Handbook of Early Literacy Research, Volume 3

Edited by Susan B. Neuman and David K. Dickinson

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October 10, 2011
ISBN 9781462503353
Price: $57.00 $48.45
467 Pages
Size: 7" x 10"
Copyright Date: 2011
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March 9, 2011
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467 Pages
Copyright Date: 2011
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Building crucial bridges between theory, research, and practice, this volume brings together leading authorities on the literacy development of young children. The Handbook examines the full range of factors that shape learning in and out of the classroom, from basic developmental processes to family and sociocultural contexts, pedagogical strategies, curricula, and policy issues. Highlights of Volume 3 include cutting-edge perspectives on English language learning; innovative ways to support print knowledge, phonological awareness, and other code-related skills; and exemplary approaches to early intervention and teacher professional development.

“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 Processes

1. 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, Israel

Erica 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

Audience

Students and researchers in reading, early childhood education, child development, educational psychology, and linguistics; reading specialists, staff developers, and classroom teachers; policymakers focusing on literacy and early intervention.

Course Use

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