Handbook of Early Literacy Research, Volume 2

Edited by David K. Dickinson and Susan B. Neuman

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December 15, 2005
ISBN 9781593851842
Price: $117.00
468 Pages
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May 2, 2007
ISBN 9781593855772
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468 Pages
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October 15, 2013
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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.

“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


“This book is brimming with research-based insights into foundational topics in early literacy learning and instruction, including vocabulary development, phonemic awareness, the role of policy, and sociocognition. It also contributes to a growing knowledge base in such cutting-edge areas as the role of caregiver-teacher collaboration, second language learning, brain imaging, and early educational interventions. Delving deeply into early childhood literacy issues, this book will make a powerful contribution as a guiding text for researchers, graduate students, and educators.”

—Linda D. Labbo, PhD, Department of Language and Literacy, University of Georgia


“I used both Volumes 1 and 2 in a course on theory and research in early literacy. The texts provided my graduate students with contemporary theoretical frameworks and addressed a range of questions commonly asked by those engaged in dissertation research. I would definitely use these books again.”

—Olivia Saracho, PhD, Department of Curriculum and Instruction, University of Maryland, College Park

Table of Contents

Introduction, David K. Dickinson and Susan B. Neuman

I. Cognitive and Linguistic Building Blocks of Early Literacy Development

1. A Window of Opportunity We Must Open to All: The Case for Preschool With High-Quality Support for Language and Literacy, David K. Dickinson, Allyssa McCabe, and Marilyn J. Essex

2. The Knowledge Gap: Implications for Early Education, Susan B. Neuman

3. Vocabulary Development and Instruction: A Prerequisite for School Learning, Andrew Biemiller

4. Literacy Development: Insights from Research on Skilled Reading, Jane Ashby and Keith Rayner

5. Neurobiological Investigations of Skilled and Impaired Reading, Kenneth R. Pugh, Rebecca Sandak, Stephen J. Frost, Dina Moore, and W. Einar Mencl

II. Phonemic Awareness and Letter Knowledge

6. Conceptualizing Phonological Processing Skills in Prereaders, Christopher J. Lonigan

7. The Development of Phonological Sensitivity, Stephen R. Burgess

8. Phonemic Awareness and Reading: Beyond the Growth of Initial Reading Accuracy, Beth M. Phillips and Joseph K. Torgesen

9. The Roots of Learning to Read and Write: Acquisition of Letters and Phonemic Awareness, Linnea C. Ehri and Theresa Roberts

III. Families and Relationships: Socioemotional and Linguistic Supports

10. The Influence of Parenting on Emerging Literacy Skills, Susan H. Landry and Karen E. Smith

11. Teacher-Child Relationships in Early Literacy, Robert C. Pianta

12. Environmental Supports for Language Acquisition, Erika Hoff

13. The Misunderstood Giant: On the Predictive Role of Early Vocabulary to Future Reading, Monique Sénéchal, Gene Ouellette, and Donna Rodney

IV. Cultural and Linguistic Diversity

14. Effective Interventions for English Language Learners (Spanish-English) at Risk for Reading Difficulties, Sharon Vaughn, Sylvia Linan-Thompson, Sharolyn Pollard-Durodola, Patricia G. Mathes, and Elsa Cárdenas Hagan

15. Recent Research on the Language and Literacy Skills of African American Students in the Early Years, Holly K. Craig and Julie A. Washington

16. Cultural Diversity in Early Literacy: Findings in Dutch Studies, Paul P. M. Leseman and Cathy van Tuijl

17. Considering Culture in Research-Based Interventions to Support Early Literacy, Stuart McNaughton

V. Supporting Literacy in Preschool Classrooms

18. Vygotskian Perspectives on Teaching and Learning Early Literacy, Elena Bodrova and Deborah J. Leong

19. Preschool Classroom Environments and the Quantity and Quality of Children's Literacy and Language Behaviors, Dale C. Farran, Canan Aydogan, Shin Ji Kang, and Mark W. Lipsey

20. The Relationships between Sociodramatic Play and Literacy Development, Lesley Mandel Morrow and Judith A. Schickedanz

