Handbook of Early Literacy Research, Volume 2

by Dickinson, David K.; Neuman, Susan B.

• ISBN13: 9781593851842
• ISBN10: 1593851847
• Format: Hardcover
• Copyright: 2005-12-15
• Publisher: The Guilford Press

Summary

Current research increasingly highlights the role of early literacy in young children's development--and facilitates the growth of 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, neural imaging work, Vygotskian theory, findings from international studies, and more.

Author Biography

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/n-/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.

Table of Contents

Introduction	1	(10)
David K. Dickinson
Susan B. Neuman
I. COGNITIVE AND LINGUISTIC BUILDING BLOCKS OF EARLY LITERACY
A Window of Opportunity We Must Open to All: The Case for Preschool with High-Quality Support for Language and Literacy	11	(18)
David K. Dickinson
Allyssa McCabe
Marilyn J. Essex
The Knowledge Gap: Implications for Early Education	29	(12)
Susan B. Neuman
Vocabulary Development and Instruction: A Prerequisite for School Learning	41	(11)
Andrew Biemiller
Literacy Development: Insights from Research on Skilled Reading	52	(12)
Jane Ashby
Keith Rayner
Neurobiological Investigations of Skilled and Impaired Reading	64	(13)
Kenneth R. Pugh
Rebecca Sandak
Stephen J. Frost
Dina L. Moore
W. Einar Mencl
II. PHONEMIC AWARENESS AND LETTER KNOWLEDGE
Conceptualizing Phonological Processing Skills in Prereaders	77	(13)
Christopher J. Lonigan
The Development of Phonological Sensitivity	90	(11)
Stephen R. Burgess
Phonemic Awareness and Reading: Beyond the Growth of Initial Reading Accuracy	101	(12)
Beth M. Phillips
Joseph K. Torgesen
The Roots of Learning to Read and Write: Acquisition of Letters and Phonemic Awareness	113	(22)
Linnea C. Ehri
Theresa Roberts
III. FAMILIES AND RELATIONSHIPS: SOCIOEMOTIONAL AND LINGUISTIC SUPPORTS
The Influence of Parenting on Emerging Literacy Skills	135	(14)
Susan H. Landry
Karen E. Smith
Teacher-Child Relationships and Early Literacy	149	(14)
Robert C. Pianta
Environmental Supports for Language Acquisition	163	(10)
Erika Hoff
The Misunderstood Giant: On the Predictive Role of Early Vocabulary to Future Reading	173	(12)
Monique Senechal
Gene Ouellette
Donna Rodney
IV. CULTURAL AND LINGUISTIC DIVERSITY
Effective Interventions for English Language Learners (Spanish--English) at Risk for Reading Difficulties	185	(13)
Sharon Vaughn
Sylvia Linan-Thompson
Sharolyn D. Pollard-Durodola
Patricia G. Mathes
Elsa Cardenas Hagan
Recent Research on the Language and Literacy Skills of African American Students in the Early Years	198	(13)
Holly K. Craig
Julie A. Washington
Cultural Diversity in Early Literacy: Findings in Dutch Studies	211	(18)
Paul P. M. Leseman
Cathy van Tuijl
Considering Culture in Research-Based Interventions to Support Early Literacy	229	(14)
Stuart McNaughton
V. SUPPORTING LITERACY IN PRESCHOOL CLASSROOMS
Vygotskian Perspectives on Teaching and Learning Early Literacy	243	(14)
Elena Bodrova
Deborah J. Leong
Preschool Classroom Environments and the Quantity and Quality of Children's Literacy and Language Behaviors	257	(12)
Dale C. Farran
Canan Aydogan
Shin Ji Kang
Mark W. Lipsey
The Relationships between Sociodramatic Play and Literacy Development	269	(12)
Lesley Mandel Morrow
Judith A. Schickedanz
Encouraging Young Children's Language Interactions with Stories	281	(14)
Margaret G. McKeown
Isabel L. Beck
Early Literacy Policy and Pedagogy	295	(16)
Kathleen Roskos
Carol Vukelich
VI. PROGRAMMATIC INTERVENTIONS DURING THE PRESCHOOL YEARS
Reading Ahead: Effective Interventions for Young Children's Early Literacy Development	311	(22)
Pia Rebello Britto
Allison S. Fuligni
Jeanne Brooks-Gunn
A Pediatric Approach to Early Literacy	333	(14)
Robert Needlman
Perri Klass
Barry Zuckerman
Emergent Literacy of Low-Income Children in Head Start: Relationships with Child and Family Characteristics, Program Factors, and Classroom Quality	347	(28)
Nicholas Zill
Gary Resnick
VII. TOWARD EFFECTIVE PRIMARY-GRADE INSTRUCTION
The Transition to School	375	(20)
Frederick J. Morrison
Carol McDonald Connor
Heather J. Bachman
Perspectives on the Difficulty of Beginning Reading Texts	395	(15)
Elfrieda H. Hiebert
Heidi Anne E. Mesmer
The Impact of Early School Experiences on Initial Reading	410	(17)
Connie Juel
Policy Decisions in Early Literacy Assessment	427	(18)
Terry Salinger
Early Educational Interventions: Principles of Effective and Sustained Benefits from Targeted Early Education Programs	445	(15)
Sharon Landesman Ramey
Craig T. Ramey
Index	460