Handbook of Early Literacy Research, Volume 3, Volume 3

Front Cover
Susan B. Neuman, David K. Dickinson
Guilford Press, Mar 9, 2011 - Language Arts & Disciplines - 467 pages

Building crucial bridges between theory, research, and practice, this volume brings together leading authorities on the literacy development of young children. The Handbook examines 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.

 

Selected pages

Contents

Chapter 1
3
Chapter 2
20
Chapter 3
36
Chapter 4
49
Chapter 5
66
Chapter 6
85
Chapter 7
97
Chapter 8
118
Chapter 16
242
Chapter 17
256
Chapter 18
279
Chapter 19
295
Chapter 20
308
Chapter 21
322
Chapter 22
337
Chapter 23
358

Chapter 9
136
Chapter 10
153
Chapter 11
175
Chapter 12
189
Chapter 13
200
Chapter 14
214
Chapter 15
228
Chapter 24
375
Chapter 25
396
Chapter 26
412
Chapter 27
425
Chapter 28
435
Index
451
Copyright

Common terms and phrases

ability acquisition activities adults analysis assessment associated behavior bilingual Burchinal chil Child Development child outcomes children’s language classroom coaching cognitive context curriculum devel Developmental Developmental Psychology Dickinson differences dren early language early literacy early literacy skills early reading Educational Psychology effect sizes effects emergent literacy English eracy experience families focus 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 National Neuman NICHD opment oral language parents phonemic awareness phonological awareness Pianta practices predicted PreK preschool processing professional development programs Reading Research reading skills role sample school readiness scores Sénéchal shared reading Spanish specific speech speech perception standard scores studies teachers teaching tion variability velopment Whitehurst young children Zevenbergen

About the author (2011)

Susan B. Neuman, EdD, is Professor in Educational Studies at the University of Michigan. A former U.S. Assistant Secretary for Elementary and Secondary Education, Dr. Neuman established the Early Reading First program, developed the Early Childhood Educator Professional Development Program, and was responsible for all activities in Title I of the Elementary and Secondary Education Act. Her research and teaching interests include early literacy development, early childhood policy, curriculum, and early reading instruction. She has published over 100 articles and 11 books.

David K. Dickinson, EdD, is Professor and Chair of the Department of Teaching and Learning at Vanderbilt University’s Peabody College of Education and Human Development. His major research interests include the role of language in literacy, the contributions of homes and preschools to language and literacy development, professional development interventions, and challenges associated with enhancing program quality. He has published numerous articles and books and is coauthor of a preschool curriculum, Opening the World of Learning.

Bibliographic information

TitleHandbook of Early Literacy Research, Volume 3, Volume 3
EditorsSusan B. Neuman, David K. Dickinson
PublisherGuilford Press, 2011
ISBN1609180291, 9781609180294
Length467 pages
Subjects ›  › 

Education / Educational Psychology
Language Arts & Disciplines / Literacy
Language Arts & Disciplines / Reading Skills
Psychology / Developmental / Child
  
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