Handbook of Early Childhood Literacy

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Nigel Hall, Joanne Larson, Jackie Marsh
SAGE, Oct 18, 2003 - Education - 464 pages
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"This volume examines early literacy research on a global scale and puts social, cultural, and historical analyses in the front seat--without losing sight of individual and family-level matters in the process. It is comprehensive, ground-breaking, and provocative, and should help literacy researchers to think differently about the field."
--Marjorie Faulstich Orellana, School of Education and Social Policy, Northwestern University

"No other publication that I am aware of brings together views from such diverse disciplines, contributing to a comprehensive statement about early childhood literacy. The Handbook not only reviews the current field of situated literacy but presents some important and exciting new research. It is a significant resource that promises to become a landmark text."
--Eve Bearne, University of Cambridge, Faculty of Education, U.K.

"This handbook brings together an astonishing array of writers who explore contemporary political, cultural, and cognitive understandings of early childhood literacy. Literacy and literacy acquisition are broadly defined here to encompass not just traditional notions of reading and writing, but multimodalities, multiliteracies, and critical literacies. . . It is rich and comprehensive, an invaluable resource for scholars, educators, and students of early childhood literacy."
--Elsa Auerbach, Professor of English, University of Massachusetts, Boston

"This book is unique in its broad consideration of topics and its global focus . . . I particularly appreciate how the editors have situated current research in an historical context. They have also included development issues, pedagogy, research, and the newest areas of interest--critical literacy and popular culture."
--Diane Barone, University of Nevada, Reno

In recent years there has been a virtual revolution in early childhood studies, with a mass of books and papers seeking to re-examine and reposition childhood. At the same time an equally significant area has developed within literacy studies, reflecting a growing interest in the nature of literacy as a socially situated phenomenon. There is increased interest in literacy as a multimodal concept in which symbolic meaning is a central concept, rather than more conventional and narrower notions of literacy. The Handbook of Early Childhood Literacy is central in providing access to all these different perspectives.

The Handbook offers a way through the vast diversity of publications on early childhood literacy by providing comprehensive and up-to-date reviews of research and thinking in early childhood literacy.

The arrangement of chapters reflects a contemporary perspective on research into early childhood literacy. Major sections include: the global world of early childhood literacy; childhood literacy and family, community and culture; the development of literacy in early childhood; pedagogy and early childhood literacy and researching early childhood literacy.

Contributions by leading authorities focus on literacy as a socially situated and global experience, one that is evolving in relation to changes in contemporary culture and technological innovation.

 

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Best book ever! This is great for any doc student or literacy researcher who wants to get up-to-date information about what research has to say about early childhood literacy development.

Contents

Chapter 1 The Emergence of Early Childhood Literacy
3
Chapter 2 Postcolonial Perspectives on Childhood and Literacy
13
Chapter 3 Gender and Early Childhood Literacy
22
The Sociocultural Influence
34
Early childhood literacy in families communities and cultures
49
Chapter 5 Researching Young Childrens OutofSchool Literacy Practices
51
Chapter 6 Language Literacy and Community
66
Chapter 7 The OutofSchool Schooling of Literacy
75
Chapter 19 Young Childrens Literary Meaning Making
222
the Role of Picturebooks in the Reading Experience of Young Children
235
Chapter 21 Textbooks and Early Childhood Literacy
249
Chapter 22 The Nature of Young Childrens Authoring
258
Chapter 23 The Development of Spelling
271
Chapter 24 Writing the World
287
Literacy in preschool settings and schools
299
Chapter 25 Talk and Discourse in Formal Learning Settings
301

Chapter 8 Literacy within Family Life
85
Chapter 9 Family Literacy Programmes
99
Chapter 10 Early Childhood Literacy and Popular Culture
112
Chapter 11 Film and Television
126
Early moves in literacy
143
How it All Begins
145
The Differential Principles and Means of Adults and Children
154
Chapter 14 Brain Activity Genetics and Learning to Read
167
Chapter 15 Becoming Biliterate
178
Some Principles for Learning Literacy in the Early Years of Schooling
189
Chapter 17 Uncovering the Key Skills of Reading
199
Chapter 18 Phonology and Learning to Read
209
A Review of Evidence
315
Chapter 27 Creating Positive Literacy Learning Environments in Early Childhood
327
Chapter 28 Computers and Early Literacy Education
338
What Does It Look Like in the Early Years?
355
a Review of Research on Literacy Assessment in Early Childhood
369
Researching early childhood literacy
379
Chapter 31 Methodologies in Research on Young Children and Literacy
381
Chapter 32 Feminist Methodologies and Research for Early Childhood Literacies
400
Chapter 33 Taking a Naturalistic Viewpoint in Early Childhood Literacy Research
411
Index
424
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About the author (2003)

Joanne Larson is Michael W. Scandling Professor of Education and Chair of the Teaching and Curriculum program at the University of Rochester's Warner Graduate School of Education and Human Development, USA. She received her PhD at the University of California, Los Angeles in 1995. Larson's ethnographic research examines how language and literacy practices mediate social and power relations in literacy events in schools and communities. She is currently collaborating with Rochester community residents on a participatory action research project examining changes associated with transforming a local corner store into a cornerstone of healthy living. Her book Radical Equality in Education: Starting Over in US Schooling (Routledge, 2014) makes the case for beginning with assumptions of equality instead of inequality in education. She is the editor of Literacy as Snake Oil: Beyond the Quick Fix, Second Edition (Lang, 2007) and co-editor with Jackie Marsh of Handbook of Early Childhood Literacy (Sage, 2013). Larson's journal publications include research articles in Research in the Teaching of English; Written Communication: Linguistics and Education; Journal of Early Childhood Literacy, and Discourse and Society.

Jackie Marsh is Professor of Education at the University of Sheffield, UK, where she conducts research on young children's play and digital literacy practices in homes, communities and early years settings and primary schools. Her most recent publications include Changing Play: Play, Media and Commercial Culture from the 1950s to the Present Day (with Bishop, 2014) and Handbook of Early Childhood Literacy (edited with Larson, 2013). Jackie is an editor of the Journal of Early Childhood Literacy.

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