Pivotal Research in Early Literacy

Foundational Studies and Current Practices

Edited by Christina M. Cassano and Susan M. Dougherty
Foreword by Joanne Knapp-Philo
Afterword by Heidi Anne E. Mesmer and M. M. Rose-McCully

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Hardcover
July 17, 2018
ISBN 9781462536184
Price: $83.00
326 Pages
Size: 6" x 9"
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July 31, 2018
ISBN 9781462536177
Price: $33.00
326 Pages
Size: 6" x 9"
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June 14, 2018
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326 Pages
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326 Pages
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Christina M. Cassano, EdD, is Associate Professor of Childhood Education and Care at Salem State University in Massachusetts, where she teaches graduate and undergraduate courses in early literacy and language development, reading foundations, and child development, and provides professional development on language and literacy for preschool teachers. A former kindergarten teacher and literacy specialist, she is the current president of the Literacy Development in Young Children special interest group of the International Literacy Association. Dr. Cassano’s research interests include the study and support of vocabulary and concept knowledge in preschoolers, using science–literacy interventions in Head Start, and examining the relationship between vocabulary and phonological awareness. She has coauthored several publications on early literacy development and research.

Susan M. Dougherty, EdD, is Associate Professor of Literacy Education in the College of Education and Human Services at Rider University in Lawrenceville, New Jersey. She teaches undergraduate and graduate courses in literacy and has a particular interest in preparing preservice and future literacy specialists to support children who find literacy learning difficult. Dr. Dougherty began her career in education as an elementary teacher in New Jersey and is currently on the board of the New Jersey Literacy Association. Her research interests include parent–preschooler talk, family literacy, and early literacy and science learning. She has published articles and book chapters in these areas and coauthored the book Engaging Readers: Supporting All Students in Knowledge-Driven Instruction, 4–8.