Handbook of Early Literacy Research, Volume 3
Edited by Susan B. Neuman and David K. Dickinson
Professors: request an exam copy“This highly readable text conveys cutting-edge thinking about the issues, theory, and research on emergent literacy and the implications for practice inside and outside the classroom. Focusing on the period between birth and the formal teaching of reading, the authors describe all aspects of early language and literacy learning, including topics like promising avenues for assessment, parent-child interactions, and supporting English language learners and children with language and reading challenges.”
—Young Children
“Volume 3 of the Handbook elaborates on research topics introduced in Volumes 1 and 2, presenting cutting-edge thinking in a style accessible to teacher educators as well as researchers. Addressing the relation between oral language and literacy development in diverse populations, professional development for early childhood teachers, and effective interventions for our youngest learners, this is an invaluable reference on some of the most pressing issues in education today.”
—Anne McGill-Franzen, Ph.D., Professor and Director of the Reading Center, University of Tennessee, Knoxville
“Readers will find a wealth of research findings and evidence-based practices in chapters from national and international experts. The selection of topics makes this handbook essential reading for those seeking the most current thinking in the field. The content readily flows from one chapter to another and builds in a cohesive manner throughout the book, rewarding the reader with nuanced conceptual discussions and practical implications for home and school. Neuman and Dickinson have again raised the bar on early literacy research and practice.”
—Barbara Hanna Wasik, PhD, William R. Kenan, Jr. Distinguished Professor, School of Education, University of North Carolina at Chapel Hill
“This handbook is a virtual library of cutting-edge knowledge on all aspects of the fast-moving field of emergent literacy. Like Volumes 1 and 2, Volume 3 helps us understand how literacy and language unfold for diverse populations of children. The book describes promising avenues for assessment and intervention as well as the professional development that is necessary to bring effective practices to scale. This handbook will be a 'go-to' resource for the entire range of professionals and students seeking to nurture the next generation of successful readers.”
—Judith J. Carta, PhD, Juniper Gardens Children's Project, University of Kansas
“This book offers fresh evidence and rich insights about how we, as a society, can better advance the oral and written language skills of young children. Breathtaking in scope, the volume presents new understandings of how children puzzle through the elements of language and identifies what programs work best to nurture early learning. Truly a 'must read' for educators, developmentalists, policymakers, and all those who aim to give young children a head start.”
—Bruce Fuller, PhD, Graduate School of Education, University of California, Berkeley
Table of Contents
I. Basic Developmental Processes1. Early Language Experience Is Vital to Developing Fluency in Understanding, Anne Fernald and Adriana Weisleder
2. Self-Regulation and Early Literacy, Clancy Blair, John Protzko, and Alexandra Ursache
3. Variability in Language Development: Relation to Socioeconomic Status and Environmental Input, Marina Vasilyeva and Heidi Waterfall
4. Lessons from the Crib for the Classroom: How Children Really Learn Vocabulary, Justin Harris, Roberta Michnick Golinkoff, and Kathy Hirsh-Pasek
5. Lexical Reorganization and the Emergence of Phonological Awareness, Jamie L. Metsala
II. Development among Diverse Populations
6. Development of Early Literacy: Evidence from Major U.S. Longitudinal Studies, Margaret Burchinal and Nina Forestieri
7. Emergent Literacy Environments: Home and Preschool Influences on Children’s Literacy Development
Kathy Sylva, Lydia L. S. Chan, Edward Melhuish, Pam Sammons, Iram Siraj-Blatchford, and Brenda Taggart
