Handbook of Early Literacy Research

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Overview

The field of early literacy has seen significant recent advances in theory, research, and practice. This volume brings together leading authorities to report on current findings, integrate insights from different disciplinary perspectives, and explore ways to provide children with the strongest possible literacy foundations in the first six years of life. The Handbook first addresses broad questions about the nature of emergent literacy, summarizing current knowledge on cognitive pathways, biological underpinnings, and the importance of cultural contexts. Chapters in subsequent sections examine various strands of knowledge and skills that emerge as children become literate, as well as the role played by experiences with
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More About This Book

Overview

The field of early literacy has seen significant recent advances in theory, research, and practice. This volume brings together leading authorities to report on current findings, integrate insights from different disciplinary perspectives, and explore ways to provide children with the strongest possible literacy foundations in the first six years of life. The Handbook first addresses broad questions about the nature of emergent literacy, summarizing current knowledge on cognitive pathways, biological underpinnings, and the importance of cultural contexts. Chapters in subsequent sections examine various strands of knowledge and skills that emerge as children become literate, as well as the role played by experiences with peers and families. Particular attention is devoted to the challenges involved in making schools work for all children, including members of linguistic and ethnic minority groups and children living in poverty. Finally, approaches to instruction, assessment, and early intervention are described, and research on their effectiveness is presented.

Editorial Reviews

Booknews
Thirty contributions explore early literacy development in children. Neuman (educational studies, U. of Michigan), Dickinson (Education Development Center, Newton, MA) and other educators and researchers discuss theoretical perspectives, knowledge and skills, home and community influences, schooling influences, instructional materials, and classroom practices. A sampling of topics includes alphabetic anxiety, invented spelling, bilingual children, teaching phonics, literature-based instruction, and one-on-one tutoring. Annotation c. Book News, Inc., Portland, OR (booknews.com)

Product Details

  • ISBN-13: 9781572306530
  • Publisher: Guilford Publications, Inc.
  • Publication date: 4/13/2001
  • Edition description: Adapted
  • Edition number: 1
  • Pages: 494
  • Product dimensions: 7.30 (w) x 10.00 (h) x 1.20 (d)

Meet the Author

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.

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.

Read an Excerpt

I. Ways of Conceptualizing Early Literacy Development
1. Introduction, Neuman and Dickinson
2. Emergent Literacy: Development from Prereaders to Readers, Whitehurst and Lonigan
3. A Sociocultural Perspective on Early Literacy Development, Gee
4. Literacy and Oral Language: Implications for Early Literacy Acquisition, Watson
5. Some Theoretical and Methodological Considerations in Studying Literacy in Social Context, Pellegrini
6. Alphabetic Anxiety and Explicit, Systematic Phonics Instruction: A Cognitive Science Perspective, Adams
7. Brains, Genes, and Environment in Reading Development, Olson and Gayan
II. Strands of Early Literacy Development
8. Connecting Early Language and Literacy to Later Reading (Dis)abilities: Evidence, Theory, and Practice, Scarborough
9. Early Phonological Development and the Acquisition of Literacy, Goswami
10. Writing and Children's Symbolic Repertoires: Development Unhinged, Dyson
11. Invented Spelling, Phonemic Awareness, and Reading and Writing Instruction, Richgels
III. Home and Community Influences
12. Young Bilingual Children and Early Literacy Development, Tabors and Snow
13. Joint Caregiver¿Child Storybook Reading: A Route to Literacy Development, Bus
14. Early Language and Literacy Skills in Low-Income African American and Hispanic Children, Vernon-Feagans, Hammer, Miccio, and Manlove
15. Making Schools Work for Low-Income Families in the 21st Century, Goldenburg
16. The Complex Interplay between Biology and Environment: Otitis Media and Mediating Effects on Early Literacy Development, Roberts and Burchinal
IV. Schooling Influences: The Preschool Years
17. Early Literacy and Developmentally Appropriate Practice: Rethinking the Paradigm, New
18. The Nature and Impact of Early Childhood Care Environments on the Language and Early Literacy Development of Children from Low-Income Families, Dickinson and Sprague
19. Environment and Its Influences for Early Literacy Teaching and Learning, Roskos and Neuman
V. Instructional Materials and Classroom Practices
20. Emergent Literacy Skills, Early Instruction, and Individual Differences as Determinants of Difficulties in Learning to Read: The Case for Early Intervention, Vellutino and Scanlon
21. Early Intervention for African American Children Considered to Be at Risk, Strickland
22. Teaching Phonics and Phonological Awareness, Stahl
23. Literature-Based Instruction in the Early Years, Morrow and Gambrell
24. The Texts of Beginning Reading Instruction, Hiebert and Martin
25. Early Literacy Development: The Case for "Informed Assessment," Johnston and Rogers
26. Assessing the Literacy of Young Children: A Case for Multiple Forms of Evidence, Salinger
VI. Special Intervention Efforts
27. Preschool Education for Economically Disadvantaged Children: Effects on Reading Achievement and Related Outcomes, Barnett
28. Intergenerational Family Literacy: Concepts, Research, and Practice, Wasik, Dobbins, and Herrmann
29. The Complex World of One-on-One Tutoring, Invernizzi
30. Title 1 and Special Education: Support for Children Who Struggle to Learn to Read, McGill-Franzen and Goatley

