wesley
Sian Smith and Rebecca
Rissman
Susan Middleton Elya
and Lee Chapman
N
N
N
N
-
-
-
-
-
-
-
-
N
N
Y
N
N
N
N
N
N
N
Y
Y
N
N
N
N
-
-
-
-
-
-
-
-
Clare Beaton
N
N
N
N
-
-
-
-
-
-
-
-
Lois Ehlert and Alma
Flor Ada
Norman Bridwell
N
N
N
N
-
-
-
-
-
-
-
-
N
N
N
N
-
-
-
-
-
-
-
-
Isabel Munoz and
Gustavo Mazali
Milet Publishing
N
N
N
N
-
-
-
-
-
-
-
-
N
Y
N
N
N
N
N
N
N
N
Y
N
59
227.
228.
229.
230.
231.
232.
233.
234.
235.
Title of Book
My First Bilingual
Book: Vegetables
Scholastic explora tu
mundo: Crías de
animales
Taking a Walk/
Caminando
Jorge el curioso
Jack and the
Beanstalk/ Jack y los
frijoles magicos
Maisy´s Food/ Los
Alimentos de Maisy
Animals/Los Animales
Dios es bueno todo el
tiempo
Si llevas un raton al
cine
Oliver Button es una
nene
Diversity
Word Knowledge
Concept books
Phonological Awareness
Songs in book format
Phonological Awareness
Sounds of animals and other things
Phonological Awareness
Alliteration
Phonological Awareness
Rhyming
Print Awareness
Varying forms of typeface
Print Awareness
Writing as part of pictures
Barnes and Noble
Kalamazoo Public Library
Schuler Books and Music
Grand Rapids Public Library (Main)
226.
Author
Milet Publishing
N
N
N
N
-
-
-
-
-
-
-
-
Andrea Pinnington
N
N
N
N
-
-
-
-
-
-
-
-
Rebecca Emberley
N
N
N
N
-
-
-
-
-
-
-
-
H.A. Rey
Ladybird
Y
N
Y
N
Y
Y
Y
N
Y
N
Y
Y
N
N
Y
N
Y
N
N
N
N
N
N
N
Lucy Cousins
N
N
N
N
-
-
-
-
-
-
-
-
Clare Beaton
Aleksey Ivanov and
Olga Ivanov
Laura Numeroff and
Felicia Bond
Tomie dePaola and
Sandra Lopez Varela
Y
N
N
N
N
N
N
N
N
-
Y
-
N
-
N
-
N
-
N
-
Y
-
-
Y
N
N
N
Y
Y
N
N
N
N
N
N
N
N
N
N
-
-
-
-
-
-
-
-
60
237.
238.
239.
240.
241.
Title of Book
Say Hola to Spanish at
the Circus
Gorilita
Author
Susan Middleton Elya
and Loretta Lopez
Ruth Bornstein
Scholastic Explora Tu
Mundo: La granja
My First Book of
Spanish Words
My House/ Mi casa
242.
I´m just Like My
Mom/Me parezco
tanto a mi mama
La Canción del lagarto
243.
Little Pim: Feelings
244.
245.
Cinderella/Cenicienta
Uno Dos Tres
Diversity
Word Knowledge
Concept books
Phonological Awareness
Songs in book format
Phonological Awareness
Sounds of animals and other things
Phonological Awareness
Alliteration
Phonological Awareness
Rhyming
Print Awareness
Varying forms of typeface
Print Awareness
Writing as part of pictures
Barnes and Noble
Kalamazoo Public Library
Schuler Books and Music
Grand Rapids Public Library (Main)
236.
Y
N
Y
N
Y
Y
Y
N
N
N
N
Y
N
N
N
N
-
-
-
-
-
-
-
-
Penelope Arion
N
N
N
N
-
-
-
-
-
-
-
-
Katy R. Kudela
Y
N
Y
N
Y
Y
N
N
N
N
Y
Y
Gladys Rosa-Mendoza
and Mark Wesley
Jorge Ramos and Akemi
Gutierrez
N
N
N
N
-
-
-
-
-
-
-
-
Y
N
N
N
Y
Y
N
N
N
N
N
N
George Shannon and
Jose Aruego
Julia Pimsleur Levine
Y
N
N
N
N
Y
Y
Y
Y
Y
N
-
N
N
N
N
-
-
-
-
-
-
-
-
Ladybird
Patrice Aggs and
Yanitzia Canetti
N
N
N
N
N
N
N
N
-
-
-
-
-
-
-
-
61
247.
248.
249.
250.
251.
252.
253.
254.
255.
Title of Book
Colors and Shapes/
Los colores y las
figuras
Albertina anda arriba:
el abecedario
Alfombras de aserrín
Y Si…
Blanca Nieves
Strega Nona
Author
Gladys Rosa-Mendoza
and Carolina Cifuentes
Diversity
Word Knowledge
Concept books
Phonological Awareness
Songs in book format
Phonological Awareness
Sounds of animals and other things
Phonological Awareness
Alliteration
Phonological Awareness
Rhyming
Print Awareness
Varying forms of typeface
Print Awareness
Writing as part of pictures
Barnes and Noble
Kalamazoo Public Library
Schuler Books and Music
Grand Rapids Public Library (Main)
246.
N
N
N
N
-
-
-
-
-
-
-
-
Nancy Maria Grande
Tabor
Amelia Lau Carling
Sarah Perry
Ladybird
Tomie dePaola
N
N
N
N
-
-
-
-
-
-
-
-
N
N
N
Y
N
N
N
N
N
N
N
N
N
N
N
N
N
Y
Y
N
N
N
N
N
Scholastic Explora Tu
Mundo: Perritos y
gatitos
Family/ La familia
Penelope Arion
N
N
N
N
-
-
-
-
-
-
-
-
Clare Beaton
Y
N
N
N
N
N
N
N
N
N
Y
-
Cheerios: El libro de
jugar
Lector de Scholastic
Explora tu Mundo
Nivel 1: Planetas
Lee Wade
N
N
N
N
-
-
-
-
-
-
-
-
Gail Tuchman
N
N
N
N
-
-
-
-
-
-
-
-
258.
Margarita y Margaret
259.
Hello Night/ Hola
Noche
Te doy gracias
62
260.
261.
262.
263.
264.
265.