8. Beginning with Language: Spanish–English Bilingual Preschoolers’ Early Literacy Development, Carol Scheffner Hammer, Shelley Scarpino, and Megan Dunn Davison
9. Supporting the Language and Early Literacy Skills of English Language Learners: Effective Practices and Future Directions, Mariela M. Páez, Kristen Paratore Bock, and Lianna Pizzo
10. Young Children with Language Impairments: Challenges in Transition to Reading, Anne P. Kaiser, Megan Y. Roberts, and Ragan H. McLeod
III. Supporting Code-Related Abilities
11. A Model of the Concurrent and Longitudinal Relations between Home Literacy and Child Outcomes, Monique Sénéchal
12. Home Support of Children in the Writing Process: Contributions to Early Literacy, Dorit Aram and Iris Levin
13. Developing Children’s Print Knowledge through Adult–Child Storybook Reading Interactions: Print Referencing as an Instructional Practice, Laura M. Justice and Shayne Piasta
14. Evidence-Based Computer Interventions Targeting Phonological Awareness to Prevent Reading Problems in At-Risk Young Students, Verna van der Kooy-Hofland, Cornelia Kegel, and Adriana Bus
15. Developmental Differences in Early Reading Skills, Scott G. Paris
16. Studying and Modifying Young Children’s Visual Attention during Book Reading, Mary Ann Evans and Jean Saint-Aubin
17. Child Characteristics–Instruction Interactions: Implications for Students’ Literacy Skills Development in the Early Grades, Carol McDonald Connor
IV. Interventions: Curriculum and Professional Development
18. Fostering Early Development and School Readiness in Pediatric Settings, Alan L. Mendelsohn, Benard P. Dreyer, Carolyn A. Brockmeyer, Samantha B. Berkule-Silberman, and Lesley Mandel Morrow
19. Improving the Outcomes of Coaching-Based Professional Development Interventions, Douglas R. Powell and Karen E. Diamond
20. Effective Teacher–Child Interactions and Children’s Literacy: Evidence for Scalable, Aligned
Approaches to Professional Development, Anne E. Henry and Robert C. Pianta
21. Identifying Critical Components of an Effective Preschool Language and Literacy Coaching Intervention, Barbara A. Wasik and Annemarie H. Hindman
22. Why Are So Few Interventions Really Effective?: A Call for Fine-Grained Research Methodology, David K. Dickinson, Jill B. Freiberg, and Erica M. Barnes
23. The Challenge of Teaching Vocabulary in Early Education, Susan B. Neuman
V. Social Policy and Early Literacy
24. Assessment in Early Literacy Research, Catherine E. Snow and Soojin S. Oh
25. Tell Me a Story: Examining the Benefits of Shared Reading, Anne E. Cunningham and Jamie Zibulsky
26. Language and Literacy Insights from Research Based on Early Head Start, Barbara Alexander Pan
27. Professional Development for Early Childhood Educators: Reviewing and Revising Conceptualizations, Martha Zaslow, Kathryn Tout, Tamara Halle, and Rebecca Starr
28. Preschool Education’s Effects on Language and Literacy, W. Steven Barnett and Ellen C. Frede
About the Editors
Susan B. Neuman, EdD, is Professor in Educational Studies at the University of Michigan. A former U.S. Assistant Secretary for Elementary and Secondary Education, Dr. Neuman established the Early Reading First program, developed the Early Childhood Educator Professional Development Program, and was responsible for all activities in Title I of the Elementary and Secondary Education Act. Her research and teaching interests include early literacy development, early childhood policy, curriculum, and early reading instruction. She has published over 100 articles and 11 books.David K. Dickinson, EdD, is Professor and Chair of the Department of Teaching and Learning at Vanderbilt University’s Peabody College of Education and Human Development. His major research interests include the role of language in literacy, the contributions of homes and preschools to language and literacy development, professional development interventions, and challenges associated with enhancing program quality. He has published numerous articles and books and is coauthor of a preschool curriculum, Opening the World of Learning.
