Handbook of Early Literacy ResearchSusan B. Neuman, David K. Dickinson Building crucial bridges between theory, research, and practice, this volume brings together leading authorities on the literacy development of young children. The Handbookexamines the full range of factors that shape learning in and out of the classroom, from basic developmental processes to family and sociocultural contexts, pedagogical strategies, curricula, and policy issues. Highlights of Volume 3 include cutting-edge perspectives on English language learning; innovative ways to support print knowledge, phonological awareness, and other code-related skills; and exemplary approaches to early intervention and teacher professional development. This book will be important reading for students and researchers in reading, early childhood education, child development, educational psychology, and linguistics; reading specialists, staff developers, and classroom teachers; policymakers focusing on literacy and early intervention. It also serves as a text in advanced undergraduate- and graduate-level courses. |
Contents
1Early Language Experience Is Vital to Developing Fluency in Understanding | 3 |
2SelfRegulation and Early Literacy | 20 |
Relation to Socioeconomic Status and Environmental Input | 36 |
How Children Really Learn Vocabulary | 49 |
5Lexical Reorganization and the Emergence of Phonological Awareness | 66 |
Part IIDEVELOPMENT AMONG DIVERSE POPULATIONS | 83 |
Evidence from Major US Longitudinal Studies | 85 |
Home and Preschool Influences on Childrens Literacy Development | 97 |
16Studying and Modifying Young Childrens Visual Attention during Book Reading | 242 |
Implications for Students Literacy Skills Development in the Early Grades | 256 |
CURRICULUM AND PROFESSIONAL DEVELOPMENT | 277 |
18Fostering Early Development and School Readiness in Pediatric Settings | 279 |
19Improving the Outcomes of CoachingBased Professional Development Interventions | 295 |
Evidence for Scalable Aligned Approaches to Professional Development | 308 |
21Identifying Critical Components of an Effective Preschool Language and Literacy Coaching Intervention | 322 |
A Call for FineGrainedResearch Methodology | 337 |
SpanishEnglish Bilingual Preschoolers Early Literacy Development | 118 |
Effective Practices and Future Directions | 136 |
Challenges in Transition to Reading | 153 |
Part IIISUPPORTING CODERELATED ABILITIES | 173 |
11A Model of the Concurrent and Longitudinal Relations between Home Literacy and Child Outcomes | 175 |
Contributions to Early Literacy | 189 |
Print Referencing as an Instructional Practice | 200 |
14EvidenceBased Computer Interventions Targeting Phonological Awareness to Prevent Reading Problems in AtRisk Young Students | 214 |
15Developmental Differences in Early Reading Skills | 228 |
23The Challenge of Teaching Vocabulary in Early Education | 358 |
VSOCIAL POLICY AND EARLY LITERACY | 373 |
24Assessment in Early Literacy Research | 375 |
Examining the Benefits of Shared Reading | 396 |
26Language and Literacy Insights from Research Based on Early Head Start | 412 |
Reviewing and Revising Conceptualizations | 425 |
28Preschool Educations Effectson Language and Literacy | 435 |
| 451 | |
Other editions - View all
Handbook of Early Literacy Research, Volume 3, Volume 3 Susan B. Neuman,David K. Dickinson Limited preview - 2011 |
Handbook of Early Literacy Research, Volume 3 Susan B. Neuman,David K. Dickinson No preview available - 2010 |
Handbook of Early Literacy Research, Volume 3 Susan B. Neuman,David K. Dickinson No preview available - 2010 |
Common terms and phrases
ability acquisition activities adults analysis assessment behavior bilingual Burchinal chil Child Development child outcomes children’s language classroom coaching cognitive context curriculum devel Developmental Developmental Psychology Dickinson differences dren Early Child early language early literacy early literacy skills early reading Educational Psychology effect sizes effects emergent literacy English eracy experience families focused grade growth guage Head Start home literacy impact instruction interac interactions intervention Journal of Educational kindergarten language and literacy language delays language development language skills learning letter lexical literacy development literacy environment longitudinal Lonigan maternal measures ment mothers Neuman NICHD opment oral language parents phonemic awareness phonological awareness Pianta practices predicted PreK preschool processing professional development programs Reading Research reading skills Research Quarterly role school readiness scores Sénéchal shared reading Spanish specific speech speech perception standard scores studies teachers teaching tion variability velopment Whitehurst young children Zevenbergen