Abecedario De Los
Animales
Caillou, La Hora Del
Baño
Spanish for Beginners
Transportation/ El
transporte
La Señorita Runfio
Author
Jonah Winter and Kevin
Hawkes
Monica Wellington and
elda del Risco
Lynn Reiser
Diversity
Word Knowledge
Concept books
Phonological Awareness
Songs in book format
Phonological Awareness
Sounds of animals and other things
Phonological Awareness
Alliteration
Phonological Awareness
Rhyming
Print Awareness
Varying forms of typeface
Print Awareness
Writing as part of pictures
Barnes and Noble
Kalamazoo Public Library
Schuler Books and Music
Grand Rapids Public Library (Main)
257.
Title of Book
Compórtate, Pablo
Picasso
Ana Cultiva Manzanas
256.
N
N
N
N
-
-
-
-
-
-
-
-
N
N
N
N
-
-
-
-
-
-
-
-
Y
N
Y
Y
N
Y
N
N
N
N
Y
N
Amy Costales and
Mercedes McDonald
Josephine Page and
Caroline Jayne Church
Alma Flor Ada and Vivi
Escriva
Joceline Sanhagrin
Y
N
N
N
N
Y
Y
N
Y
N
N
N
N
N
N
N
-
-
-
-
-
-
-
-
N
N
N
N
-
-
-
-
-
-
-
-
N
N
N
N
-
-
-
-
-
-
-
-
Angela Wilkes and John
Shackell
Clare Beaton
N
N
N
N
-
-
-
-
-
-
-
-
Y
N
N
N
N
N
N
N
N
N
Y
-
Barbara Cooney
N
N
N
N
-
-
-
-
-
-
-
-
63
267.
268.
269.
270.
271.
Title of Book
Caillou, El osito del
peluche
Scholastic Explora Tu
Mundo: Vehículos de
emergencia
DK Readers: Crías Del
Mundo Animal
Madeline (Spanish
Edition)
Siesta
272.
The Usborne Picture
Dictionary In Spanish
Rumpelstiltskin
273.
Huevos Asombrosos
274.
First Hundred Words
in Spanish
Hairs/Pelitos
275.
Diversity
Word Knowledge
Concept books
Phonological Awareness
Songs in book format
Phonological Awareness
Sounds of animals and other things
Phonological Awareness
Alliteration
Phonological Awareness
Rhyming
Print Awareness
Varying forms of typeface
Print Awareness
Writing as part of pictures
Barnes and Noble
Kalamazoo Public Library
Schuler Books and Music
Grand Rapids Public Library (Main)
266.
Author
Joceline Sanhagrin
N
N
N
N
-
-
-
-
-
-
-
-
Penelope Arion
N
N
N
N
-
-
-
-
-
-
-
-
Karen Wallace
N
N
N
N
-
-
-
-
-
-
-
-
Ludwig Bemelmans
N
N
Y
N
Y
Y
Y
N
N
N
N
N
Ginger Foglesong Guy
and Rene King Moreno
Felicity Brooks and
Mairi MacKinnon
Xavier Carrasco and
Francesc Infante
Fran Hodgkins and
Wendy Smith
Heather Amery and
Stephen Cartwright
Sandra Cisneros
Y
N
Y
Y
Y
Y
N
N
N
Y
N
N
N
N
N
N
-
-
-
-
-
-
-
-
N
N
N
N
-
-
-
-
-
-
-
-
N
N
N
N
-
-
-
-
-
-
-
-
Y
N
N
N
N
N
N
N
N
N
Y
Y
N
N
Y
Y
Y
Y
N
N
N
N
N
Y
64
277.
278.
279.
280.
281.
282.
283.
Diversity
Word Knowledge
Concept books
Phonological Awareness
Songs in book format
Phonological Awareness
Sounds of animals and other things
Phonological Awareness
Alliteration
Phonological Awareness
Rhyming
Print Awareness
Varying forms of typeface
Print Awareness
Writing as part of pictures
Barnes and Noble
Kalamazoo Public Library
Schuler Books and Music
Grand Rapids Public Library (Main)
276.
Title of Book
Picture Dictionary,
Grades K-4, SpanishEnglish
Estrella de Navidad
Author
American Education
Publishing
N
N
N
N
-
-
-
-
-
-
-
-
Marcus Pfister
N
N
N
N
-
-
-
-
-
-
-
-
Everybody Has
Feelings/Todos
tenemos sentimientos
Los Perros Magicos de
los volcanes
Lol
Charles Avery
N
N
N
N
-
-
-
-
-
-
-
-
Manlio Argueta and
Harriet Rohmer
Loufane Gladys RosaMendoza
Loretta Lopez
N
N
N
N
-
-
-
-
-
-
-
-
N
N
N
N
-
-
-
-
-
-
-
-
Y
N
N
N
Y
Y
N
N
Y
N
N
Y
Bruce Johnson and
Sindy McKay
Sally Delaney and
Rebecca Elliot
N
N
N
N
-
-
-
-
-
-
-
-
N
N
N
N
-
-
-
-
-
-
-
-
Qué Sorpresa de
Cumpleaños!
About Dogs/ Acerca
de Los Perros
Pull the Tab: My First
Words in Spanish: Mis
Primeras palabras en
español
286.
El gran granero rojo
287.
288.
290.
Clothes/ La ropa
Un Alce, Veinte
Ratones
My First
English/Spanish
Dictionary of
Sentences
El Paseo de Rosie
291.
292.
El pez arco iris
Say Something, Perico
293.
500 palabras nuevas
para ti
65
289.
Author
Ladybird
Diversity
Word Knowledge
Concept books
Phonological Awareness
Songs in book format
Phonological Awareness
Sounds of animals and other things
Phonological Awareness
Alliteration
Phonological Awareness
Rhyming
Print Awareness
Varying forms of typeface
Print Awareness
Writing as part of pictures
Barnes and Noble
Kalamazoo Public Library
Schuler Books and Music
Grand Rapids Public Library (Main)
285.
Title of Book
The Wizard of Oz/ El
mago de oz
Cinco the Clinic Cat
284.
