Handbook of Early Literacy Research

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Susan B. Neuman, David K. Dickinson
Guilford Press, 2011 - Education - 467 pages
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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.
  

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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
Index
451
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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.

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