Current research increasingly highlights the role of early literacy in young children's development--and informs practices and policies that promote success among diverse learners. The Handbook of Early Literacy Research presents cutting-edge knowledge on all aspects of literacy learning in the early years. Volume 2 provides additional perspectives on important topics covered in Volume 1 and addresses critical new topics: the transition to school, the teacher-child relationship, sociodramatic play, vocabulary development, neuroimaging work, Vygotskian theory, findings from international studies, and more.
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.
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-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.
Dickinson, Neuman, Introduction. Part I: Cognitive and Linguistic Building Blocks of Early Literacy Development. Dickinson, McCabe, Essex, A Window of Opportunity We Must Open to All: The Case for Preschool With High-Quality Support for Language and Literacy. Neuman, The Knowledge Gap: Implications for Early Education. Biemiller, Vocabulary Development and Instruction: A Prerequisite for School Learning. Ashby, Rayner, Literacy Development: Insights from Research on Skilled Reading. Pugh, Sandak, Frost, Moore, Mencl, Neurobiological Investigations of Skilled and Impaired Reading, II. Phonemic Awareness and Letter Knowledge. Lonigan, Conceptualizing Phonological Processing Skills in Prereaders. Burgess, The Development of Phonological Sensitivity. Phillips, Torgesen, Phonemic Awareness and Reading: Beyond the Growth of Initial Reading Accuracy. Ehri, Roberts, The Roots of Learning to Read and Write: Acquisition of Letters and Phonemic Awareness. Part III: Families and Relationships: Socioemotional and Linguistic Supports. Landry, Smith, The Influence of Parenting on Emerging Literacy Skills. Pianta, Teacher-Child Relationships in Early Literacy. Hoff, Environmental Supports for Language Acquisition. Senechal, Ouellette, Rodney, The Misunderstood Giant: On the Predictive Role of Early Vocabulary to Future Reading. Part IV: Cultural and Linguistic Diversity. Vaughn, Linan-Thompson, Pollard-Durodola, Mathes, Cardenas-Hagan, Effective Interventions for English Language Learners (Spanish/English) at Risk for Reading Difficulties. Craig, Washington, Recent Research on the Language and Literacy Skills of African American Students in the Early Years. Leseman, van Tuijl, Cultural Diversity in Early Literacy: Findings in Dutch Studies. McNaughton, Considering Culture in Research-Based Interventions to Support Early Literacy. Part V: Supporting Literacy in Preschool Classrooms. Bodrova, Leong, Vygotskian Perspectives on Teaching and Learning Early Literacy. Farran, Aydogan, Kang, Lipsey, Preschool Classroom Environments and the Quantity and Quality of Children's Literacy and Language Behaviors. Morrow, Schickedanz, The Relationships between Sociodramatic Play and Literacy Development. Beck, McKeown, Encouraging Young Children's Language Interactions with Stories. Roskos, Vukelich, Early Literacy Policy and Pedagogy. Part VI: Programmatic Interventions During the Preschool Years. Britto, Fuligni, Brooks-Gunn, Reading Ahead?: Effective Interventions for Young Children's Early Literacy Development. Needlman, Klass, Zuckerman, A Pediatric Approach to Early Literacy. Zill, Resnick, Emergent Literacy of Low Income Children in Head Start: Relationships with Child and Family Characteristics, Program Factors, and Classroom Quality. Part VII: Toward Effective Primary Grade Instruction. Morrison, Connor, Bachman, The Transition to School. Hiebert, Mesmer, Perspectives on the Difficulty of Beginning Reading Texts. Juel, The Impact of Early School Experiences on Initial Reading. Salinger, Policy Decisions in Early Literacy Assessment. Landesman Ramey, C.T. Ramey, Early Education Interventions: Principles of Effective and Sustained Benefits from Targeted Early Education Programs.
'Amidst a sea of political controversy surrounding early reading instruction, this book offers the most up-to-date and definitive research perspectives available today. While dealing fully and well with the importance of phonemic awareness and decoding, it places reading within the wider context of language development and child development. I particularly applaud the stress on children, rich and poor, learning to read in such a way that they don't just pass reading tests, but are successful learners in the content areas throughout their school years. This book is essential reading, cover to cover, for anyone interested in reading and literacy.' - James Paul Gee, PhD, Department of Curriculum and Instruction, University of Wisconsin-Madison 'This extraordinarily valuable resource brings together the work of knowledgeable and credible scholars in a variety of areas related to early literacy research. Writing in a manner that is accessible to both researchers and practitioners, the contributors go beyond updating us on the vast amount of accumulated knowledge on emerging and early literacy. They help us make sense of its applications to our work with young children and those who care for and teach them.' - Dorothy S. Strickland, PhD, Department of Learning and Teaching, Graduate School of Education, Rutgers, The State University of New Jersey
HANDBK OF EARLY LITERACY R-V02
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David K. Dickinson, Susan Neuman
David K. Dickinson