1.1: References

References for Chapters 3, 4, 5

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Castro. D. C., Garcia, E. E., & Markos, A.M. (2013). Dual language learners: Research informing policy. The University of North Carolina, Frank Porter Graham Child Development Institute, Center for Early Care and Education—Dual Language Learners. https://fpg.unc.edu/sites/fpg.unc.ed...olicyPaper.pdf

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Image Credits

Figure 7.1: Christine Schull and Kalyca Schultz. “Nested Literacy Model.” CC BY 2.0.

Additional Images

Image, Section 7.2a & 7.2b: Lucy La Croix. [Bird] CC BY 2.0.

Image, Section 7.2c: Longwood University. [Language Through Social Interaction] CC BY-NC-SA 2.0.

Image, Section 7.2c: Lucy La Croix. [Nest] CC BY 2.0.

Image, Section 7.2c: Lucy La Croix. [Branch] CC BY 2.0.

Image, Section 7.2d: Kalyca Schultz. [Reflection or Tool?] CC BY 2.0.

Image, Section 7.4a: Longwood University. [Receptive Language] CC BY-NC-SA 2.0.

Image, Section 7.5a: Kalyca Schultz. “Bilingual Child.” CC BY-SA 2.0, derivative image using Untitled Photograph (https://pxhere.com/en/photo/679270) by pxhere, CC0.

Image, Section 7.5b2: Longwood University. [Sign Language] CC BY-NC-SA 2.0.

Image, Section 7.6: Longwood University. [Attunement] CC BY-NC-SA 2.0.

Image, Section 7.6b : Longwood University. [Dramatic Play] CC BY-NC-SA 2.0.

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Image Credits

Image, Section 4.1: Longwood University. [Teachers Talking] CC BY-NC-SA 2.0.

Image, Section 4.2, 4.3, & 4.4: Lucy La Croix. [Branch] CC BY 2.0.

Image Section 4.2a: Joan C. Lacey. “Family.” CC BY 2.0.

Image Section 4.2b: Family First. “Black Family Photo.” CC0 (Public Domain)

References for Chapter 7

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Reutzel, D. R., & Jones, C. D. (2010). Assessing and creating effective preschool literacy classroom environments. In M. C. McKenna, S. Walpole, & K. Conradi (Eds.). Promoting early reading (pp. 175–198). Guilford Press.

Reutzel, D. R., & Jones, C. D. ( 2013). Designing and managing effective early childhood classroom environments. In D. R. Reutzel (Ed.), Handbook of research-based practice in early education (pp. 81–99). Guilford Press.

Roskos, K. A., Christie, J. F., Widman, S., & Holding, A. (2010). Three decades in: Priming for meta-analysis in play-literacy research. Journal of Early Childhood Literacy, 10(1), 55–96. https://doi.org/10.1177/1468798409357580

Roskos, K. A., & Neuman, S. B. (2002). Environment and its influences for early literacy teaching and learning. In S. B. Neuman & D. K. Dickinson (Eds.), Handbook of early literacy research (pp. 281–292). Guilford Press.

Roskos, K. A., & Neuman, S. B. (2011). The classroom environment: The first, last, and always. The Reading Teacher, 65, 110–114. https://doi.org/10.1002/TRTR.01021

Saracho, O. N. (2004). Supporting literacy-related play: Roles for teachers of young children. Early Childhood Education Journal, 31(3), 201–206. https://doi-org.mutex.gmu.edu/10.1023/B:ECEJ.0000012138.07501.44

Saracho, O. N., & Spodek, B. (2006). Young children’s literacy-related play. Early Child Development and Care, 176(7), 707–72. https://doi.org/10.1080/03004430500207021

Sims Bishop, R. (1990). Mirrors, windows, and sliding glass doors. Perspectives: Choosing and Using Books for the Classroom, 1(3), ix–xi.

Smith, M. W., Brady, J. P., & Anastasopoulous, L. (2008). Early language and literacy classroom observation: Pre-K tool. Paul H. Brookes Publishing.

Souto-Manning, M., & Martell, J. (2016). Reading, writing, and talk: Inclusive teaching strategies for diverse learners, K-2. Teachers College Press.