N
N
N
N
-
-
-
-
-
-
-
-
Carol Brickell and Jim
Hastings
Margaret Wise Brown
and Felicia Bond
Clare Beaton
Clare Beaton
N
N
N
N
-
-
-
-
-
-
-
-
Y
N
Y
Y
Y
Y
Y
N
Y
N
N
-
N
N
N
N
N
N
N
N
-
-
-
-
-
-
-
-
Armelle Modere
N
N
N
N
-
-
-
-
-
-
-
-
Pat Hutchins and Alma
Flor Ada
Marcus Pfister
Trudy Harris and Cecilia
Rebora
Kristin Kest
N
N
N
N
-
-
-
-
-
-
-
-
N
N
N
N
N
N
N
N
-
-
-
-
-
-
-
-
N
N
N
Y
Y
Y
N
N
N
N
Y
-
66
295.
296.
297.
298.
299.
300.
301.
302.
303.
Title of Book
Te Quiero Más
Dónde está?
Caillou, Que Falta?
Carlos and the
Cornfield/ Carlos y la
milpa de maiz
El Pez Arco Iris y la
Ballena Azul
Delfines/ Dolphins
La vida de la manzana
El Devoradorde
Hombres
Learn Spanish
Through Fairy Tales
Beauty and the Beast
Level 3
My First Bilingual
Book: Colors
Author
Laura Duksta and Karen
Keesler
Bobbie Kalman
Fabian Savary
Jan Romero Stevens and
Jeanne Stevens
Diversity
Word Knowledge
Concept books
Phonological Awareness
Songs in book format
Phonological Awareness
Sounds of animals and other things
Phonological Awareness
Alliteration
Phonological Awareness
Rhyming
Print Awareness
Varying forms of typeface
Print Awareness
Writing as part of pictures
Barnes and Noble
Kalamazoo Public Library
Schuler Books and Music
Grand Rapids Public Library (Main)
294.
N
Y
N
Y
Y
Y
Y
N
N
N
N
N
N
N
N
N
N
N
N
N
N
N
N
N
-
-
-
-
-
-
-
-
Marcus Pfister and Delza
Pereira
Carol K. Lindeen
Nancy Dickmann
Horacio Quiroga
N
N
N
N
-
-
-
-
-
-
-
-
N
N
N
N
N
N
N
N
N
N
N
N
-
-
-
-
-
-
-
-
David Burke and Miguel
Sandoval
N
N
N
N
-
-
-
-
-
-
-
-
Milet Publishing
N
N
N
N
-
-
-
-
-
-
-
-
306.
307.
308.
309.
310.
311.
312.
Title of Book
La Catarina
Tiranosaurio
rex/Tyrannosaurus
Rex
Franklin y Harriet
La huerta de
manzanas/ The Apple
Orchard
La Bella durmiente,
Cenicienta, La
sirenita, La cigarra y la
hormiga
The Christmas Gift/El
regalo de Navidad
Say it with/ Diga con
Skippyjon Jones
Weather/El Tiempo
Oh, the Colors/ De
Colores
Author
David M. Schwartz
Helen Frost and Jon
Hughes
Diversity
Word Knowledge
Concept books
Phonological Awareness
Songs in book format
Phonological Awareness
Sounds of animals and other things
Phonological Awareness
Alliteration
Phonological Awareness
Rhyming
Print Awareness
Varying forms of typeface
Print Awareness
Writing as part of pictures
Barnes and Noble
Kalamazoo Public Library
Schuler Books and Music
Grand Rapids Public Library (Main)
67
304.
305.
N
N
N
N
N
N
N
N
-
-
-
-
-
-
-
-
Paulette Bourgeois and
Alejandra Lopez Verela
Patricia J. Murphy
N
N
N
N
-
-
-
-
-
-
-
-
Y
N
N
N
Y
Y
N
N
N
N
N
Y
Combel Editorial
N
N
N
N
-
-
-
-
-
-
-
-
Francisco Jimenez and
Claire B. Cotts
Judy Schachner
N
N
N
N
-
-
-
-
-
-
-
-
N
N
N
N
-
-
-
-
-
-
-
-
Clare Beaton
Ashley Wolff
N
N
N
N
N
N
N
N
-
-
-
-
-
-
-
-
313.
68
314.
315.
316.
317.
318.
319.
320.
321.
Diversity
Word Knowledge
Concept books
Phonological Awareness
Songs in book format
Phonological Awareness
Sounds of animals and other things
Phonological Awareness
Alliteration
Phonological Awareness
Rhyming
Print Awareness
Varying forms of typeface
Print Awareness
Writing as part of pictures
Barnes and Noble
Kalamazoo Public Library
Schuler Books and Music
Author
Katharine Kenah
Grand Rapids Public Library (Main)
Title of Book
Tiny Terrors, Grades
K-1: Terrores
diminutos, level 2
My First 100 Words in
Spanish/English
My Pal Victor: Mi
Amigo Victor
Kitten´s Adventure/
Las Aventuras Del
Gatito
Verde dice
adelante/Green Means
Go
Ricitos de oro
Caillou: My house/Mi
Casa
Clifford el gran perro
rojo
Estrellita de oro/Little
Gold Star
N
N
N
N
-
-
-
-
-
-
-
-
Keith Faulkner and Paul
Johnson
Diane Bertrand
N
N
N
Y
N
Y
N
N
N
N
Y
Y
N
N
N
N
-
-
-
-
-
-
-
-
Michéle Coxon
N
N
N
N
-
-
-
-
-
-
-
-
Susan Ring
N
N
N
N
-
-
-
-
-
-
-
-
Margarita Ruiz
Chouette Publising and
Pierre Brignaud
Norman Bridwell
N
Y
N
N
N
N
N
N
-
-
-
-
-
-
-
-
N
N
N
N
-
-
-
-
-
-
-
-
Joe Hayes and Gloria
Osuna Perez
Y
N
Y
N
N
Y
N
N
N
N
N
N
69
323.
324.
325.
326.
327.
328.
329.
330.
Title of Book
It´s Raining Cats and
Frogs
Opuestos de Dora
El Autobús Mágico en
el Interior de la Tierra
Have You Fed the
Cat?/Le has dado de
comer al gato?
My First Taggies: La
araña chiquitita
Cuando alguien muy
especial muere
What Am I Playing?
/Qué juego?
Nueva York/ New
York
Play Lady: La señora
juguetona
Author
Harriet Ziefert and Ethan
Long
Phoeve Beinstein and
Robert Roper
Joanna Cole and Bruce
Degen
Michéle Coxon
Diversity
Word Knowledge
Concept books
Phonological Awareness
Songs in book format
Phonological Awareness
Sounds of animals and other things
Phonological Awareness
Alliteration
Phonological Awareness
Rhyming
Print Awareness
Varying forms of typeface
Print Awareness
Writing as part of pictures
Barnes and Noble
Kalamazoo Public Library
Schuler Books and Music
Grand Rapids Public Library (Main)
322.
