Handbook of Early Literacy Research, Volume 1

Edited by Susan B. Neuman and David K. Dickinson

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April 7, 2003
ISBN 9781572308954
Price: $57.00 $42.75
494 Pages
Size: 7" x 10"
Copyright Date: 2001
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May 8, 2017
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Price: $57.00 $42.75
494 Pages
Copyright Date: 2001
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494 Pages
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Current research increasingly highlights the role of early literacy in young children's development—and facilitates the growth of 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 preschool years. Volume 1 covers such essential topics as major theories of early literacy; writing development; understanding learning disabilities, including early intervention approaches; cultural and socioeconomic contexts of literacy development; and tutoring programs and other special intervention efforts.

“This publication helps to establish the importance of the study of early literacy, so essential to later reading achievement. Neuman and Dickinson have assembled a very useful collection...with contributions by some of the most prestigious people in the field.”

Childhood Education


“The Handbook of Early Literacy Research is timely and should be a 'hot' professional reference....The Handbook interrupts 'one size fits all' notions of education and is an important contribution to stimulating local, national, and international dialogues on the literacy needs of all children.”

Teachers College Record


“Well organized and well edited....Highly recommended for upper-division undergraduates and above.”

Choice


“An excellent tool for reading specialists, teacher educators, staff developers, and administrators interested in joining the discourse about improving the lives of our nation's children....[This book] will continue to keep literacy on the national agenda as we struggle to give every child a literate future.”

Education Review


“Neuman and Dickinson have created nothing short of a tour de force. This new Handbook will be essential reading for anyone interested in the topic—and, these days, who is not? Early literacy development is among the most complex current issues facing children, families, early care and education providers, school personnel, researchers, and policy makers. Containing chapters by the leading developmentalists and literacy experts in the nation, the Handbook provides the reader with diverse perspectives, salient analyses, intellectual energy, and simply outstanding scholarship. It is a joy to read and will well earn its place in the annals of scholarship.”

—Sharon L. Kagan, EdD, Professor of Early Childhood and Family Policy, Teachers College, Columbia University; Immediate Past President, National Association for the Education of Young Children


“This volume both celebrates and reports on the vast amount of knowledge gained in emerging and early literacy over the last two to three decades. It encompasses the wide array of perspectives that characterize the current information explosion. Importantly, it also offers guidance for continuing to develop a more sophisticated understanding of such issues as the culturally situated, multiple literacies that are both local and global realities. All of us—educators, researchers, and other students of literacy—need this book.”

—Anne van Kleeck, PhD, Department of Communication Sciences and Disorders, University of Georgia


“With the recent federal focus on early prevention of reading impairments, this handbook provides practitioners and educators with the information needed to provide scientifically based, theory-guided assessment and instructional services to children who are typically developing or at risk for literacy difficulties. Neuman and Dickinson have gathered together an impressive cadre of scientists and educators who inform readers about early literacy research and its application for the home and the classroom. All professionals who work with young children, including general and special educators and speech-language pathologists, should consider this volume a ‘must-have' for their professional library.”

—Kenn Apel, PhD, CCC-SLP, Department of Communicative Disorders and Sciences, Wichita State University

Table of Contents

I. Ways of Conceptualizing Early Literacy Development

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: Implications for Early Literacy Acquisition, Watson

5. Some Theoretical and Methodological Considerations in Studying Literacy in Social Context, Pellegrini

6. Alphabetic Anxiety and Explicit, Systematic Phonics Instruction: A Cognitive Science Perspective, Adams

7. Brains, Genes, and Environment in Reading Development, Olson and Gayan

II. Strands of Early Literacy Development

8. Connecting Early Language and Literacy to Later Reading (Dis)abilities: Evidence, Theory, and Practice, Scarborough

9. Early Phonological Development and the Acquisition of Literacy, Goswami

10. Writing and Children's Symbolic Repertoires: Development Unhinged, Dyson

11. Invented Spelling, Phonemic Awareness, and Reading and Writing Instruction, Richgels

III. Home and Community Influences

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

IV. Schooling Influences: The Preschool Years

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

V. Instructional Materials and Classroom Practices

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: A Case for Multiple Forms of Evidence, Salinger

VI. Special Intervention Efforts

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

30. Title 1 and Special Education: Support for Children Who Struggle to Learn to Read, McGill-Franzen and Goatley


About the Editors

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.

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.

