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Basic Developmental Processes | |
Early Language Experience Is Vital to Developing Fluency in Understanding | p. 3 |
Self-Regulation and Early Literacy | p. 20 |
Variability in Language Development: Relation to Socioeconomic Status and Environmental Input | p. 36 |
Lessons from the Crib for the Classroom: How Children Really Learn Vocabulary | p. 49 |
Lexical Reorganization and the Emergence of Phonological Awareness | p. 66 |
Development Among Diverse Populations | |
Development of Early Literacy: Evidence from Major U.S. Longitudinal Studies | p. 85 |
Emergent Literacy Environments: Home and Preschool Influences on Children's Literacy Development | p. 97 |
Beginning with Language: Spanish-English Bilingual Preschoolers' Early Literacy Development | p. 118 |
Supporting the Language and Early Literacy Skills of English Language Learners: Effective Practices and Future Directions | p. 136 |
Young Children with Language Impairments: Challenges in Transition to Reading | p. 153 |
Supporting Code-Related Abilities | |
A Model of the Concurrent and Longitudinal Relations between Home Literacy and Child Outcomes | p. 175 |
Home Support of Children in the Writing Process: Contributions to Early Literacy | p. 189 |
Developing Children's Print Knowledge through Adult-Child Storybook Reading Interactions: Print Referencing as an Instructional Practice | p. 200 |
Evidence-Based Computer Interventions Targeting Phonological Awareness to Prevent Reading Problems in At-Risk Young Students | p. 214 |
Developmental Differences in Early Reading Skills | p. 228 |
Studying and Modifying Young Children's Visual Attention during Book Reading | p. 242 |
Child Characteristics-Instruction Interactions: Implications for Students' Literacy Skills Development in the Early Grades | p. 256 |
Interventions: Curriculum and Professional Development | |
Fostering Early Development and School Readiness in Pediatric Settings | p. 279 |
Improving the Outcomes of Coaching-Based Professional Development Interventions | p. 295 |
Effective Teacher-Child Interactions and Children's Literacy: Evidence for Scalable, Aligned Approaches to Professional Development | p. 308 |
Identifying Critical Components of an Effective Preschool Language and Literacy Coaching Intervention | p. 322 |
Why Are So Few Interventions Really Effective?: A Call for Fine-Grained Research Methodology | p. 337 |
The Challenge of Teaching Vocabulary in Early Education | p. 358 |
Social Policy and Early Literacy | |
Assessment in Early Literacy Research | p. 375 |
Tell Me a Story: Examining the Benefits of Shared Reading | p. 396 |
Language and Literacy Insights from Research Based on Early Head Start | p. 412 |
Professional Development for Early Childhood Educators: Reviewing and Revising Conceptualizations | p. 425 |
Preschool Education's Effects on Language and Literacy | p. 435 |
Index | p. 451 |
Table of Contents provided by Ingram. All Rights Reserved. |
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The Used, Rental and eBook copies of this book are not guaranteed to include any supplemental materials. Typically, only the book itself is included. This is true even if the title states it includes any access cards, study guides, lab manuals, CDs, etc.