N
N
N
N
-
-
-
-
-
-
-
-
N
N
N
N
-
-
-
-
-
-
-
-
N
N
N
N
-
-
-
-
-
-
-
-
N
N
N
N
-
-
-
-
-
-
-
-
Jill McDonald
N
N
N
N
-
-
-
-
-
-
-
-
Marge Eaton Heegaard
N
N
N
N
-
-
-
-
-
-
-
-
Editors of the American
Heritage Dictionaries
and Pamela Zagarenski
Sarah De Capua
N
N
N
N
-
-
-
-
-
-
-
-
N
N
N
N
-
-
-
-
-
-
-
-
Eric Hoffman and
Suzanne Tornquist
N
N
N
N
-
-
-
-
-
-
-
-
334.
335.
336.
337.
338.
339.
340.
Title of Book
My Toys/Mis Juguetes
El elefante
La primera Navidad de
Clifford
Toys: EnglishSpanish: Los juguetes
First Words/ Primeras
palabras
El rey leon: Un cuento
contado
La Cocina de Noche
Leo, el Retono Tardio
Silencio Ruido
Owls/Buhos Y
Lechuzas
Diversity
Word Knowledge
Concept books
Phonological Awareness
Songs in book format
Phonological Awareness
Sounds of animals and other things
Phonological Awareness
Alliteration
Phonological Awareness
Rhyming
Print Awareness
Varying forms of typeface
Print Awareness
Writing as part of pictures
Barnes and Noble
Kalamazoo Public Library
Schuler Books and Music
Grand Rapids Public Library (Main)
70
331.
332.
333.
Author
Rebecca Emberley
Patricia Whitehouse
Norman Bridwell
N
N
N
N
N
N
N
N
N
N
N
N
-
-
-
-
-
-
-
-
Clare Beaton
N
N
N
N
-
-
-
-
-
-
-
-
Inc. Sterling Publising
Co.
RH Disney and Desiree
Marquez
Maurice Sendak
Robert Kraus and Jose
Aruego
Leslie Patricelli
JoAnn Early Macken
N
Y
N
N
N
Y
N
N
N
N
Y
Y
N
N
N
N
-
-
-
-
-
-
-
-
N
Y
N
N
N
N
N
N
Y
Y
N
N
Y
N
Y
-
N
N
N
N
N
N
N
N
-
-
-
-
-
-
-
-
APPENDIX B
Differences Between Scores Assigned by Rater 1 and Rater 2
71
Differences Between Scores Assigned by Rater 1 and Rater 2
Coding Form
Book #
Rater 1 Score
Rater 2 Score
Difference
between Rater 1
and Rater 2
scores
3
2
0
2
7
3
3
0
8
0
1
1
12
3
3
0
13
1
2
1
19
3
3
0
21
0
0
0
23
6
4
0
24
3
1
2
29
3
4
1
30
2
1
1
32
3
3
0
33
4
3
1
35
3
3
0
38
2
2
0
39
2
2
2
42
2
2
0
72
Coding Form
Book #
Rater 1 Score
Rater 2 Score
Difference
between Rater 1
and Rater 2
scores
45
3
2
1
46
4
4
0
50
1
1
0
55
2
2
0
56
1
2
1
60
1
0
1
64
2
1
1
67
1
1
0
75
2
1
1
76
3
3
0
77
0
1
1
83
0
0
0
93
1
1
0
95
5
3
2
101
2
1
1
104
2
2
0
108
2
2
0
119
3
3
0
73
Coding Form
Book #
Rater 1 Score
Rater 2 Score
Difference
between Rater 1
and Rater 2
scores
121
1
1
0
122
3
3
0
Total differences: 18
74
APPENDIX C
Books Facilitating One Pre-Literacy Skill
75
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
36.
37.
38.
39.
40.
Title of Book
Perro Grande…Perro Pequeño
Buenas noches, Luna
Author
P.D. Eastman
Margaret Wise Brown and Clement Hurd
Viva Frida
Biblia para niños, Historias de Jesús
Marisol McDonald Doesn´t Match:
Marisol McDonald no combina
Frida
Diez deditos de las manos y Diez deditos
de los pies/ Ten Little Fingers and Ten
Little Toes
Si le das una galletita a un ratón
Pele, King of Soccer/ Pele, El rey del
fútbol
Corduroy (Spanish version)
Presiona Aquí
My Name is Gabito / Me llamo Gabito
Clifford va al doctor
Jorge el curioso en el partido de béisbol
¿Dónde está Spot?
The Day of the Dead/ El día de los
muertos
Big Pig and Little Pig/ Cerdo y Cerdito
The Three Little Pigs/ Los Tres Cerditos
My Very First Book of Shapes/ Mi primer
libro de figuras
Sí le das un panqueque a una cerdita
The Story of Jesus/ La Historia de Jesus
Yuyi Morales and Tim O´Meara
Sally Lloyd-Jones
Monica Brown Ph.D. and Sara Palacios
Gathering the Sun: An Alphabet in
Spanish and English
My clothes/ Mi ropa
Oso polar, oso polar, ¿qué es ese ruidoo?
My Animals/ Mis Animales
Te amo, sol/ Te amo luna
Abuela
Amelia Bedelia (Spanish Edition)
Silvestre Y La Piedrecita Magica
My Numbers/Mis Numeros
Los tres cerditos y el lobo no tan feroz
Salta, Ranita, Salta!
¿Cómo se curan los dinosaurios?
El expreso polar
A Gift from Papá Diego/ Un regalo de
papá Diego
The Runaway Piggy/ El cochinito
fugitivo
The Spirit of Tio Fernando: A Day of the
Dead Story
Mi Amor Por Ti/ My Love for You
La Verdadera historia de los tres cerditos!