Weinstein, C. S. (1979). The physical environment of the school: A review of the research. Review of Educational Research, 49(4), 577–610. https://doi.org/10.3102/00346543049004577

Wolfersberger, M. E., Reutzel, D. R., Sudweeks, R., & Fawson, P. C. (2004). Developing and validating the classroom literacy environment profile (CLEP): A tool for examining the “print richness” of early childhood and elementary classrooms. Journal of Literacy Research, 36(2), 211–272. https://doi.org/10.1207/s15548430jlr3602_4

Image Credits

Figure 5.1: Leslie La Croix and Kalyca Schultz. “Ecology of the Early Childhood Literacy Classroom.” CC BY-NC-SA 2.0.

Figure 5.2: Leslie La Croix and Kalyca Schultz. “Constructivist Perspectives.” CC BY 2.0, derivative image using untitled image, (https://pxhere.com/en/photo/941148) by unknown author.

Figure 5.3: Leslie La Croix. “Running Record of Prashant’s Naan (1)” CC BY 2.0.

Figure 5.4 Leslie La Croix and Kalyca Schultz. “Sociocultural Perspectives.” CC-BY-NC 2.0, derivative image using “Preschool Girl and Boy,” (https://bit.ly/32F4Zgo) by Alliance for Excellent Education.

Figure 5.5: Leslie La Croix. “Running Record of Prashant’s Naan (2).” CC BY 2.0.

Figure 5.6: Leslie La Croix and Kalyca Schultz. “Ecological Perspectives.” CC BY 2.0, derivative image using 070608-F-5217S-001.JPG, (https://bit.ly/3gsZCZP) by U.S. Department of Defense.

Figure 5.7: Leslie La Croix and Kalyca Schultz. “Developmental Theories. ” CC-BY-NC 2.0, derivative image using untitled image, (https://pxhere.com/en/photo/941148) by unknown author, and “Preschool Girl and Boy,” (https://bit.ly/3sJg3U4) by Alliance for Excellent Education, and 070608-F-5217S-001.JPG, (https://bit.ly/32F4HpO) by U.S. Department of Defense.

Additional Images

Image, Section 5.2: Longwood Universtiy. [Children and Early Educators Learning Together: Building Letters With Sticks] CC BY-NC-SA 2.0.

Image, Section 5.2 & 5.4: Lucy La Croix. [Nest] CC BY 2.0.

Image, Section 5.2b: Longwood University. [Child Tracing Stick Letters With a Paint Brush.] CC BY-NC-SA 2.0.

Image, Section 5.3: Lucy La Croix. [Branch] CC BY 2.0.

Image, Section 5.4: Longwood University. [Light Play] CC BY-NC-SA 2.0.

Image, Section 5.4a: Longwood University. [Large Area With Storybook] CC BY-NC-SA 2.0.

Image, Section 5.4b: Longwood University. [Child Extending Kitchen Play With Measuring Cups and Pans] CC BY-NC-SA 2.0.

Image, Section 5.4c: Longwood University. [Writing on the Wall: Print Rich Environment] CC BY-NC-SA 2.0.

Image, Section 5.4d: Longwood University. [Sharing a Writing Moment] CC BY-NC-SA 2.0.

References for Chapter 6

Beck, I. L., & Juel, C. (1995). The role of decoding in learning to read. American Educator, 19, 8-25.

Chall, J. S. (1996). Stages of reading development (2nd ed.). Harcourt Brace College Publishers.

Clay, M. M. (1991). Becoming literate: The construction of inner control. Heinemann.

Copeland, S.R., & Keefe, E.B. (2007). Effective literacy instruction for students with moderate

or severe disabilities. Paul. H. Brookes Publishing Co.

Dehaene, S. (2009). Reading in the brain. Penguin Books.

Duncan, G. J., Claessens, A., Huston, A. C., Pagani, L. S., Engel, M., Feinstein, L., Engel, M., Brooks-Gunn, J., Sexton, H., Duckworth, K., & Japel, C. (2007). School readiness and later achievement. Developmental Psychology, 43, 1428-1446. https://doi:10.1037/0012-1649.43.6.1428

Geary, D. C. (1995). Reflections of evolution and culture in children’s cognition. American Psychologist, 50, 24–37.

Goswami, U. (2002). Early phonological development and the acquisition of literacy. In. S.B. Neuman & D.K. Dickinson (Eds.), Handbook of early literacy research (pp. 111- 125). Guilford Press.

