Handbook of Early Literacy Research, Volume 1

Susan B. Neuman, David K. Dickinson

Guilford Press, Apr 7, 2003 - Education - 494 pages

The field of early literacy has seen significant recent advances in theory, research, and practice. This volume brings 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 six 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 research on their effectiveness is presented.

Contents

• Introduction: 3
• Emergent Literacy Development from Prereaders to Readers: 11
• A Sociocultural Perspective on Early Literacy Development: 30
• Literacy and Oral Language Implications for Early Literacy Acquisition: 43
• Some Theoretical and Methodological Considerations in Studying Literacy in Social Context: 54
• Alphabetic Anxiety and Explicit Systematic Phonics Instruction A Cognitive Science Perspective: 66
• Brains Genes and Environment in Reading Development: 81
• STRANDS OF EARLY LITERACY DEVELOPMENT: 95
• Connecting Early Language and Literacy to Later Reading DisAbilities Evidence Theory and Practice: 97
• Early Phonological Development and the Acquisition of Literacy: 111
• Writing and Childrens Symbolic Repertoires Development Unhinged: 126
• Invented Spelling Phonemic Awareness and Reading and Writing Instruction: 142
• HOME AND COMMUNITY INFLUENCES: 157
• Young Bilingual Children and Early Literacy Development: 159
• Joint Caregiver Child Storybook Reading A Route to Literacy Development: 179
• Early Language and Literacy Skills in LowIncome African American and Hispanic Children: 192
• Making Schools Work for LowIncome Families in the 21st Century: 211
• The Complex Interplay between Biology and Environment Otitis Media and Mediating Effects on Early Literacy Development: 232
• SCHOOLING INFLUENCES THE PRESCHOOL YEARS: 243
• Early Literacy and Developmentally Appropriate Practice Rethinking the Paradigm: 245
• The Nature and Impact of Early Childhood Care Environments on the Language and Early Literacy Development of Children from LowIncome Fam...: 263
• Environment and Its Influences for Early Literacy Teaching and Learning: 281
• INSTRUCTIONAL MATERIALS AND CLASSROOM PRACTICES: 293
• Emergent Literacy Skills Early Instruction and Individual Differences as Determinants of Difficulties in Learning to Read The Case for Early Interve...: 295
• Early Intervention for African American Children Considered to Be at Risk: 322
• Teaching Phonics and Phonological Awareness: 333
• LiteratureBased Instruction in the Early Years: 348
• The Texts of Beginning Reading Instruction: 361
• Early Literacy Development The Case for Informed Assessment: 377
• Assessing the Literacy of Young Children The Case for Multiple Forms of Evidence: 390
• SPECIAL INTERVENTION EFFORTS: 419
• Preschool Education for Economically Disadvantaged Children Effects on Reading Achievement and Related Outcomes: 421
• Intergenerational Family Literacy Concepts Research and Practice: 444
• The Complex World of OneonOne Tutoring: 459
• Title 1 and Special Education Support for Children Who Struggle to Learn to Read: 471
• Index: 485

About the author

Susan B. Neuman, EdD, a professor in educational studies specializing in early literacy development, returned to the University of Michigan in 2004 after a 2-year hiatus, during which she served as the U.S. Assistant Secretary for Elementary and Secondary Education. Her research and teaching interests include early childhood policy, curriculum, and early reading instruction. In her role as Assistant Secretary, she established the Reading First program and the Early Reading First program, and was responsible for all activities in Title I of the Elementary and Secondary Education Act. Dr. Neuman recently received an honorary doctorate from the California State University/n-/Hayward, where she also conducted her master's work in reading and curriculum. Widely published, she received her doctorate from the University of the Pacific in Stockton, California.

David K. Dickinson, EdD, is a professor at the Peabody School of Education, Vanderbilt University. He received his doctoral training at Harvard University's Graduate School of Education after teaching elementary school in the Philadelphia area for 5 years. Since the early 1980s he has studied language and early literacy development among low-income populations, with a focus on the role of oral language in literacy development. Dr. Dickinson has examined the interrelationships among language, print skills, and phonemic awareness and has conducted detailed studies of language use patterns in early childhood classrooms. He helped create tools for describing literacy support in preschool classrooms, and developed and studied approaches to providing professional development for preschool teachers. Widely published, Dr. Dickinson has served on numerous advisory boards and recently was on a commission assisting the National Association for the Education of Young Children with revising its accreditation standards.

Bibliographic information

• Title: Handbook of Early Literacy Research, Volume 1; Handbook of Early Literacy Research
• Editors: Susan B. Neuman, David K. Dickinson
• Edition: illustrated, reprint
• Publisher: Guilford Press, 2003
• ISBN: 1572308958, 9781572308954
• Length: 494 pages
• Subjects: Education / Research; Education / Teaching Methods & Materials / Language Arts; Language Arts & Disciplines / Literacy