21. Encouraging Young Children's Language Interactions with Stories, Margaret G. McKeown and Isabel L. Beck

22. Early Literacy Policy and Pedagogy, Kathleen Roskos and Carol Vukelich

VI. Programmatic Interventions During the Preschool Years

23. Reading Ahead: Effective Interventions for Young Children's Early Literacy Development, Pia Rebello Britto, Allison S. Fuligni, and Jeanne Brooks-Gunn

24. A Pediatric Approach to Early Literacy, Robert Needlman, Perri Klass, and Barry Zuckerman

25. Emergent Literacy of Low-Income Children in Head Start: Relationships with Child and Family Characteristics, Program Factors, and Classroom Quality, Nicholas Zill and Gary Resnick

VII. Toward Effective Primary Grade Instruction

26. The Transition to School, Frederick J. Morrison, Carol McDonald Connor, and Heather J. Bachman

27. Perspectives on the Difficulty of Beginning Reading Texts, Elfrieda H. Hiebert and Heidi Anne E. Mesmer

28. The Impact of Early School Experiences on Initial Reading, Connie Juel

29. Policy Decisions in Early Literacy Assessment, Terry Salinger

30. Early Education Interventions: Principles of Effective and Sustained Benefits from Targeted Early Education Programs, Sharon Landesman Ramey and Craig T. Ramey


About the Editors

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.

Contributors

Jane Ashby, MA, Department of Psychology, University of Massachusetts, Amherst, MA

Canan Aydogan, MEd, Department of Teaching and Learning, Peabody College, Vanderbilt University, Nashville, TN

Heather J. Bachman, PhD, Institute for Policy Research, Northwestern University, Evanston, IL

Isabel L. Beck, PhD, Learning Research and Development Center, University of Pittsburgh, Pittsburgh, PA

Andrew Biemiller, PhD, Department of Human Development and Applied Psychology (emeritus), University of Toronto, Toronto, Ontario, Canada

Elena Bodrova, PhD, Mid-Continent Research for Education and Learning, Aurora, CO, and National Institute for Early Education Research, New Brunswick, NJ

Pia Rebello Britto, PhD, Child Study Center, Yale University, New Haven, CT

Jeanne Brooks-Gunn, PhD, Institute for Child and Family Policy and National Center for Children and Families, Teachers College, Columbia University, New York, NY

Stephen R. Burgess, PhD, Department of Psychology, Southwestern Oklahoma State University, Weatherford, OK

Carol McDonald Connor, PhD, College of Education, Reading, and Language Arts, Florida State University, Tallahassee, FL

Holly K. Craig, PhD, Center for the Development of Language and Literacy, University of Michigan, Ann Arbor, MI

David K. Dickinson, EdD, Peabody College of Vanderbilt University, Nashville, TN

Linnea C. Ehri, PhD, Program in Educational Psychology, Graduate Center, City University of New York, New York, NY

Marilyn J. Essex, PhD, Department of Psychiatry, University of Wisconsin-Madison, Madison, WI

Dale C. Farran, PhD, Department of Teaching and Learning, Peabody College, Vanderbilt University, Nashville, TN

Stephen J. Frost, PhD, Haskins Laboratories and Yale University School of Medicine, New Haven, CT

Allison S. Fuligni, PhD, Center for Improving Child Care Quality, University of California-Los Angeles Graduate School of Education and Information Studies, Los Angeles, CA

Elsa Cárdenas Hagan, PhD, Valley Speech, Language, and Learning Center, Brownsville, TX

Elfrieda H. Hiebert, PhD, Graduate School of Education, University of California-Berkeley, Berkeley, CA

Erika Hoff, PhD, Department of Psychology, Florida Atlantic University, Davie, FL

Connie Juel, PhD, School of Education, Stanford University, Stanford, CA

Shin Ji Kang, MEd, Department of Teaching and Learning, Peabody College, Vanderbilt University, Nashville, TN

Perri Klass, MD, Department of Pediatrics, Boston Medical Center, Boston, MA

Susan H. Landry, PhD, Center for Improving the Readiness of Children for Learning and Education, The University of Texas Health Science Center, Houston, TX