Lonigan, C. J., Burgess, S. R., & Anthony, J. L. (2000). Development of emergent literacy and early reading skills in preschool children: Evidence from a latent-variable longitudinal study. Developmental Psychology, 36, 596–613.

Nagy, W. (2009). Understanding words and word learning: Putting research on vocabulary into classroom practice. In S. Rosenfield & V. Berninger (Eds.), Implementing evidence-based academic interventions in school settings (pp. 479-500). Oxford University Press.

National Center for Deaf Blindness. (2020). Shifting the perspective. Retrieved April 8, 2021 from http://literacy.nationaldb.org/index.php/welcome/

Puranik, C.S., & Lonigan, C.J. (2014). Emergent writing in preschoolers: Preliminary evidence for a theoretical framework. Reading Research Quarterly, 49(4), 453–67.

Scarborough, H. S. (2002). Connecting early language and literacy to later reading (dis)abilities: Evidence, theory, and practice. In. S.B. Neuman & D.K. Dickinson (Eds.), Handbook of early literacy research (pp. 97- 110). Guilford Press.

Sénéchal, M., LeFevre, J., Smith-Chant, B. L., & Colton, K. V. (2001). On refining theoretical models of emergent literacy: The role of empirical evidence. Journal of School Psychology, 39, 439–460.

Shanahan, T. (2006). Fluency in the context of literacy instruction. In T. Raskinski, C. Blachowicz & K. Lems (Eds.), Fluency instruction: Research-based best practices (pp. 21-38). Guilford Press.

Snow, C. E. (1983). Literacy and language: Relationships during the preschool years. Harvard Educational Review, 53, 165–189.

Snow, C. E. (1983). Literacy and language: Relationships during the preschool years. Harvard Educational Review, 53, 165–189

Thong, R. (2015). Round is a tortilla. Chronicle Books.

Virginia Board of Education. (2021). Virginia’s early learning & development standards (ELDS): Birth-five learning guidelines. https://www.doe.virginia.gov/early-childhood/curriculum/va-elds-birth-5.pdf

Whitehurst, G. J., & Lonigan, C. J. (2002). Emergent literacy: Development from prereaders to readers. In S. Neuman & D. Dickinson, Handbook of early literacy research (pp. 11-29). Guilford Press.

Wolf, M. (2007). Proust and the squid: The story and science of the reading brain.

Image Credits

Figure 8.1: Leslie La Croix and Kalyca Schultz. “Framework for Developing Emergent Literacy.” CC BY 2.0.

Additional Images

Image, Section 8.2a: Kalyca Schultz. “A Child’s Drawing With Captions Written By An Adult.” CC BY-NC 2.0, derivative image using untitled image, (https://pixabay.com/photos/sun-children-drawing-image-drawing-451441/) by joduma, Pixabay License.

Image, Section 8.2c: U.S. Department of Education. “Teacher Reading With Child.” CC BY 2.0. (retrieved from https://bit.ly/3tHPtfH)

Image, Section 8.3: Longwood University. [Teacher and Child Reading] CC BY-NC-SA 2.0.

Image, Section 8.3b4: Longwood University. [Child Reading Morning Message] CC BY-NC-SA 2.0.

Image, Section 8.3c: Longwood University. [Children Reading Together] CC BY-NC-SA 2.0.

Image, Section 8.4a4: Longwood University. [Children Reading] CC BY-NC-SA 2.0.

References for Chapters 9, 10

Bialystok, E. (1992). Symbolic representation of letters and numbers. Cognitive Development, 7, 301–316.

Bruyere, J., & Pendergrass, E. (2020). Are your students writing or authoring? Young author’s milieux. Early Childhood Education Journal, 48, 561–571. https://doi.org/10.1007/s10643-020-01027-7

Burns, M. S., & Kidd, J. K. (2016). Play and early writing. In D. Couchenour & J. K. Chrisman (Eds.), Encyclopedia of contemporary early childhood education (pp. 1026–1028). SAGE. https://www.doi.org/10.4135/9781483340333.n305

Burns, M. S., Kidd, J. K., & Genarro, T. (2010). Writing: Underutilized for young children with disabilities? In T. Scruggs & M. Mastropieri (Eds.), Advances in learning and behavioral disabilities: Literacy and learning (Vol. 23, pp. 175–204). Emerald Group.