Tumbleweed Stew/ Sopa de matojos
76
Jonah Winter
Mem Fox and Helen Oxenbury
Laura Joffe Numeroff and Felicia Bond
Monica Brown and Rudy Gutierrez
Don Freeman
Herve Tuliet
Monica Brown and Raul Colon
Norman Bridwell
H.A. Rey
Eric Hill and Teresa Mlawer
Bob Barner
David McPhail and Alma Flor Ada
Mercé Escardó i Bas and Pere Joan
Eric Carle
Laura Numeroff and Felicica Bond
Patricia A. Pingry and Rebecca McKillip
Thornburgh
Almas Flor Ada
Rebecca Emberley
Bill Martin and Eric Carle
Rebecca Emberley
Karen Pandell and Tomie dePaola
Arthur Dorros and Sandra Marulanda
Dorros
Peggy Parish and Yanitzia Canetti
William Steig
Rebecca Emberley
Mark Teague
Robert Kalan and Byron Barton
Jane Yolen and Mark Teague
Chris Van Allsburg
Benjamin Alire Sáenz and Geronimo
Garcie
James Luna and Laura Lacamara
Janice Levy and Morella Fuenmayor
Susan L. Roth
Jon Scieszka and Lane Smith
Susan Stevens Crummel and Janet
Stevens
41.
42.
43.
44.
45.
46.
47.
48.
49.
50.
51.
52.
53.
54.
55.
56.
57.
58.
59.
Title of Book
Maisy´s Animals/ Los animales de maisy
Friends from the Other Side/ Amigos del
otro lado
El alce que tenia sed
Mis cinco sentidos
El verano
My First Bilingual Book: Opposites
Jack and the Beanstalk/ Jack y los frijoles
magicos
Si llevas un raton al cine
Say Hola to Spanish at the Circus
I´m just Like My Mom/Me parezco tanto
a mi mama
Strega Nona
Family/ La familia
Transportation/ El transporte
Madeline (Spanish Edition)
First Hundred Words in Spanish
Hairs/Pelitos
Te Quiero Más
La huerta de manzanas/ The Apple
Orchard
Estrellita de oro/Little Gold Star
77
Author
Lucy Cousins
Gloria E. Anzaldua and Consuelo
Mendez
David Orme
Aliki
Sian Smith and Rebecca Rissman
Milet Publishing
Ladybird
Laura Numeroff and Felicia Bond
Susan Middleton Elya and Loretta Lopez
Jorge Ramos and Akemi Gutierrez
Tomie dePaola
Clare Beaton
Clare Beaton
Ludwig Bemelmans
Heather Amery and Stephen Cartwright
Sandra Cisneros
Laura Duksta and Karen Keesler
Patricia J. Murphy
Joe Hayes and Gloria Osuna Perez
APPENDIX D
Books Facilitating Two Pre-Literacy Skills
78
Title of Book
¿Eres Mi Mama?
A is for Airplane/A es para avión
La oruga muy hambrienta
¡Pío Peep!: Traditional Spanish
Nursery Rhymes
My First Spanish Word Board Book/Mi
primer libro de palabras en español
¿Dónde está el ombliguito?
The Cat in the Hat: In English and
Spanish
De Colores and Other Latin American
Folksongs for Children
My Name is Gabriela/ Me llamo
Gabriela
Book Fiesta!
A de activista
Author
P.D. Eastman and Desiree Marquez
Theresa Howell
Eric Carle
Alma Flor Ada and F. Isabel Campoy
Bill Martin and Eric Carle
Rebecca Emberley
Jonathan London
Susan Lowell
16.
17.
Oso pardo, oso pardo, ¿Qeé ves ahí?
My Big Book of Spanish Words
Froggy se viste
The Three Little Javelinas / Los Tres
Pequeños Jablíes
No, David! (Spanish version)
Colors/ Colores
18.
The Ugly Duckling / El patito Feo
19.
20.
21.
My Very First Book of Numbers / Mi
primer libro de números
My Colors/ Mis Colores
La Pequeña locomotora qu sí pudo
Mercé Escardó i Bas and Francesc
Capdevila
Eric Carle
22.
Rubia and the three osos
Susan Middleton Elya and Melissa Sweet
23.
24.
25.
Si le das un panecillo a un alce
Salí de paseo
Olivia
Laura Numeroff and Felicia Bond
Sue Williams
Ian Falconer
26.
First Thousand Words in Spanish
27.
29.
The Baby Chicks Are Singing /Los
pollitos dicen
A sembrar sopa de verduras/ Growing
Vegetable Soup
Say Hola to Spanish
Heather Amery, Mike Olley and Stephen
Cartwright
Ashley Wolff
30.
Freight Train/ Tren de carga
Donald Crews
31.
My House: A Book in Two Langauges/
Mi casa: Un libro en dos lenguas
Rapunzel: A bilingual book
Rebecca Emberley
A Piñata in a Pine Tree: A Latino
Twelve Days of Christmas
Pat Mora and Magaly Morales
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
28.
32.
33.
DK Publishing
Karen Katz
Dr. Seuss and Carlos Rivera
Jose-Luis Orozco and Elisa Kleven
Monica Brown and John Parra
Pat Mora and Rafael Lopez
Martha E. Gonzalez and Innosanto Nagara
David Shannon
Eric Carle
Rebecca Emberley
Watty Piper
79
Lois Ehlert
Susan Middleton Elya and Loretta Lopez
Francesc Bofill and Joma Joma
34.
35.
36.
37.
38.
39.
Title of Book
Tortillas and Lullabies/ Tortillas y
cancioncitas
Opuestos: Mexican Folk Art Opposites
in English and Spanish
Bizcocho
LEGO City: A repara ese camión!
The Musicians of Bremen/ Los
Musicos De Bremen
Fiesta!
43.
44.
45.
46.
47.
48.
49.
50.
51.
The Bossy Gallito/ El gallo de bodas
My Opposites/ Mis Opuestos
Festival of Bones/ El Festival de las
calaveras
Higher! Higher! Mas Alto! Mas Alto!
I´m Too Big/ Soy Demasiado Grande
Jorge el curioso
Animals/Los Animales
My First Book of Spanish Words
La Canción del lagarto
Margarita y Margaret
Hello Night/ Hola Noche
Siesta
52.
53.
54.
55.
56.
57.
Qué Sorpresa de Cumpleaños!
El gran granero rojo
500 palabras nuevas para ti
My First 100 Words in Spanish/English
First Words/ Primeras palabras
Bear at Work/Oso en el trabajo
40.
41.
42.
