Handbook of Early Literacy Research
1st Edition
Published on 18. January 2011
Book
Hardback
467 pages
978-1-60918-027-0 (ISBN)
Description
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.
Reviews / Votes
Volume 3 of the Handbook elaborates on research topics introduced in Volumes 1 and 2, presenting cutting-edge thinking in a style accessible to teacher educators as well as researchers. Addressing the relation between oral language and literacy development in diverse populations, professional development for early childhood teachers, and effective interventions for our youngest learners, this is an invaluable reference on some of the most pressing issues in education today.--Anne McGill-Franzen, Ph.D., Professor and Director of the Reading Center, University of Tennessee, KnoxvilleReaders will find a wealth of research findings and evidence-based practices in chapters from national and international experts. The selection of topics makes this handbook essential reading for those seeking the most current thinking in the field. The content readily flows from one chapter to another and builds in a cohesive manner throughout the book, rewarding the reader with nuanced conceptual discussions and practical implications for home and school. Neuman and Dickinson have again raised the bar on early literacy research and practice.--Barbara Hanna Wasik, PhD, William R. Kenan, Jr. Distinguished Professor, School of Education, University of North Carolina at Chapel Hill
This handbook is a virtual library of cutting-edge knowledge on all aspects of the fast-moving field of emergent literacy. Like Volumes 1 and 2, Volume 3 helps us understand how literacy and language unfold for diverse populations of children. The book describes promising avenues for assessment and intervention as well as the professional development that is necessary to bring effective practices to scale. This handbook will be a 'go-to' resource for the entire range of professionals and students seeking to nurture the next generation of successful readers.--Judith J. Carta, PhD, Juniper Gardens Children's Project, University of Kansas
This book offers fresh evidence and rich insights about how we, as a society, can better advance the oral and written language skills of young children. Breathtaking in scope, the volume presents new understandings of how children puzzle through the elements of language and identifies what programs work best to nurture early learning. Truly a 'must read' for educators, developmentalists, policymakers, and all those who aim to give young children a head start.--Bruce Fuller, PhD, Graduate School of Education, University of California, Berkeley
- This highly readable text conveys cutting-edge thinking about the issues, theory, and research on emergent literacy and the implications for practice inside and outside the classroom. Focusing on the period between birth and the formal teaching of reading, the authors describe all aspects of early language and literacy learning, including topics like promising avenues for assessment, parent-child interactions, and supporting English language learners and children with language and reading challenges. --Young Children, 10/12/2011
More details
Language
English
Place of publication
New York
United States
Target group
Professional and scholarly
Dimensions
Height: 254 mm
Width: 178 mm
Weight
1048 gr
ISBN-13
978-1-60918-027-0 (9781609180270)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Other editions
Additional editions
Susan B. Neuman | David K. Dickinson | Dorit Aram
Handbook of Early Literacy Research, Volume 3
Volume 3
Book
11/2011
1st Edition
Guilford Press
€67.00
Shipment within 15-20 days
Persons
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.
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.
Content
_x000D_ _x000D_ I. Basic Developmental Processes _x000D_ 1. Early Language Experience Is Vital to Developing Fluency in Understanding, Anne Fernald and Adriana Weisleder _x000D_ 2. Self-Regulation and Early Literacy, Clancy Blair, John Protzko, and Alexandra Ursache _x000D_ 3. Variability in Language Development: Relation to Socioeconomic Status and Environmental Input, Marina Vasilyeva and Heidi Waterfall _x000D_ 4. Lessons from the Crib for the Classroom: How Children Really Learn Vocabulary, Justin Harris, Roberta Michnick Golinkoff, and Kathy Hirsh-Pasek _x000D_ 5. Lexical Reorganization and the Emergence of Phonological Awareness, Jamie L. Metsala _x000D_ II. Development among Diverse Populations _x000D_ 6. Development of Early Literacy: Evidence from Major U.S. Longitudinal Studies, Margaret Burchinal and Nina Forestieri _x000D_ 7. Emergent Literacy Environments: Home and Preschool Influences on Children's Literacy Development _x000D_
Kathy Sylva, Lydia L. S. Chan, Edward Melhuish, Pam Sammons, Iram Siraj-Blatchford, and Brenda Taggart
_x000D_ 8. Beginning with Language: Spanish-English Bilingual Preschoolers' Early Literacy Development, Carol Scheffner Hammer, Shelley Scarpino, and Megan Dunn Davison _x000D_ 9. Supporting the Language and Early Literacy Skills of English Language Learners: Effective Practices and Future Directions, Mariela M. Paez, Kristen Paratore Bock, and Lianna Pizzo _x000D_ 10. Young Children with Language Impairments: Challenges in Transition to Reading, Anne P. Kaiser, Megan Y. Roberts, and Ragan H. McLeod _x000D_ III. Supporting Code-Related Abilities _x000D_ 11. A Model of the Concurrent and Longitudinal Relations between Home Literacy and Child Outcomes, Monique Senechal _x000D_ 12. Home Support of Children in the Writing Process: Contributions to Early Literacy, Dorit Aram and Iris Levin _x000D_ 13. Developing Children's Print Knowledge through Adult-Child Storybook Reading Interactions: Print Referencing as an Instructional Practice, Laura M. Justice and Shayne Piasta _x000D_
