CPLS Publications

Purcell-Gates, V., Perry, K., & Briseño-Garzón, A. (2011) Analyzing literacy practice: Grounded theory to model. Research in the Teaching of English, 45(4): 439-458.

Purcell-Gates, V., Perry, K., Briseño-Garzón, A. & Mazak, C. (2011). Contextualizando agencia: Apropiación y resistencia en las prácticas de lectoescritura de niñ@s y jóvenes (To Contextualize Agency: Children and Youth’s Appropriation and Resistance of Literacy Practices). In: Encuentros etnográficos con niñ@s y adolescents. Entre tiempos y espacios compartidos (Ethnographic research with children and youth. Between shared time and spaces). Miño y Dávila: Buenos Aires, Argentina.

Perry, K.H. & Moses, A. (2011). “I learned how to spell English on Channel 18”: Television, language, and literacies in Sudanese refugee families. Research in the Teaching of English, 45(3), 278-307.

Perry, K.H. (2009). Genres, Contexts, and Literacy Practices: Literacy Brokering among Sudanese Refugee Families. Reading Research Quarterly (44)3, pp. 256-276.

Perry, K.H. (2009). “Lost Boys”, Cousins & Aunties: Using Sudanese Refugee Relationships to Complicate Definitions of “Family”. In M. Dantas & P. Manyak (Eds.), Home-School Connections in a Multicultural Society: Learning from and with Culturally and Linguistically Diverse Families. Mahwah, NJ: Lawrence Erlbaum.

Purcell-Gates, V. (2010). Leading with the heart: A cross-cultural analysis of the Latino Cultural model of educacion. Journal of School Communications.

Moayeri, M & Smith, J. (2010). The Unfinished Stories of Two First Nations Mothers. Journal of Adolescent & Adult Literacy 53(5). pp. 408-417

Purcell-Gates, V. (Ed.). (2006). Cultural Practices of Literacy: Case Studies of Language, Literacy, Social Practice, and Power. Mahwah, NJ: Lawrence Erlbaum.

Perry, K., & Purcell-Gates, V. (2005). Resistance and Appropriation:
Literacy Practices as Agency within Hegemonic Contexts.
Oak Creek, WI: National Reading Conference.

Related Publications

Books:
Purcell-Gates, V., Jacobson, E., & Degener, S. (2004). Print literacy development: Uniting the cognitive and social practice theories. Cambridge, MA: Harvard University Press.

Jacobson, E., Degener, S., & Purcell-Gates, V. (2003). Creating authentic materials for the adult literacy classroom: A handbook for practitioners. Cambridge, MA: World Education, Inc.

Purcell-Gates, V. & Waterman, R. (2000). Now we read, we see, we speak: Portrait of Literacy Development in a Freirean-Based Adult Class. Mahway, NJ: Lawrence Erlbaum.

Purcell-Gates, V. (1995). Other people's words: The cycle of low literacy. Harvard University Press.
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Book Chapters:
Perry, K. (2007). "I want the world to know": The ethics of anonymity in ethnographic literacy research. In G. Walford (Ed), Developments in Educational Ethnography. London: Elsevier.

Purcell-Gates, V. (2006). What does culture have to do with it? In B. Maloch, J. V. Hoffman, C.M. Fairbanks & J. Worthy (Eds.), 55th Yearbook of the National Reading Conference. Oak Creek, WI: National Reading Conference.

Purcell-Gates, V. (2004). Family literacy as the site for emerging knowledge of written language. In B. Wasik (Ed.), Family literacy Handbook. Mahwah, NJ: Erlbaum.

Purcell-Gates, V. (2002). “...As soon as she opened her mouth!” In L. Delpit & J.K. Dowdy (Eds.), The skin that we speak: An anthology of essays on language, culture and power.

Purcell-Gates, V. (2002). The irrelevancy and danger of the ‘simple view’ of reading to meaningful standards. In R. Fisher, G. Brooks, M. Lewis (Eds.), Raising standards in literacy (pp. 121-132). London: Falmer/Routledge.

Purcell-Gates, V. (2001). Emergent Literacy is Emerging Knowledge of Written Language Not Oral. In Britto, P.R. & Brooks-Gunn, J. (Eds.). Young Children’s Emerging Literacy Skills in the Context of Family Literacy Environments. San Francisco, CA: Jossey-Bass Inc.

Purcell-Gates, V. (2001). What we know about readers who struggle. In R. Flippo (Ed.), Reading researchers in search of common ground. Newark, NJ: International Reading Association.

Purcell-Gates, V. (2000). Family literacy: A research review. Handbook of Reading Research, vol. 3. New York: NY: Erlbaum.

Purcell-Gates, V. (1998). Growing successful readers: Homes, communities, and schools. In F. Lehr & J. Osborn (Eds.), Literacy for all: Issues for teaching and learning. New York, NY: Guilford Publications.

Purcell-Gates, V. & Salinger, T. (1991). Access to literacy for young children. In K. Borman (Ed.), Contemporary issues in U.S. education (pp. 128-147). Norwood, NJ: Ablex.
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Selected Invited Journal Articles:
Purcell-Gates, V. (2006). Written Language and Literacy Development: The Proof is in the Practice. Research in the Teaching of English, 41, 164-169

Selected Peer-Reviewed Journal Articles:

Perry, K. (2008). From storytelling to writing: Transforming literacy practices among Sudanese refugees. Journal of Literacy Research, 40 (3), pp.317-358

Purcell-Gates, V., & Duke, N.K. (2007). Learning to read and write genre-specific texts: The roles of authentic experience and explicit teaching. Reading Research Quarterly, 42, 8-45

Duke, N.K., Purcell-Gates, V., Hall, L.A., & Tower, C. (2006). Authentic literacy activities for developing comprehension and writing. Reading Teacher, 60, 344-357

Duke, N.K., & Purcell-Gates, V. (2003). Genres at home and at school: Bridging the known to the new. The Reading Teacher.

Purcell-Gates, V., Degener, S., Jacobson, E., Soler, M. (2002). Impact of authentic literacy instruction on adult literacy practices. Reading Research Quarterly, 37, 70-92.

Purcell-Gates, V., Degener, S., Jacobson, E. (2001). Adult literacy instruction: Degrees of authenticity and collaboration as described by practitioners. Journal of Literacy Research, 33, 571-593.

Purcell-Gates, V. (1996). Stories, coupons, and the TV guide: Relationships between home literacy experiences and emergent literacy knowledge. Reading Research Quarterly, 31, 406-428.

Purcell-Gates, V., McIntyre, E., & Freppon, P. (1995). Learning written storybook language in school: A comparison of low-ses children in skill-based and whole language classrooms. American Educational Research Journal, 30, 659-685.

Purcell-Gates, V., L'Allier, S., & Smith, D. (1995). Literacy at the Hart's and the Larsen's. Reading Teacher, 48, 572-579.

Purcell-Gates, V. (1993). I ain't never read my own words before. Journal of Reading, 37, 210-220.

Purcell-Gates, V. (1992). Roots of response. Journal of Narrative and Life History, 2, 151-162.

Purcell-Gates, V. (1991). Ability of well-read-to kindergartners to decontextualize/ recontextualize experience into a written-narrative register. Language and Education: An International Journal, 5, 177-188.

Purcell-Gates, V. & Dahl, K. (1991) Low-SES children's success and failure at early literacy learning in skills-based classrooms. JRB: A Journal of Literacy, 23, 1-34.

Purcell-Gates, V. (1988). Lexical and syntactic knowledge of written narrative held by well-read-to kindergartners and second graders. Research in the Teaching of English, 22 (2), 128-160.
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