Byington, T. A., & Kim, Y. (2017). Promoting preschoolers’ emergent writing. YC Young Children, 72(5), 74–82. https://www.naeyc.org/resources/pubs/yc/nov2017/emergent-writing

Crescenzi, L., Jewitt, C., & Price. S. (2014). The role of touch in preschool children’s play and learning using iPad versus paper interaction. Australian Journal of Language and Literacy, 37(2), 86–95.

Eutsler, L., Miller, C., Stamm, B., & Kogut, A. (2020). The influence of mobile technologies on preschool and elementary children’s literacy achievement: A systematic review spanning 2007–2019. Educational Technology Research and Development, 68, 1739–1768. https://doi.org/10.1007/s11423-020-09786-1

Gerde, H. K., Bingham, G. E., & Wasik, B. A. (2012). Writing in early childhood classrooms: Guidance for best practices. Early Childhood Education Journal, 40, 351–359. https://doi.or/10.1007/s10643-012-0531-z

Goodman, K., & Goodman, Y. (1983). Reading and writing relationships: Pragmatic functions. Language Arts, 60(5), 590–599.

Guerette, A. R. (2014). Compensatory access. In C. B. Allman & S. Lewis (Eds.), ECC essentials: Teaching the expanded core curriculum to students with visual impairments (pp. 61–108). AFB Press.

Hanser, G. (2010). Emergent literacy for children with disabilities. American Occupational Therapy Association. https://www.aota.org/-/media/Corporate/Files/Practice/Children/emergent-literacy-for-children-with-disabilities.pdf

Kidd, J. K., & Burns, M. S. (in press). Promoting writing with reading and learning. In S. B. Wepner & D. Quatroche (Eds.), The administration and supervision of reading programs (6th ed., pp. 382–406). Teachers College Press.

Kidd, J. K., Burns, M. S., La Croix, L., & Cossa, N. L. (2014). Prekindergarten and kindergarten teachers in high poverty schools speak about young children’s authoring (and we need to listen). Literacy and Social Responsibility, 7(1), 50–71.

Kidd, J. K., Burns, M. S., & Nasser, I. (2019). Promoting intentional teaching: The LEARN professional development model for early childhood educators. Paul H. Brookes Publishing.

Kissel, B. ( 2018). Listen, ask, and study: Reimagining how we interpret prekindergarten writing. Language Arts, 95(4), 242–247.

Kissel, B., Hansen, J., Tower, H., & Lawrence, J. (2011). The influential interactions of prekindergarten writers. Journal of Early Childhood Literacy, 11(4), 425–452. https://doi.org/10.1177/1468798411416580

Kissel, B. T., & Miller, E. T. (2015). Reclaiming power in the writers’ workshop: Defending curricula, countering narratives, and changing identities in prekindergarten classrooms. The Reading Teacher, 69(1), 77–86. https://doi.org/10.1002/trtr.1379

Linder, T. (2008). Transdisciplinary play-based assessment (2nd ed.). Paul H. Brookes Publishing.

National Early Literacy Panel (NELP). (2008). Developing early literacy: Report of the National Early Literacy Panel. https://lincs.ed.gov/publications/pdf/NELPReport09.pdf

Pelatti, C. Y., Piasta, S. B., Justice, L. M., & O’Connell, A. (2014). Language- and literacy-learning opportunities in early childhood classrooms: Children’s typical experiences and within class variability. Early Childhood Research Quarterly, 29, 445–456. https://doi.org/10.1016/j.ecresq.2014.05.004

Puranik, C. S., & C. J. Lonigan. (2014). Emergent writing in preschoolers: Preliminary evidence for a theoretical framework. Reading Research Quarterly, 49(4), 453–67. https://doi.org/10.1002/rrq.79

Rowe, D. W., & Wilson, S. (2015). The development of a descriptive measure of early childhood writing: Results from the Write Start! Writing Assessment. Journal of Literacy Research, 47(2), 245–292. https://doi.org/10.1177/1086296X15619723

Soltero-Gonzalez, L., & Butvilofsky, S. (2020). Emergent sound-letter correspondence in the early bilterate writing development of simultaneous bilingual children. Journal of Research in Childhood Education, 34(3), 346–366. https://doi.org/10.1080/02568543.2019.1703123

Sulzby, E., & Teale, W. H. (1985). Writing development in early childhood. Educational Horizons, 64(1), 8–12. https://www.jstor.org/stable/42925853