80
Author
Lynn Reiser and Corazones Valientes
Cynthia Weill and Martin Santiago
Alyssa Satin Capucilli and Pat Schories
Michael Anthony Steele
Roser Ros and Pep Montserrat
Ginger Foglesong Guy and Rene King
Moreno
Lucia M. Gonzalez y Lulu Delacre
Revecca Emberley
Luis San Vicente
Leslie Patricelli
Lone Morton and Steve weatherill
H.A. Rey
Clare Beaton
Katy R. Kudela
George Shannon and Jose Aruego
Lynn Reiser
Amy Costales and Mercedes McDonald
Ginger Foglesong Guy and Rene King
Moreno
Loretta Lopez
Margaret Wise Brown and Felicia Bond
Kristin Kest
Keith Faulkner and Paul Johnson
Inc. Sterling Publising Co.
Stella Blackstone and Debbie Harter
APPENDIX E
Books Facilitating Three Pre-Literacy Skills
81
1.
2.
3.
4.
5.
6.
Title of Book
Mi Primer Libro del Cuerpo/My First
Body Board Book
Muu. Beee. Así fue!
The Cat in the Hat Beginner Book
Dictionary in Spanish
Clifford y los sonidos de los animales
Perros! Perros! Dogs! Dogs!
Leo, el Retono Tardio
82
Author
DK Publishing
Sandra Boynton
P.D. Eastman
Norman Bridwell
Ginger Foglesong Guy and Sharon Glick
Robert Kraus and Jose Aruego
APPENDIX F
Books Facilitating Print Awareness
83
Title of Book
¿Eres Mi Mama?
A is for Airplane/A esTheresa
para avión
Howell
¡Pío Peep!: Traditional Spanish Nursery
Rhymes
Perro Grande…Perro Pequeño
My First Spanish Word Board
Book/Mi primer libro de palabras en
español
Buenas noches, Luna
Author
P.D. Eastman and Desiree Marquez
Viva Frida
¿Dónde está el ombliguito?
Biblia para niños, Historias de Jesús
The Cat in the Hat: In English and
Spanish
Marisol McDonald Doesn´t Match:
Marisol McDonald no combina
Frida
Si le das una galletita a un ratón
Mi Primer Libro del Cuerpo/My First
Body Board Book
De Colores and Other Latin American
Folksongs for Children
My Name is Gabriela/ Me llamo
Gabriela
Pele, King of Soccer/ Pele, El rey del
fútbol
Muu. Beee. Así fue!
Book Fiesta!
A de activista
Corduroy (Spanish version)
Presiona Aquí
My Name is Gabito / Me llamo
Gabito
Clifford va al doctor
My Big Book of Spanish Words
Jorge el curioso en el partido de
béisbol
¿Dónde está Spot?
Froggy se viste
Yuyi Morales and Tim O´Meara
Karen Katz
Sally Lloyd-Jones
Dr. Seuss and Carlos Rivera
Susan Lowell
36.
The Three Little Javelinas / Los Tres
Pequeños Jablíes
No, David! (Spanish version)
Big Pig and Little Pig/ Cerdo y
Cerdito
The Three Little Pigs/ Los Tres
Cerditos
Colors/ Colores
The Ugly Duckling / El patito Feo
My Very First Book of Numbers / Mi
primer libro de números
My Colors/ Mis Colores
37.
Sí le das un panqueque a una cerdita
Laura Numeroff and Felicica Bond
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
Alma Flor Ada and F. Isabel Campoy
P.D. Eastman
DK Publishing
Margaret Wise Brown and Clement Hurd
Monica Brown Ph.D. and Sara Palacios
Jonah Winter
Laura Joffe Numeroff and Felicia Bond
DK Publishing
Jose-Luis Orozco and Elisa Kleven
Monica Brown and John Parra
Monica Brown and Rudy Gutierrez
Sandra Boynton
Pat Mora and Rafael Lopez
Martha E. Gonzalez and Innosanto Nagara
Don Freeman
Herve Tuliet
Monica Brown and Raul Colon
Norman Bridwell
Rebecca Emberley
H.A. Rey
Eric Hill and Teresa Mlawer
Jonathan London
David Shannon
David McPhail and Alma Flor Ada
Mercé Escardó i Bas and Pere Joan
Eric Carle
Mercé Escardó i Bas and Francesc Capdevila
Eric Carle
Rebecca Emberley
84
38.
39.
40.
41.
42.
43.
44.
Title of Book
The Story of Jesus/ La Historia de
Jesus
La Pequeña locomotora qu sí pudo
Rubia and the three osos
Gathering the Sun: An Alphabet in
Spanish and English
Si le das un panecillo a un alce
Olivia
First Thousand Words in Spanish
Author
Patricia A. Pingry and Rebecca McKillip
Thornburgh
Watty Piper
Susan Middleton Elya and Melissa Sweet
Almas Flor Ada
Laura Numeroff and Felicia Bond
Ian Falconer
Heather Amery, Mike Olley and Stephen
Cartwright
Ashley Wolff
52.
The Baby Chicks Are Singing /Los
pollitos dicen
A sembrar sopa de verduras/ Growing
Vegetable Soup
Say Hola to Spanish
The Cat in the Hat Beginner Book
Dictionary in Spanish
Clifford y los sonidos de los animales
Freight Train/ Tren de carga
My House: A Book in Two
Langauges/ Mi casa: Un libro en dos
lenguas
Abuela
53.
Rapunzel: A bilingual book
Francesc Bofill and Joma Joma
54.
Pat Mora and Magaly Morales
55.
A Piñata in a Pine Tree: A Latino
Twelve Days of Christmas
Amelia Bedelia (Spanish Edition)
56.
Silvestre Y La Piedrecita Magica
William Steig
57.
Lynn Reiser and Corazones Valientes
59.
Tortillas and Lullabies/ Tortillas y
cancioncitas
Opuestos: Mexican Folk Art
Opposites in English and Spanish
Bizcocho
60.
LEGO City: A repara ese camión!
Michael Anthony Steele
61.
Roser Ros and Pep Montserrat
62.
The Musicians of Bremen/ Los
Musicos De Bremen
Fiesta!
63.
Los tres cerditos y el lobo no tan feroz
Ginger Foglesong Guy and Rene King
Moreno
Mark Teague
64.
Salta, Ranita, Salta!
Robert Kalan and Byron Barton
65.
¿Cómo se curan los dinosaurios?
Jane Yolen and Mark Teague
66.
67.
El expreso polar
The Bossy Gallito/ El gallo de bodas
Chris Van Allsburg
Lucia M. Gonzalez y Lulu Delacre
68.