Contributors
Dorit Aram, PhD, Department of Human Development and Education, Constantiner School of Education, Tel Aviv University, Tel Aviv, IsraelErica M. Barnes, MA, Department of Teaching and Learning, Peabody College of Education and Human Development, Vanderbilt University, Nashville, Tennessee
W. Steven Barnett, PhD, National Institute for Early Education Research and Graduate School of Education, Rutgers, The State University of New Jersey, New Brunswick, New Jersey
Samantha B. Berkule-Silberman, PhD, Department of Psychology, Manhattanville College, Purchase, New York
Clancy Blair, PhD, MPH, Department of Applied Psychology, Steinhardt School of Culture, Education, and Human Development, New York University, New York, New York
Kristen Paratore Bock, MEd, Lynch School of Education, Boston College, Boston, Massachusetts
Carolyn A. Brockmeyer, PhD, Department of Pediatrics, New York University Medical Center, New York, New York
Margaret Burchinal, PhD, Frank Porter Graham Institute, University of North Carolina, Chapel Hill, North Carolina; Department of Education, University of California, Irvine, Irvine, California
Adriana Bus, PhD, Department of Learning Problems and Impairments, Institute of Education and Child Studies, Faculty of Social and Behavioral Sciences, Leiden University, Leiden, The Netherlands
Lydia L. S. Chan, DPhil, Department of Education, University of Oxford, Oxford, United Kingdom
Carol McDonald Connor, PhD, Florida Center for Reading Research and Department of Psychology, Florida State University, Tallahassee, Florida
Anne E. Cunningham, PhD, Graduate School of Education, University of California, Berkeley, Berkeley, California
Megan Dunn Davison, PhD, Department of Communication Sciences and Disorders, Temple University, Philadelphia, Pennsylvania
Karen E. Diamond, PhD, Department of Child Development and Family Studies, Purdue University, West Lafayette, Indiana
David K. Dickinson, EdD, Department of Teaching and Learning, Peabody College of Education and Human Development, Vanderbilt University, Nashville, Tennessee
Benard P. Dreyer, MD, Department of Pediatrics, New York University Medical Center, New York, New York
Mary Ann Evans, PhD, Department of Psychology, University of Guelph, Guelph, Ontario, Canada
Anne Fernald, PhD, Department of Psychology, Stanford University, Stanford, California
Nina Forestieri, BA, Frank Porter Graham Institute, University of North Carolina, Chapel Hill, North Carolina
Ellen C. Frede, PhD, National Institute for Early Education Research and Graduate School of Education, Rutgers, The State University of New Jersey, New Brunswick, New Jersey
Jill B. Freiberg, MEd, Department of Teaching and Learning, Peabody College of Education and Human Development, Vanderbilt University, Nashville, Tennessee
Roberta Michnick Golinkoff, PhD, School of Education, University of Delaware, Newark, Delaware
Tamara Halle, PhD, Child Trends, Washington, DC
Carol Scheffner Hammer, PhD, Department of Communication Sciences and Disorders, Temple University, Philadelphia, Pennsylvania
Justin Harris, MS, Department of Psychology, Temple University, Philadelphia, Pennsylvania
Anne Henry, PhD, Department of Educational Psychology and Applied Developmental Science, Curry School of Education, University of Virginia, Charlottesville, Virginia
Annemarie H. Hindman, PhD, Department of Curriculum, Instruction, and Technology in Education, College of Education, Temple University, Philadelphia, Pennsylvania
Kathy Hirsh-Pasek, PhD, Department of Psychology, Temple University, Philadelphia, Pennsylvania
Laura M. Justice, PhD, School of Teaching and Learning, College of Education and Human Ecology, Ohio State University, Columbus, Ohio
Anne P. Kaiser, PhD, Department of Special Education, Peabody College of Education and Human Development, Vanderbilt University, Nashville, Tennessee
Cornelia Kegel, MPhil, MSc, Department of Learning Problems and Impairments, Institute of Education and Child Studies, Faculty of Social and Behavioral Sciences, Leiden University, Leiden, The Netherlands