Virginia Board of Education. (2021). Virginia’s early learning & development standards (ELDS): Birth-five learning guidelines. https://www.doe.virginia.gov/early-childhood/curriculum/va-elds-birth-5.pdf

Werfel, K. L. (2017). Emergent literacy skills in preschool children with hearing loss who use spoken language: Initial findings from the early language and literacy acquisition (ELLA) study. Language, Speech, and Hearing Services in Schools, 48, 249–259. https://doi.org/10.1044/2017_LSHSS-17-0023

Image Credits

Figure 9.1: Kalyca Schultz and Leslie LaCroix. “Framework for Developing Emergent Literacy.” CC BY 2.0

Figure 9.2: Julie Kidd. “Scribbles, Letter-Like Symbols, and Letter Formations.” CC BY 2.0.

Figure 9.3: Julie Kidd. “Letter-Sound Correspondence.” CC BY 2.0.

Additional Images

Image, Section 9.2: Lucy La Croix. [Nest] CC BY 2.0.

Image, Section 9.3: Lucy La Croix. [Bird] CC BY 2.0.

Image, Section 9.3c: Longwood University. [Child Using Writing Tools] CC BY-NC-SA 2.0.

Image, Section 9.4: Lucy La Croix. [Branch] CC BY 2.0.

References for Chapter 12

Black, P., & William, D. (2010). Inside the black box: Raising standards through classroom assessment. Phi Delta Kappan, 92(1), 81–90. https://doi.org/10.1177/ 003172171009200119.

Brassard, M. R., & Boehm, A. E. (2007). Preschool assessment: Principles and practices. Guilford Press.

Brown, J., & Rolfe, S. A. (2005). Use of child development assessment in early childhood education: Early childhood practitioner and student attitudes toward formal and informal testing. Early Child Development and Care, 175(3), 193–202. https://doi.org/10.1080/0300443042000266240

Coyne, D. M., & Harn, A. B. (2006). Promoting beginning reading success through meaningful assessment of early literacy skills. Psychology in the Schools, 43(1), 33–43. https://doi.org/10.1002/pits.20127

Epstein, A. S., Schweinhart, L. J., DeBruin-Parecki, A., & Robin, K. B. (2004). Preschool assessment: A guide to developing a balanced approach. National Institute for Early Education Research; High/Scope Educational Research Foundation.

Gilliam, W. S., & Frede, E. (2015). Accountability and program evaluation in early education. In R. C. Pianta, W. S. Barnett, S. M. Sheridan, & L. M. Justice (Eds.), Handbook of early childhood education (pp.73–91). Guilford Publications.

Ivernizzi, M., Landrum, J. T., Teichman, A., & Townsend, M. (2010). Increased implementation of emergent literacy screening in pre-kindergarten. Early Childhood Education, 37, 437–446. https://doi.org/10.1007/s10643-009-0371-7

Kidd, J. K., Burns, M. S., & Ilham, N. (2019). Promoting intentional teaching: The learn professional development model for early childhood educators. Paul H. Brookes Publishing.

Linder, T. (2008). Transdisciplinary play-based assessment (2nd ed.). Paul H. Brookes Publishing.

Lonigan, C. J. (2006). Development, assessment, and promotion of preliteracy skill. Early Education and Development, 17(1), 91–114. https://doi.org/10.1207/s15566935eed1701_5

McLean, M., Banerjee, R., Squires, J., & Hebbeler, K. (2020). Assessment: Recommended practices for young children and families. Division for Early Childhood of the Council for Exceptional Children.

Mindes, G., & Jung, L. A. (2018). Assessing young children. Pearson Education.

National Association for the Education of Young Children & National Association of Early Childhood Specialists in State Departments of Education. (2003). Early childhood curriculum, assessment, and program evaluation: Building an effective, accountable system in programs for children birth through age 8. https://www.naeyc.org/sites/default/files/globally-shared/downloads/PDFs/resources/position-statements/pscape.pdf

National Research Council. (1998). Preventing reading difficulties in young children. (C.E. Snow, M.S. Burns, & P. Griffin, Eds.). National Academy Press.

National Research Council. (2008). Early childhood assessment: Why, what, and how (C. E. Snow & S. B. Van Hemel, Eds.). The National Academies Press.

