Handbook of Early Literacy Research, Volume 3

Building crucial bridges between theory, research, and practice, this volume brings together leading authorities on the literacy development of young children. The Handbookexamines 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 book will be important reading for 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. It also serves as a text in advanced undergraduate- and graduate-level courses.

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\u2019s 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.

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
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Handbook of Early Literacy Research, Volume 3

Summary

Author Biography

Table of Contents

Supplemental Materials