Table of Contents

I Ways of Conceptualizing Early Literacy Development
1 Introduction 3
2 Emergent Literacy: Development from Prereaders to Readers 11
3 A Sociocultural Perspective on Early Literacy Development 30
4 Literacy and Oral Language: Implications for Early Literacy Acquisition 43
5 Some Theoretical and Methodological Considerations in Studying Literacy in Social Context 54
6 Alphabetic Anxiety and Explicit, Systematic Phonics Instruction: A Cognitive Science Perspective 66
7 Brains, Genes, and Environment in Reading Development 81
II Strands of Early Literacy Development
8 Connecting Early Language and Literacy to Later Reading (Dis)abilities: Evidence, Theory, and Practice 97
9 Early Phonological Development and the Acquisition of Literacy 111
10 Writing and Children's Symbolic Repertoires: Development Unhinged 126
11 Invented Spelling, Phonemic Awareness, and Reading and Writing Instruction 142
III Home and Community Influences
12 Young Bilingual Children and Early Literacy Development 159
13 Joint Caregiver-Child Storybook Reading: A Route to Literacy Development 179
14 Early Language and Literacy Skills in Low-Income African American and Hispanic Children 192
15 Making Schools Work for Low-Income Families in the 21st Century 211
16 The Complex Interplay between Biology and Environment: Otitis Media and Mediating Effects on Early Literacy Development 232
IV Schooling Influences: The Preschool Years
17 Early Literacy and Developmentally Appropriate Practice: Rethinking the Paradigm 245
18 The Nature and Impact of Early Childhood Care Environments on the Language and Early Literacy Development of Children from Low-Income Families 263
19 Environment and Its Influences for Early Literacy Teaching and Learning 281
V Instructional Materials and Classroom Practices
20 Emergent Literacy Skills, Early Instruction, and Individual Differences as Determinants of Difficulties in Learning to Read: The Case for Early Intervention 295
21 Early Intervention for African American Children Considered to Be at Risk 322
22 Teaching Phonics and Phonological Awareness 333
23 Literature-Based Instruction in the Early Years 348
24 The Texts of Beginning Reading Instruction 361
25 Early Literacy Development: The Case for "Informed Assessment" 377
26 Assessing the Literacy of Young Children: The Case for Multiple Forms of Evidence 390
VI Special Intervention Efforts
27 Preschool Education for Economically Disadvantaged Children: Effects on Reading Achievement and Related Outcomes 421
28 Intergenerational Family Literacy: Concepts, Research, and Practice 444
29 The Complex World of One-on-One Tutoring 459
30 Title 1 and Special Education: Support for Children Who Struggle to Learn to Read 471
Index 485

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  • Anonymous

    Posted January 28, 2006

    Outstanding guide for professionals with a passion for reading!

    This book is an invaluable tool for those interested in literacy development of young children. Chock full of expert research in the field, this book is a leader for those interested in striving for excellence in classroom practices for young children. Read this book only if you strive for excellence in your program or classrom!!!

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