Navarrete, C., Wilde, J., Nelson, C., Martinez, R., & Hargett, G. (1990). Informal assessment in educational evaluation: Implications for bilingual education programs. National Clearinghouse for Bilingual Education.

Ohio Department of Education. (2010). Catalog of screening and assessment instruments for young children birth through age 5 (2nd ed.). https://www.escneo.org/Downloads/Catalog_Screen_assessment2.pdf

Piker, R. A., & Jewkes, A. M. (2013). Assessing young children’s learning. In R. Reutzel (Ed.), Handbook of research-based practice in early education (pp. 250–271). Guilford Press.

Popham, J. W. (2011). Assessment literacy overlooked: A teacher educator’s confession. The Teacher Educator, 46, 265-273. https://doi.org/10.1080/08878730.2011.605048

Rosko, K. (2004). Early literacy assessment-Thoughtful, sensible, and good. The Reading Teacher, 58(1), 91–94.

Shepard, K., Kagan, S. L., & Wurtz K. E. (1998). Principles and recommendations for early childhood assessments. National Education Goals Panel.

Simon, L. V., Hashmi, M. F., & Bragg, B. N. (2021). APGAR score. StatPearls Publishing LLC. https://www.ncbi.nlm.nih.gov/books/NBK470569/

Virginia Department of Education. (2021). Virginia’s early learning & development standards (ELDS): Birth-five learning guidelines. https://www.doe.virginia.gov/early-childhood/curriculum/va-elds-birth-5.pdf

References for Chapter 13

Beaver, J., & Carter, M. (2019). Developmental reading assessment (3rd ed.). Pearson.

Commonwealth of Virginia Board of Education (VBOE). (2017). English standards of learning for Virginia Public Schools. https://www.doe.virginia.gov/testing/sol/standards_docs/english/index.shtml

Foorman, B., Beyler, N., Borradaile, K., Coyne, M., Denton, C. A., Dimino, J., Furgeson, J., Hayes, L., Henke, J., Justice, L., Keating, B., Lewis, W., Sattar, S., Streke, A., Wagner, R., & Wissel, S. (2016). Foundational skills to support reading for understanding in kindergarten through 3rd grade (NCEE 2016-4008). National Center for Education Evaluation and Regional Assistance (NCEE), Institute of Education Sciences, U.S. Department of Education. http://whatworks.ed.gov

Graham, S., Bollinger, A., Booth Olson, C., D’Aoust, C., MacArthur, C., McCutchen, D., & Olinghouse, N. (2018). Teaching elementary school students to be effective writers: A practice guide (NCEE 2012- 4058). National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. https://ies.ed.gov/ncee/wwc/Docs/PracticeGuide/WWC_Elem_Writing_PG_Dec182018.pdf

Invernizzi, M., Sullivan, A., Swank, L., & Meier, J. (2004). PALS pre-K: Phonological awareness literacy screening for preschoolers (2nd ed.). University Printing Services.

Kidd, J. K., Burns, M. S., La Croix, L., & Cossa, N. L. (2014). Prekindergarten and kindergarten teachers in high poverty schools speak about young children’s authoring (and we need to listen). Literacy and Social Responsibility, 7(1), 50-71.

National Early Literacy Panel (NELP). (2008). Developing early literacy: Report of the National Early Literacy Panel. https://lincs.ed.gov/publications/pdf/NELPReport09.pdf

Beaver, J., & Carter, M. (2019). Developmental reading assessment (3rd ed.). Pearson.

Image Credits

Figure 10.1: Julie Kidd. “Example From a Developing Writer.” CC BY 2.0.

Figure 10.2: Julie Kidd. “Today is a Hot Day.” CC BY 2.0.

Additional Images

Image, Section 10.2: The New School AR. “DSC_0026.” CC BY-NC-SA 2.0. (Retrieved from https://bit.ly/3u4pmja)

Image, Section 10.2: Lucy La Croix. [Nest] CC BY 2.0.

Image, Section 10.3: Lucy La Croix. [Bird] CC BY 2.0.

Image, Section 10.3b: Kathy Cassidy. “Reading to the Kindergarten Students.” CC BY-NC-SA 2.0. (Retrieved from https://bit.ly/3xBhMyq)

Image, Section 10.4: Lucy La Croix. [Branch] CC BY 2.0.