Deborah J. Leong, PhD, Department of Psychology, Metropolitan State College of Denver, Denver, CO

Paul P. M. Leseman, PhD, Department of Education, Faculty of Social Sciences, Utrecht University, Utrecht, The Netherlands

Sylvia Linan-Thompson, PhD, Department of Special Education, College of Education, University of Texas, Austin, TX

Mark W. Lipsey, PhD, Institute for Public Policy Studies, Vanderbilt University, Nashville, TN

Christopher J. Lonigan, PhD, Florida Center for Reading Research, Florida State University, Tallahassee, FL

Patricia G. Mathes, PhD, Center for Teacher Education, Southern Methodist University, Dallas, TX

Allyssa McCabe, PhD, Department of Psychology, University of Massachusetts-Lowell, Lowell, MA

Margaret G. McKeown, PhD, Learning Research and Development Center, University of Pittsburgh, Pittsburgh, PA

Stuart McNaughton, PhD, School of Education, University of Auckland, Auckland, New Zealand

W. Einar Mencl, PhD, Haskins Laboratories and Yale University School of Medicine, New Haven, CT

Heidi Anne E. Mesmer, PhD, College of Education, Oklahoma State University, Stillwater, OK

Dina Moore, PhD, Haskins Laboratories and Yale University School of Medicine, New Haven, CT

Frederick J. Morrison, PhD, Department of Psychology, Center for Human Growth and Development, University of Michigan, Ann Arbor, MI

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

Robert Needlman, MD, Department of Pediatrics, School of Medicine, MetroHealth Medical Center, Case Western Reserve University, Cleveland, OH

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

Gene Ouellette, MSc, Department of Psychology, Carleton University, Ottawa, Ontario, Canada

Beth M. Phillips, PhD, Florida Center for Reading Research, Florida State University, Tallahassee, FL

Robert C. Pianta, PhD, Curry Programs in Clinical and School Psychology, University of Virginia, Charlottesville, VA

Sharolyn Pollard-Durodola, PhD, Department of Educational Psychology, Texas A&M University, College Station, TX

Kenneth R. Pugh, PhD, Haskins Laboratories and Yale University School of Medicine, New Haven, CT

Craig T. Ramey, PhD, Center on Health and Education, Georgetown University, Washington, DC

Sharon Landesman Ramey, PhD, Center on Health and Education, Georgetown University, Washington, DC

Keith Rayner, PhD, Department of Psychology, University of Massachusetts, Amherst, MA

Gary Resnick, PhD, Child and Family Studies, Westat, Inc., Rockville, MD

Theresa Roberts, PhD, College of Education, California State University, Sacramento, CA

Donna Rodney, BA, Department of Psychology, Carleton University, Ottawa, Ontario, Canada

Kathleen Roskos, PhD, Department of Education and Allied Sciences, John Carroll University, University Heights, OH

Terry Salinger, PhD, American Institutes for Research, Washington, DC

Rebecca Sandak, PhD, Haskins Laboratories and Yale University School of Medicine, New Haven, CT

Judith A. Schickedanz, PhD, Department of Literacy and Language, Counseling and Development, Boston University, Boston, MA

Monique Sénéchal, PhD, Department of Psychology, Carleton University, Ottawa, Ontario, Canada

Karen E. Smith, PhD, Adolescent and Behavioral Health, University of Texas Medical Branch, Galveston, TX

Joseph K. Torgesen, PhD, Florida Center for Reading Research, Florida State University, Tallahassee, FL

Cathy van Tuijl, PhD, Department of Education, Faculty of Social Sciences, Utrecht University, Utrecht, The Netherlands

Sharon Vaughn, PhD, College of Education, University of Texas, Austin, TX

Carol Vukelich, PhD, School of Education, University of Delaware, Newark, DE

Julie A. Washington, PhD, Department of Audiology and Speech-Language Pathology, Wayne State University, Detroit, MI

Nicholas Zill, PhD, Child and Family Studies, Westat, Inc., Rockville, MD

Barry Zuckerman, MD, Department of Pediatrics, Boston Medical Center, Boston, MA

Course Use

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