Handbook of early literacy research
The field of early literacy has seen significant recent advances in theory, research, and practice. These volumes bring together leading authorities to report on current findings, integrate insights from different disciplinary perspectives, and explore ways to provide children with the strongest possible literacy foundations in the first 6 years of life. The Handbook first addresses broad questions about the nature of emergent literacy, summarizing current knowledge on cognitive pathways, biological underpinnings, and the importance of cultural contexts. Chapters in subsequent sections examine various strands of knowledge and skills that emerge as children become literate, as well as the role played by experiences with peers and families. Particular attention is devoted to the challenges involved in making schools work for all children, including members of linguistic and ethnic minority groups and children living in poverty. Finally, approaches to instruction, assessment, and early intervention are described, and up-to-date research on their effectiveness is presented
Print Book, English, ©2001-<c2006>
Guilford Press, New York, ©2001-<c2006>
Curriculum resource
volumes <1-3> : illustrations ; 27 cm
9781572306530, 9781593851842, 9781609180270, 9781462503353, 9781572308954, 9781593855772, 157230653X, 1593851847, 1609180275, 1462503357, 1572308958, 159385577X
46640984
Introduction, David K. Dickinson and Susan B. NeumanI. Cognitive and Linguistic Building Blocks of Early Literacy Development 1. A Window of Opportunity We Must Open to All: The Case for Preschool With High-Quality Support for Language and Literacy, David K. Dickinson, Allyssa McCabe, and Marilyn J. Essex2. The Knowledge Gap: Implications for Early Education, Susan B. Neuman3. Vocabulary Development and Instruction: A Prerequisite for School Learning, Andrew Biemiller4. Literacy Development: Insights from Research on Skilled Reading, Jane Ashby and Keith Rayner5. Neurobiological Investigations of Skilled and Impaired Reading, Kenneth R. Pugh, Rebecca Sandak, Stephen J. Frost, Dina Moore, and W. Einar MenclII. Phonemic Awareness and Letter Knowledge 6. Conceptualizing Phonological Processing Skills in Prereaders, Christopher J. Lonigan7. The Development of Phonological Sensitivity, Stephen R. Burgess8. Phonemic Awareness and Reading: Beyond the Growth of Initial Reading Accuracy, Beth M. Phillips and Joseph K. Torgesen9. The Roots of Learning to Read and Write: Acquisition of Letters and Phonemic Awareness, Linnea C. Ehri and Theresa Roberts III. Families and Relationships: Socioemotional and Linguistic Supports 10. The Influence of Parenting on Emerging Literacy Skills, Susan H. Landry and Karen E. Smith11. Teacher-Child Relationships in Early Literacy, Robert C. Pianta12. Environmental Supports for Language Acquisition, Erika Hoff 13. The Misunderstood Giant: On the Predictive Role of Early Vocabulary to Future Reading, Monique Sénéchal, Gene Ouellette, and Donna RodneyIV. Cultural and Linguistic Diversity 14. Effective Interventions for English Language Learners (Spanish-English) at Risk for Reading Difficulties, Sharon Vaughn, Sylvia Linan-Thompson, Sharolyn Pollard-Durodola, Patricia G. Mathes, and Elsa Cárdenas Hagan 15. Recent Research on the Language and Literacy Skills of African American Students in the Early Years, Holly K. Craig and Julie A. Washington16. Cultural Diversity in Early Literacy: Findings in Dutch Studies, Paul P. M. Leseman and Cathy van Tuijl17. Considering Culture in Research-Based Interventions to Support Early Literacy, Stuart McNaughtonV. Supporting Literacy in Preschool Classrooms 18. Vygotskian Perspectives on Teaching and Learning Early Literacy, Elena Bodrova and Deborah J. Leong 19. Preschool Classroom Environments and the Quantity and Quality of Children's Literacy and Language Behaviors, Dale C. Farran, Canan Aydogan, Shin Ji Kang, and Mark W. Lipsey20. The Relationships between Sociodramatic Play and Literacy Development, Lesley Mandel Morrow and Judith A. Schickedanz21. Encouraging Young Children's Language Interactions with Stories, Margaret G. McKeown and Isabel L. Beck 22. Early Literacy Policy and Pedagogy, Kathleen Roskos and Carol VukelichVI. Programmatic Interventions During the Preschool Years 23. Reading Ahead: Effective Interventions for Young Children's Early Literacy Development, Pia Rebello Britto, Allison S. Fuligni, and Jeanne Brooks-Gunn24. A Pediatric Approach to Early Literacy, Robert Needlman, Perri Klass, and Barry Zuckerman25. Emergent Literacy of Low-Income Children in Head Start: Relationships with Child and Family Characteristics, Program Factors, and Classroom Quality, Nicholas Zill and Gary ResnickVII. Toward Effective Primary Grade Instruction 26. The Transition to School, Frederick J. Morrison, Carol McDonald Connor, and Heather J. Bachman 27. Perspectives on the Difficulty of Beginning Reading Texts, Elfrieda H. Hiebert and Heidi Anne E. Mesmer28. The Impact of Early School Experiences on Initial Reading, Connie Juel29. Policy Decisions in Early Literacy Assessment, Terry Salinger30. Early Education Interventions: Principles of Effective and Sustained Benefits from Targeted Early Education Programs, Sharon Landesman Ramey and Craig T. Ramey