ERIC Number: ED457970
Record Type: Non-Journal
Publication Date: 2001
Reference Count: N/A
Handbook of Early Literacy Research.
Neuman, Susan B., Ed.; Dickinson, David K., Ed.
This handbook brings together leading authorities to provide a comprehensive account of current knowledge in the early literacy field. The chapters are: (1)"Introduction" (Neuman and Dickinson); (2) "Emergent Literacy: Development from Prereaders to Readers" (Whitehurst and Lonigan); (3) "A Sociocultural Perspective on Early Literacy Development" (Gee); (4) "Literacy and Oral Language" (Watson); (5) "Some Theoretical and Methodological Considerations in Studying Literacy in Social Context" (Pellegrini); (6) "Alphabetic Anxiety and Explicit, Systematic Phonics Instruction" (Adams); (7) "Brains, Genes, and Environment in Reading Development" (Olson and Gayan); (8) "Connecting Early Language and Literacy to Later Reading (Dis)abilities" (Scarborough); (9) "Early Phonological Development and the Acquisition of Literacy" (Goswami); (10) "Writing and Children's Symbolic Repertoires" (Dyson); (11) "Invented Spelling, Phonemic Awareness, and Reading and Writing Instruction" (Richgels); (12) "Young Bilingual Children and Early Literacy Development" (Tabors and Snow); (13) "Joint Caregiver-Child Storybook Reading: A Route to Literacy Development" (Bus); (14) "Early Language and Literacy Skills in Low-Income African American and Hispanic Children" (Vernon-Feagans, Hammer, Miccio, and Manlove); (15) "Making Schools Work for Low-Income Families in the 21st Century" (Goldenburg); (16) "The Complex Interplay between Biology and Environment: Otitis Media and Mediating Effects on Early Literacy Development" (Roberts and Burchinal); (17) "Early Literacy and Developmentally Appropriate Practice: Rethinking the Paradigm" (New); (18) "The Nature and Impact of Early Childhood Care Environments on the Language and Early Literacy Development of Children from Low-Income Families" (Dickinson and Sprague); (19) "Environment and Its Influences for Early Literacy Teaching and Learning" (Roskos and Neuman); (20) "Emergent Literacy Skills, Early Instruction, and Individual Differences as Determinants of Difficulties in Learning To Read: The Case for Early Intervention" (Vellutino and Scanlon); (21) "Early Intervention for African American Children Considered To Be at Risk" (Strickland); (22) "Teaching Phonics and Phonological Awareness" (Stahl); (23) "Literature-Based Instruction in the Early Years" (Morrow and Gambrell); (24) "The Texts of Beginning Reading Instruction" (Hiebert and Martin); (25) "Early Literacy Development: The Case for 'Informed Assessment'" (Johnston and Rogers); (26) "Assessing the Literacy of Young Children: The Case for Multiple Forms of Evidence" (Salinger); (27) "Preschool Education for Economically Disadvantaged Children: Effects on Reading Achievement and Related Outcomes" (Barnett); (28) "Intergenerational Family Literacy: Concepts, Research, and Practice" (Wasik, Dobbins, and Herrmann); (29) "The Complex World of One-on-One Tutoring" (Invernizzi); and (30) "Title 1 and Special Education: Support for Children Who Struggle To Learn To Read" (McGill-Franzen and Goatley). (Each chapter contains references.) (KB)
Descriptors: Beginning Reading, Bilingualism, Brain, Early Childhood Education, Early Intervention, Emergent Literacy, Family Literacy, High Risk Students, Individual Differences, Literature Reviews, Phonics, Phonology, Reading Difficulties, Reading Instruction, Research Methodology, Research Needs, Special Education, Spelling, Student Evaluation, Theories, Tutoring, Writing Instruction, Young Children
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Publication Type: Books; Collected Works - General
Education Level: N/A
Authoring Institution: N/A
IES Cited: ED565632