“This volume should explode, once and for all, the unhelpful myth that the large body of research known as the science of reading is a narrow, one-size-fits-all enterprise. The editors have wisely updated 'science of reading' to 'science of literacy,' a very welcome course correction. All literacy educators should spend some quality time with this handbook. Their efforts will be repaid, and their students—from preschool to graduate school—will benefit. I expect this handbook to become a standard reference in the field.”

—Claude Goldenberg, PhD, Nomellini and Olivier Professor of Education, Emeritus, Stanford University


“With contributions from leading scholars, this handbook provides a comprehensive review of the research base on early literacy development and instruction. The volume captures the breadth and depth of knowledge about how early literacy emerges in children from diverse backgrounds, and how educators can promote it at home or in school. I recommend this handbook as a resource for preservice and inservice teacher preparation, as well as for ongoing professional learning and doctoral-level coursework. Researchers and practitioners will reference this work for years to come as they endeavor to give children the support they need to develop reading and writing proficiency.”

—Rebecca D. Silverman, EdD, Stanford Graduate School of Education


“This impressive handbook is layered with multiple scholarly perspectives that are needed to advance the science of reading. The research shared has points of convergence and divergence that remind us our corpus of knowledge about early literacy is still expanding. This gift of a book should be studied and interrogated by those concerned about early literacy the world over.”

—Alfred W. Tatum, PhD, Provost and Executive Vice President for Academic Affairs, Metropolitan State University of Denver