My Opposites/ Mis Opuestos
Revecca Emberley
69.
A Gift from Papá Diego/ Un regalo de
papá Diego
The Runaway Piggy/ El cochinito
fugitivo
Benjamin Alire Sáenz and Geronimo Garcie
45.
46.
47.
48.
49.
50.
51.
58.
70.
Lois Ehlert
Susan Middleton Elya and Loretta Lopez
P.D. Eastman
Norman Bridwell
Donald Crews
Rebecca Emberley
Arthur Dorros and Sandra Marulanda Dorros
Peggy Parish and Yanitzia Canetti
Cynthia Weill and Martin Santiago
Alyssa Satin Capucilli and Pat Schories
James Luna and Laura Lacamara
85
Author
Janice Levy and Morella Fuenmayor
74.
Title of Book
The Spirit of Tio Fernando: A Day of
the Dead Story
La Verdadera historia de los tres
cerditos!
Festival of Bones/ El Festival de las
calaveras
Higher! Higher! Mas Alto! Mas Alto!
75.
Tumbleweed Stew/ Sopa de matojos
Susan Stevens Crummel and Janet Stevens
76.
Gloria E. Anzaldua and Consuelo Mendez
77.
Friends from the Other Side/ Amigos
del otro lado
I´m Too Big/ Soy Demasiado Grande
78.
Perros! Perros! Dogs! Dogs!
Ginger Foglesong Guy and Sharon Glick
79.
80.
H.A. Rey
Ladybird
81.
82.
Jorge el curioso
Jack and the Beanstalk/ Jack y los
frijoles magicos
Animals/Los Animales
Si llevas un raton al cine
83.
Say Hola to Spanish at the Circus
Susan Middleton Elya and Loretta Lopez
84.
My First Book of Spanish Words
Katy R. Kudela
85.
Jorge Ramos and Akemi Gutierrez
86.
I´m just Like My Mom/Me parezco
tanto a mi mama
La Canción del lagarto
87.
88.
89.
Strega Nona
Margarita y Margaret
Hello Night/ Hola Noche
Tomie dePaola
Lynn Reiser
Amy Costales and Mercedes McDonald
90.
Madeline (Spanish Edition)
Ludwig Bemelmans
91.
Siesta
92.
93.
Hairs/Pelitos
Qué Sorpresa de Cumpleaños!
Ginger Foglesong Guy and Rene King
Moreno
Sandra Cisneros
Loretta Lopez
94.
El gran granero rojo
Margaret Wise Brown and Felicia Bond
95.
500 palabras nuevas para ti
Kristin Kest
96.
Te Quiero Más
Laura Duksta and Karen Keesler
97.
Patricia J. Murphy
99.
La huerta de manzanas/ The Apple
Orchard
My First 100 Words in
Spanish/English
Estrellita de oro/Little Gold Star
100.
First Words/ Primeras palabras
Inc. Sterling Publising Co.
101.
Leo, el Retono Tardio
Robert Kraus and Jose Aruego
102.
Bear at Work/Oso en el trabajo
Stella Blackstone and Debbie Harter
71.
72.
73.
98.
Jon Scieszka and Lane Smith
Luis San Vicente
Leslie Patricelli
Lone Morton and Steve weatherill
Clare Beaton
Laura Numeroff and Felicia Bond
George Shannon and Jose Aruego
Keith Faulkner and Paul Johnson
Joe Hayes and Gloria Osuna Perez
86
APPENDIX G
Books Facilitating Phonological Awareness
87
Author
P.D. Eastman and Desiree Marquez
Eric Carle
Alma Flor Ada and F. Isabel Campoy
32.
Title of Book
¿Eres Mi Mama?
La oruga muy hambrienta
¡Pío Peep!: Traditional Spanish Nursery
Rhymes
Perro Grande…Perro Pequeño
Buenas noches, Luna
The Cat in the Hat: In English and
Spanish
Diez deditos de las manos y Diez
deditos de los pies/ Ten Little Fingers
and Ten Little Toes
Si le das una galletita a un ratón
Mi Primer Libro del Cuerpo/My First
Body Board Book
De Colores and Other Latin American
Folksongs for Children
My Name is Gabriela/ Me llamo
Gabriela
Muu. Beee. Así fue!
Book Fiesta!
A de activista
Oso pardo, oso pardo, ¿Qeé ves ahí?
Froggy se viste
The Three Little Javelinas / Los Tres
Pequeños Jablíes
The Day of the Dead/ El día de los
muertos
No, David! (Spanish version)
The Three Little Pigs/ Los Tres Cerditos
The Ugly Duckling / El patito Feo
La Pequeña locomotora qu sí pudo
Rubia and the three osos
Gathering the Sun: An Alphabet in
Spanish and English
Si le das un panecillo a un alce
Salí de paseo
Olivia
Oso polar, oso polar, ¿qué es ese
ruidoo?
The Baby Chicks Are Singing /Los
pollitos dicen
Say Hola to Spanish
The Cat in the Hat Beginner Book
Dictionary in Spanish
Clifford y los sonidos de los animales
33.
Rapunzel: A bilingual book
Francesc Bofill and Joma Joma
34.
A Piñata in a Pine Tree: A Latino
Twelve Days of Christmas
Tortillas and Lullabies/ Tortillas y
cancioncitas
Pat Mora and Magaly Morales
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
35.
P.D. Eastman
Margaret Wise Brown and Clement Hurd
Dr. Seuss and Carlos Rivera
Mem Fox and Helen Oxenbury
Laura Joffe Numeroff and Felicia Bond
DK Publishing
Jose-Luis Orozco and Elisa Kleven
Monica Brown and John Parra
Sandra Boynton
Pat Mora and Rafael Lopez
Martha E. Gonzalez and Innosanto Nagara
Bill Martin and Eric Carle
Jonathan London
Susan Lowell
Bob Barner
David Shannon
Mercé Escardó i Bas and Pere Joan
Mercé Escardó i Bas and Francesc Capdevila
Watty Piper
Susan Middleton Elya and Melissa Sweet
Almas Flor Ada
Laura Numeroff and Felicia Bond
Sue Williams
Ian Falconer
Bill Martin and Eric Carle
Ashley Wolff
Susan Middleton Elya and Loretta Lopez
P.D. Eastman
Norman Bridwell
Lynn Reiser and Corazones Valientes
88
36.
37.
38.
39.