Iris Levin, PhD, Department of Human Development and Education, Constantiner School of Education, Tel Aviv University, Tel Aviv, Israel
Ragan H. McLeod, MA, Department of Special Education, Peabody College of Education and Human Development, Vanderbilt University, Nashville, Tennessee
Edward Melhuish, PhD, Institute for the Study of Children, Families, and Social Issues, Birkbeck College, London, United Kingdom
Alan L. Mendelsohn, MD, Department of Pediatrics, New York University Medical Center, New York, New York
Jamie L. Metsala, PhD, Faculty of Education, University of Western Ontario, London, Ontario, Canada
Lesley Mandel Morrow, PhD, Graduate School of Education, Rutgers, The State University of New Jersey, New Brunswick, New Jersey
Susan B. Neuman, EdD, Department of Educational Studies, University of Michigan, Ann Arbor, Michigan
Soojin S. Oh, MSEd, Harvard Graduate School of Education, Harvard University, Cambridge, Massachusetts
Mariela M. Píez, EdD, MEd, Department of Teacher Education/Special Education and Curriculum and Instruction, Lynch School of Education, Boston College, Boston, Massachusetts
Barbara Alexander Pan, PhD, Harvard Graduate School of Education, Harvard University, Cambridge, Massachusetts
Scott G. Paris, PhD, Center for Research on Pedagogy and Practice, National Institute of Education, Nanyang Technological University, Singapore
Robert C Pianta, PhD, Curry School of Education, University of Virginia, Charlottesville, Virginia
Shayne Piasta, PhD, School of Teaching and Learning, College of Education and Human Ecology, Ohio State University, Columbus, Ohio
Lianna Pizzo, MA, PsyS, Lynch School of Education, Boston College, Boston, Massachusetts
Douglas R. Powell, PhD, Department of Child Development and Family Studies, Purdue University, West Lafayette, Indiana
John Protzko, MA, Department of Applied Psychology, Steinhardt School of Culture, Education, and Human Development, New York University, New York, New York
Megan Y. Roberts, MS, CCC-SLP, Department of Special Education, Peabody College of Education and Human Development, Vanderbilt University, Nashville, Tennessee
Jean Saint-Aubin, PhD, School of Psychology, University of Muncton, Edmundston, New Brunswick, Canada
Pam Sammons, PhD, Department of Education, University of Oxford, Oxford, United Kingdom
Shelley Scarpino, MS, Department of Communication Sciences and Disorders, Penn State University, University Park, Pennsylvania
Monique Sénéchal, PhD, Department of Psychology, Carleton University, Ottawa, Ontario, Canada
Iram Siraj‑Blatchford, PhD, Institute of Education, University of London, London, United Kingdom
Catherine E. Snow, PhD, Harvard Graduate School of Education, Harvard University, Cambridge, Massachusetts
Rebecca Starr, PhD, Child Trends, Washington, DC
Kathy Sylva, PhD, Department of Educational Studies, Jesus College, Oxford University, Oxford, United Kingdom
Brenda Taggart, MA, Institute of Education, University of London, London, United Kingdom
Kathryn Tout, PhD, Child Trends, Washington, DC
Alexandra Ursache, PhD, Department of Applied Psychology, Steinhardt School of Culture, Education, and Human Development, New York University, New York, New York
Verna van der Kooy-Hofland, PhD, Department of Learning Problems and Impairments, Institute of Education and Child Studies, Faculty of Social and Behavioral Sciences, Leiden University, Leiden, The Netherlands
Marina Vasilyeva, PhD, Department of Counseling, Developmental, and Educational Psychology, Lynch School of Education, Boston College, Boston, Massachusetts
Barbara A. Wasik, PhD, Department of Curriculum, Instruction, and Technology in Education, College of Education, Temple University, Philadelphia, Pennsylvania
Heidi Waterfall, PhD, Department of Psychology, Cornell University, Ithaca, New York
Adriana Weisleder, MA, Department of Psychology, Stanford University, Stanford, California
Martha Zaslow, PhD, Child Trends, Washington, DC
Jamie Zibulsky, PhD, School of Psychology, Fairleigh Dickinson University, Madison, New Jersey