ERIC Number: ED528162
Record Type: Non-Journal
Publication Date: 2010-Dec
Reference Count: N/A
Handbook of Early Literacy Research. Volume 3
Neuman, Susan B., Ed.; Dickinson, David K., Ed.
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. This book contains five parts. Part I, Basic Developmental Processes, contains: (1) Early Language Experience Is Vital to Developing Fluency in Understanding (Anne Fernald and Adriana Weisleder); (2) Self-Regulation and Early Literacy (Clancy Blair, John Protzko, and Alexandra Ursache); (3) Variability in Language Development: Relation to Socioeconomic Status and Environmental Input (Marina Vasilyeva and Heidi Waterfall); (4) Lessons from the Crib for the Classroom: How Children Really Learn Vocabulary (Justin Harris, Roberta Michnick Golinkoff, and Kathy Hirsh-Pasek); and (5) Lexical Reorganization and the Emergence of Phonological Awareness (Jamie L. Metsala). Part II, Development Among Diverse Populations, contains: (6) Development of Early Literacy: Evidence from Major U.S. Longitudinal Studies (Margaret Burchinal and Nina Forestieri); (7) Emergent Literacy Environments: Home and Preschool Influences on Children's Literacy Development (Kathy Sylva, Lydia L. S. Chan, Edward Melhuish, Pam Sammons, Iram Siraj-Blatchford, and Brenda Taggart); (8) Beginning with Language: Spanish-English Bilingual Preschoolers' Early Literacy Development (Carol Scheffner Hammer, Shelley Scarpino, and Megan Dunn Davison); (9) Supporting the Language and Early Literacy Skills of English Language Learners: Effective Practices and Future Directions (Mariela M. Piez, Kristen Paratore Bock, and Lianna Pizzo); and (10) Young Children with Language Impairments: Challenges in Transition to Reading (Anne P. Kaiser, Megan Y. Roberts, and Ragan H. McLeod). Part III, Supporting Code-Related Abilities, contains: (11) A Model of the Concurrent and Longitudinal Relations between Home Literacy and Child Outcomes (Monique Senechal); (12) Home Support of Children in the Writing Process: Contributions to Early Literacy (Dorit Aram and Iris Levin); (13) Developing Children's Print Knowledge through Adult-Child Storybook Reading Interactions: Print Referencing as an Instructional Practice (Laura M. Justice and Shayne Piasta); (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); (15) Developmental Differences in Early Reading Skills (Scott G. Paris); (16) Studying and Modifying Young Children's Visual Attention during Book Reading (Mary Ann Evans and Jean Saint-Aubin); and (17) Child Characteristics-Instruction Interactions: Implications for Students' Literacy Skills Development in the Early Grades (Carol McDonald Connor). Part IV, Interventions: Curriculum and Professional Development, contains: (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); (19) Improving the Outcomes of Coaching-Based Professional Development Interventions (Douglas R. Powell and Karen E. Diamond); (20) Effective Teacher-Child Interactions and Children's Literacy: Evidence for Scalable, Aligned Approaches to Professional Development (Anne Henry and Robert C. Pianta); (21) Identifying Critical Components of an Effective Preschool Language and Literacy Coaching Intervention (Barbara A. Wasik and Annemarie H. Hindman); (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); and (23) The Challenge of Teaching Vocabulary in Early Education (Susan B. Neuman). Part V, Social Policy and Early Literacy, contains: (24) Assessment in Early Literacy Research (Catherine E. Snow and Soojin S. Oh); (25) Tell Me a Story: Examining the Benefits of Shared Reading (Anne E. Cunningham and Jamie Zibulsky); (26) Language and Literacy Insights from Research Based on Early Head Start (Barbara Alexander Pan); (27) Professional Development for Early Childhood Educators: Reviewing and Revising Conceptualizations (Martha Zaslow, Kathryn Tout, Tamara Halle, and Rebecca Starr); and (28) Preschool Education's Effects on Language and Literacy (W. Steven Barnett and Ellen C. Frede). [For "Handbook of Early Literacy Research. Volume 2," see ED496470.
Descriptors: Emergent Literacy, Beginning Reading, Beginning Writing, Early Reading, Reading Research, Early Intervention, Faculty Development, Childrens Writing, Preschool Education, Phonological Awareness, Reading Skills, English (Second Language), Second Language Learning, Language Impairments
Guilford Press. 72 Spring Street, New York, NY 10012. Tel: 800-365-7006; Tel: 212-431-9800; Fax: 212-966-6708; e-mail: firstname.lastname@example.org; Web site: http://www.guilford.com
Publication Type: Books; Collected Works - General
Education Level: Early Childhood Education; Preschool Education
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R324E060088