This investigation examined the influence of varying levels of Spanish receptive vocabulary and phonemic awareness ability on beginning English vocabulary, phonemic awareness, word reading fluency, and reading comprehension development across kindergarten through second grade. The 80 respondents were Spanish speaking children with no English…

This study examined relations between parenting, shared reading practices, and child development. Participants included 28 children (M = 24.66 months, SD = 8.41 months) and their parents. Measures included naturalistic observations of parenting and shared reading quality, assessments of child cognitive and language development, and home reading…

The progressive educational systems of some regions of Italy are becoming increasingly recognized by educators and researchers seeking insight into diverse educational approaches from the international community. This article represents a case study of Filastrocca ("Nursery Rhyme"), a preschool in the Tuscan city of Pistoia. Filastrocca…

This issue highlights seven distinct studies. The first study examines the perceptions of early childhood educators and elementary educators concerning their beliefs about young children and how those beliefs translate to practice. The second explores joint book reading among parents and very young children. The third investigates the importance…

This issue highlights six distinct studies. The first study examines the inclusion of literacy props and teacher mediation on the literacy behaviors of young children. The second explores the relationship of amount of talk, diversity of talk, and complexity of talk on the language acquisition of young preschool children who are learning a second…

Compared the early literacy development of English-speaking preschoolers and kindergartners to that of Spanish-speaking children. Subjects wrote at least six words and one sentence, then interpreted their own productions. Found that syllabic writings in English-speaking children were like those of Spanish speakers; found differences in how…

A study of five year olds in the longitudinal Home-School Study of Language and Literacy Development project focused on the relationship between predictor variables and outcome measures of early literacy. Results demonstrated that both home and school make important contributions to children's literacy achievement at the age of five years. (BB)

Offers brief commentary on the studies included in this issue. Maintains that the four articles on children's home and school language is important professional literature for anyone who deals with reading and language. (BB)

Notes that Davidson's book provides an in-depth exploration of the contribution of dramatic play to emergent literacy and ways that teachers can implement play-based literacy learning. Maintains that the book has a balanced theoretical orientation, provides a sensitive treatment of intervention, presents a thoughtful treatment of oral and written…