Contributors

Marilyn J. Adams, BBN Technologies, Cambridge, MA

W. Steven Barnett, Graduate School of Education and Center for Early Education Research, Rutgers University, New Brunswick, NJ

Margaret R. Burchinal, Frank Porter Graham Child Development Center and Department of Psychology, University of North Carolina, Chapel Hill, Chapel Hill, NC

Adriana G. Bus, School of Education, Leiden University, Leiden, The Netherlands

David K. Dickinson, Education Development Center, Inc., Newton, MA

Dionne R. Dobbins, American Institutes for Research, Washington, DC

Anne Haas Dyson, School of Education, University of California, Berkeley, Berkeley, CA

Linda B. Gambrell, School of Education, Clemson University, Clemson, SC

Javier Gayan, Institute for Behavioral Genetics and Department of Psychology, University of Colorado, Boulder, CO

James Paul Gee, Department of Reading, University of Wisconsin, Madison, Madison, WI

Virginia Goatley, Department of Reading, University at Albany, State University of New York, Albany, NY

Claude Goldenberg, College of Education, California State University, Long Beach, CA

Usha Goswami, Institute of Child Health, University College London, London, UK

Carol Scheffner Hammer, Department of Communication Disorders, Pennsylvania State University, University Park, PA

Suzannah Herrmann, doctoral student, School of Education, University of North Carolina, Chapel Hill, Chapel Hill, NC

Elfrieda H. Hiebert, School of Education, University of Michigan, Ann Arbor, MI

Marcia A. Invernizzi, Curry School of Education, University of Virginia, Charlottesville, VA

Peter H. Johnston, Department of Reading, University at Albany, State University of New York, Albany, NY

Christopher J. Lonigan, Department of Psychology, Florida State University, Tallahassee, FL

Elizabeth Manlove, Department of Human Development, Pennsylvania State University, University Park, PA

Leigh Ann Martin, doctoral student, School of Education, University of Michigan, Ann Arbor, MI

Anne McGill-Franzen, School of Education, University of Florida, Gainesville, FL

Adele Miccio, Department of Communication Disorders, Pennsylvania State University, State College, PA

Lesley Mandel Morrow, Department of Learning and Teaching, Graduate School of Education, Rutgers University, New Brunswick, NJ

Susan B. Neuman, School of Education, University of Michigan, Ann Arbor, MI

Rebecca S. New, Department of Child Development, Tufts University, Medford, MA

Richard K. Olson, Department of Psychology, University of Colorado, Boulder, Boulder, CO

A. D. Pellegrini, Department of Educational Psychology, University of Minnesota, Minneapolis, MN

Donald J. Richgels, Department of Literacy Education, Northern Illinois University, DeKalb, IL

Joanne E. Roberts, Frank Porter Graham Child Development Center and Departments of Pediatrics and Medical Allied Health Professions, University of North Carolina, Chapel Hill, Chapel Hill, NC

Rebecca Rogers, Department of Education, Washington University, St. Louis, MO

Kathleen Roskos, Department of Education, John Carroll University, Cleveland, OH

Terry Salinger, Pelavin Research Center, American Institutes for Research, Washington, DC

Donna M. Scanlon, Department of Reading and Special Education, College of St. Rose, Albany, NY; Child Research and Study Center, University at Albany, State University of New York, Albany, NY

Hollis S. Scarborough, PhD, Department of Psychology, Brooklyn College, City University of New York, Brooklyn, NY

Catherine E. Snow, Graduate School of Education, Harvard University, Cambridge, MA

Kimberley E. Sprague, Center for Children and Families, Education Development Center, Inc., Newton, MA

Steven A. Stahl, Department of Reading Education, University of Georgia, Athens, GA

Dorothy S. Strickland, Department of Reading, Graduate School of Education, Rutgers University, New Brunswick, NJ

Patton O. Tabors, Graduate School of Education, Harvard University, Cambridge, MA

Frank R. Vellutino, Department of Psychology; Department of Educational and Counseling Psychology; Program in Linguistics and Cognitive Science; and Child Research and Study Center, University at Albany, State University of New York, Albany, NY

Lynne Vernon-Feagans, College of Health and Human Development, Pennsylvania State University, University Park, PA

Barbara Hanna Wasik, School of Education; Frank Porter Graham Child Development Center; and Center for Home Visiting, University of North Carolina, Chapel Hill, Chapel Hill, NC

Rita Watson, School of Education, Hebrew University of Jerusalem, Jerusalem, Israel

Grover J. Whitehurst, Department of Psychology, University at Stony Brook, State University of New York, Stony Brook, NY

Audience

Instructors, students, and researchers in reading, child development, educational psychology, linguistics, and social policy; reading specialists, staff developers, and classroom teachers; policymakers focusing on literacy and early intervention.

Will serve as a text in advanced undergraduate and graduate-level courses.

Course Use

Will serve as a text in advanced undergraduate and graduate-level courses.