Title of Book
Bizcocho
LEGO City: A repara ese camión!
The Musicians of Bremen/ Los Musicos
De Bremen
Fiesta!
Author
Alyssa Satin Capucilli and Pat Schories
Michael Anthony Steele
Roser Ros and Pep Montserrat
Ginger Foglesong Guy and Rene King
Moreno
Jane Yolen and Mark Teague
Chris Van Allsburg
Lucia M. Gonzalez y Lulu Delacre
Luis San Vicente
44.
45.
46.
47.
48.
49.
¿Cómo se curan los dinosaurios?
El expreso polar
The Bossy Gallito/ El gallo de bodas
Festival of Bones/ El Festival de las
calaveras
El alce que tenia sed
Perros! Perros! Dogs! Dogs!
Jorge el curioso
Say Hola to Spanish at the Circus
La Canción del lagarto
Strega Nona
50.
51.
Hello Night/ Hola Noche
Madeline (Spanish Edition)
Amy Costales and Mercedes McDonald
Ludwig Bemelmans
52.
Siesta
53.
54.
55.
Qué Sorpresa de Cumpleaños!
El gran granero rojo
Te Quiero Más
Ginger Foglesong Guy and Rene King
Moreno
Loretta Lopez
Margaret Wise Brown and Felicia Bond
Laura Duksta and Karen Keesler
56.
57.
Leo, el Retono Tardio
Bear at Work/Oso en el trabajo
Robert Kraus and Jose Aruego
Stella Blackstone and Debbie Harter
40.
41.
42.
43.
David Orme
Ginger Foglesong Guy and Sharon Glick
H.A. Rey
Susan Middleton Elya and Loretta Lopez
George Shannon and Jose Aruego
Tomie dePaola
89
APPENDIX H
Books Facilitating Word Knowledge
90
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
Title of Book
A is for Airplane/A es para avión
La oruga muy hambrienta
My First Spanish Word Board
Book/Mi primer libro de palabras en
español
¿Dónde está el ombliguito?
Mi Primer Libro del Cuerpo/My First
Body Board Book
Muu. Beee. Así fue!
A de activista
Oso pardo, oso pardo, ¿Qeé ves ahí?
My Big Book of Spanish Words
Colors/ Colores
My Very First Book of Shapes/ Mi
primer libro de figuras
My Very First Book of Numbers / Mi
primer libro de números
My Colors/ Mis Colores
Salí de paseo
My clothes/ Mi ropa
First Thousand Words in Spanish
A sembrar sopa de verduras/ Growing
Vegetable Soup
My Animals/ Mis Animales
Say Hola to Spanish
The Cat in the Hat Beginner Book
Dictionary in Spanish
Clifford y los sonidos de los animales
Te amo, sol/ Te amo luna
Freight Train/ Tren de carga
My House: A Book in Two
Langauges/ Mi casa: Un libro en dos
lenguas
My Numbers/Mis Numeros
Opuestos: Mexican Folk Art
Opposites in English and Spanish
Bibliographic Reference
Theresa Howell
Eric Carle
DK Publishing
Karen Katz
DK Publishing
Sandra Boynton
Martha E. Gonzalez and Innosanto
Nagara
Bill Martin and Eric Carle
Rebecca Emberley
Eric Carle
Eric Carle
Eric Carle
Rebecca Emberley
Sue Williams
Rebecca Emberley
Heather Amery, Mike Olley and Stephen
Cartwright
Lois Ehlert
Rebecca Emberley
Susan Middleton Elya and Loretta Lopez
P.D. Eastman
Norman Bridwell
Karen Pandell and Tomie dePaola
Donald Crews
Rebecca Emberley
Rebecca Emberley
Cynthia Weill and Martin Santiago
27.
28.
My Opposites/ Mis Opuestos
Mi Amor Por Ti/ My Love for You
Revecca Emberley
Susan L. Roth
29.
Higher! Higher! Mas Alto! Mas Alto!
Leslie Patricelli
30.
Maisy´s Animals/ Los animales de
maisy
Lucy Cousins
31.
Mis cinco sentidos
Aliki
32.
I´m Too Big/ Soy Demasiado Grande
Lone Morton and Steve weatherill
33.
Perros! Perros! Dogs! Dogs!
Ginger Foglesong Guy and Sharon Glick
34.
El verano
Sian Smith and Rebecca Rissman
91
35.
My First Bilingual Book: Opposites
Milet Publishing
36.
Animals/Los Animales
Clare Beaton
37.
My First Book of Spanish Words
Katy R. Kudela
38.
Family/ La familia
Clare Beaton
39.
Margarita y Margaret
Lynn Reiser
40.
Transportation/ El transporte
Clare Beaton
41.
First Hundred Words in Spanish
Heather Amery and Stephen Cartwright
42.
500 palabras nuevas para ti
Kristin Kest
43.
My First 100 Words in
Spanish/English
Keith Faulkner and Paul Johnson
44.
First Words/ Primeras palabras
Inc. Sterling Publising Co.
45.
Leo, el Retono Tardio
Robert Kraus and Jose Aruego
46.
Bear at Work/Oso en el trabajo
Stella Blackstone and Debbie Harter
47.
Mis Cinco Sentidos
Aliki
92
REFERENCES
¡A construir la ciudad! (2011). New York: Scholastic.
Abdurrahman, Jamil, A., Anwar, S., & Sultana, R. (2012). Association Between Quality
Teaching and Learning Outcomes. Academic Research International, 2 (1), 664671).
Ada, A. (2003). Pío peep!: Traditional Spanish nursery rhymes. New York:
HarperCollins.
Ada, A., & Silva, S. (1997). Gathering the Sun: An A B C in Spanish and English. New
York: Lothrop, Lee & Shepard Books.
Ada, A., & Zubizarreta, R. (1997). The lizard and the sun = la lagartija y el sol : A
folktale in English and Spanish. New York: Doubleday Book for Young Readers.
Adams, M. (1990). Beginning to Read: thinking and learning about print. Cambridge,
MA: MIT Press.
A, G., & Castillo, C. (1993). Friends from the other side = Amigos del otro lado. San
Francisco: Children's Book Press.
Aliki (2000). Mis Cinco Sentidos, Rayo.
Allsburg, C. (1992). El Expreso Polar: Chris Van Allsburg. (4a ed.). Caracas: Ediciones
Ekare-Banco del Libro.
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