14. Evidence-Based Computer Interventions Targeting Phonological Awareness to Prevent Reading Problems in At-Risk Young Students, Verna van der Kooy-Hofland, Cornelia Kegel, and Adriana Bus
_x000D_ 15. Developmental Differences in Early Reading Skills, Scott G. Paris _x000D_ 16. Studying and Modifying Young Children's Visual Attention during Book Reading, Mary Ann Evans and Jean Saint-Aubin _x000D_ 17. Child Characteristics-Instruction Interactions: Implications for Students' Literacy Skills Development in the Early Grades, Carol McDonald Connor _x000D_ IV. Interventions: Curriculum and Professional Development _x000D_ 18. Fostering Early Development and School Readiness in Pediatric Settings, Alan L. Mendelsohn, Benard P. Dreyer, Carolyn A. Brockmeyer, Samantha B. Berkule-Silberman, and Lesley Mandel Morrow _x000D_ 19. Improving the Outcomes of Coaching-Based Professional Development Interventions, Douglas R. Powell and Karen E. Diamond _x000D_ 20. Effective Teacher-Child Interactions and Children's Literacy: Evidence for Scalable, Aligned _x000D_ Approaches to Professional Development, Anne E. Henry and Robert C. Pianta _x000D_ 21. Identifying Critical Components of an Effective Preschool Language and Literacy Coaching Intervention, Barbara A. Wasik and Annemarie H. Hindman _x000D_ 22. Why Are So Few Interventions Really Effective?: A Call for Fine-Grained Research Methodology, David K. Dickinson, Jill B. Freiberg, and Erica M. Barnes _x000D_ 23. The Challenge of Teaching Vocabulary in Early Education, Susan B. Neuman _x000D_ V. Social Policy and Early Literacy _x000D_ 24. Assessment in Early Literacy Research, Catherine E. Snow and Soojin S. Oh _x000D_ 25. Tell Me a Story: Examining the Benefits of Shared Reading, Anne E. Cunningham and Jamie Zibulsky _x000D_ 26. Language and Literacy Insights from Research Based on Early Head Start, Barbara Alexander Pan _x000D_ 27. Professional Development for Early Childhood Educators: Reviewing and Revising Conceptualizations, Martha Zaslow, Kathryn Tout, Tamara Halle, and Rebecca Starr _x000D_
28. Preschool Education's Effects on Language and Literacy, W. Steven Barnett and
Kathy Sylva, Lydia L. S. Chan, Edward Melhuish, Pam Sammons, Iram Siraj-Blatchford, and Brenda Taggart
_x000D_ 8. Beginning with Language: Spanish-English Bilingual Preschoolers' Early Literacy Development, Carol Scheffner Hammer, Shelley Scarpino, and Megan Dunn Davison _x000D_ 9. Supporting the Language and Early Literacy Skills of English Language Learners: Effective Practices and Future Directions, Mariela M. Paez, Kristen Paratore Bock, and Lianna Pizzo _x000D_ 10. Young Children with Language Impairments: Challenges in Transition to Reading, Anne P. Kaiser, Megan Y. Roberts, and Ragan H. McLeod _x000D_ III. Supporting Code-Related Abilities _x000D_ 11. A Model of the Concurrent and Longitudinal Relations between Home Literacy and Child Outcomes, Monique Senechal _x000D_ 12. Home Support of Children in the Writing Process: Contributions to Early Literacy, Dorit Aram and Iris Levin _x000D_ 13. Developing Children's Print Knowledge through Adult-Child Storybook Reading Interactions: Print Referencing as an Instructional Practice, Laura M. Justice and Shayne Piasta _x000D_
14. Evidence-Based Computer Interventions Targeting Phonological Awareness to Prevent Reading Problems in At-Risk Young Students, Verna van der Kooy-Hofland, Cornelia Kegel, and Adriana Bus
_x000D_ 15. Developmental Differences in Early Reading Skills, Scott G. Paris _x000D_ 16. Studying and Modifying Young Children's Visual Attention during Book Reading, Mary Ann Evans and Jean Saint-Aubin _x000D_ 17. Child Characteristics-Instruction Interactions: Implications for Students' Literacy Skills Development in the Early Grades, Carol McDonald Connor _x000D_ IV. Interventions: Curriculum and Professional Development _x000D_ 18. Fostering Early Development and School Readiness in Pediatric Settings, Alan L. Mendelsohn, Benard P. Dreyer, Carolyn A. Brockmeyer, Samantha B. Berkule-Silberman, and Lesley Mandel Morrow _x000D_ 19. Improving the Outcomes of Coaching-Based Professional Development Interventions, Douglas R. Powell and Karen E. Diamond _x000D_ 20. Effective Teacher-Child Interactions and Children's Literacy: Evidence for Scalable, Aligned _x000D_ Approaches to Professional Development, Anne E. Henry and Robert C. Pianta _x000D_ 21. Identifying Critical Components of an Effective Preschool Language and Literacy Coaching Intervention, Barbara A. Wasik and Annemarie H. Hindman _x000D_ 22. Why Are So Few Interventions Really Effective?: A Call for Fine-Grained Research Methodology, David K. Dickinson, Jill B. Freiberg, and Erica M. Barnes _x000D_ 23. The Challenge of Teaching Vocabulary in Early Education, Susan B. Neuman _x000D_ V. Social Policy and Early Literacy _x000D_ 24. Assessment in Early Literacy Research, Catherine E. Snow and Soojin S. Oh _x000D_ 25. Tell Me a Story: Examining the Benefits of Shared Reading, Anne E. Cunningham and Jamie Zibulsky _x000D_ 26. Language and Literacy Insights from Research Based on Early Head Start, Barbara Alexander Pan _x000D_ 27. Professional Development for Early Childhood Educators: Reviewing and Revising Conceptualizations, Martha Zaslow, Kathryn Tout, Tamara Halle, and Rebecca Starr _x000D_
28. Preschool Education's Effects on Language and Literacy, W. Steven Barnett and