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Summary
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 preschool years. Volume 1 covers such essential topics as major theories of early literacy; writing development; understanding learning disabilities, including early intervention approaches; cultural and socioeconomic contexts of literacy development; and tutoring programs and other special intervention efforts.
Reviews (1)
Choice Review
In this comprehensive and timely volume, the authors provide a wide range of perspectives on early reading. They emphasize early childhood and the prereading experiences that children need before first grade. The articles are informative, presenting the latest research on reading as well as addressing some of the controversies in reading instruction. The book is well organized and well edited. The various sections look at home, community, and school influences as well as classroom practices. Written by experts in the field, the material in this rich examination of an important area is accessible to a variety of readers. Starting with ways of thinking about early literacy and ending with descriptions of intervention programs, the contributors offer strong arguments for early literacy programs while also acknowledging concerns about inappropriate programs and pressures. The role of parents is fully discussed, and special attention is given to poverty and race. The tone is nonpolemic and persuasive. Extensive bibliographies complement each entry. This is an important volume for educators, policy makers, and parents and should be widely available. Highly recommended for upper-division undergraduates and above. S. Sugarman Bennington College
Table of Contents
| I Ways of Conceptualizing Early Literacy Development |
| 1 IntroductionSusan B. Neuman and David K. Dickinson |
| 2 Emergent Literacy: Development from Prereaders to ReadersGrover J. Whitehurst and Christopher J. Lonigan |
| 3 A Sociocultural Perspective on Early Literacy DevelopmentJames Paul Gee |
| 4 Literacy and Oral Language: Implications for Early Literacy AcquisitionRita Watson |
| 5 Some Theoretical and Methodological Considerations in Studying Literacy in Social ContextA. D. Pellegrini |
| 6 Alphabetic Anxiety and Explicit, Systematic Phonics Instruction: A Cognitive Science PerspectiveMarilyn J. Adams |
| 7 Brains, Genes, and Environment in Reading DevelopmentRichard K. Olson and Javier Gayan |
| II Strands of Early Literacy Development |
| 8 Connecting Early Language and Literacy to Later Reading (Dis)abilities: Evidence, Theory, and PracticeHollis S. Scarborough |
| 9 Early Phonological Development and the Acquisition of LiteracyUsha Goswami |
| 10 Writing and Children's Symbolic Repertoires: Development UnhingedAnne Haas Dyson |
| 11 Invented Spelling, Phonemic Awareness, and Reading and Writing InstructionDonald J. Richgels |
| III Home and Community Influences |
| 12 Young Bilingual Children and Early Literacy DevelopmentPatton O. Tabors and Catherine E. Snow |
| 13 Joint Caregiver-Child Storybook Reading: A Route to Literacy DevelopmentAdriana G. Bus |
| 14 Early Language and Literacy Skills in Low-Income African American and Hispanic ChildrenLynne Vernon-Feagans and Carol Scheffner Hammer and Adele Miccio and Elizabeth Manlove |
| 15 Making Schools Work for Low-Income Families in the 21st CenturyClaude Goldenburg |
| 16 The Complex Interplay between Biology and Environment: Otitis Media and Mediating Effects on Early Literacy DevelopmentJoanne E. Roberts and Margaret R. Burchinal |
| IV Schooling Influences: The Preschool Years |
| 17 Early Literacy and Developmentally Appropriate Practice: Rethinking the ParadigmRebecca S. New |
| 18 The Nature and Impact of Early Childhood Care Environments on the Language and Early Literacy Development of Children from Low-Income FamiliesDavid K. Dickinson and Kimberley E. Sprague |
| 19 Environment and Its Influences for Early Literacy Teaching and LearningKathleen Roskos and Susan B. 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 InterventionFrank R. Vellutino and Donna M. Scanlon |
| 21 Early Intervention for African American Children Considered to Be at RiskDorothy S. Strickland |
| 22 Teaching Phonics and Phonological AwarenessSteven A. Stahl |
| 23 Literature-Based Instruction in the Early YearsLesley Mandel Morrow and Linda B. Gambrell |
| 24 The Texts of Beginning Reading InstructionElfrieda H. Hiebert and Leigh Ann Martin |
| 25 Early Literacy Development: The Case for "Informed Assessment"Peter H. Johnston and Rebecca Rogers |
| 26 Assessing the Literacy of Young Children: The Case for Multiple Forms of EvidenceTerry Salinger |
| VI Special Intervention Efforts |
| 27 Preschool Education for Economically Disadvantaged Children: Effects on Reading Achievement and Related OutcomesW. Steven Barnett |
| 28 Intergenerational Family Literacy: Concepts, Research, and PracticeBarbara Hanna Wasik and Dionne R. Dobbins and Suzannah Herrmann |
| 29 The Complex World of One-on-One TutoringMarcia A. Invernizzi |
| 30 Title 1 and Special Education: Support for Children Who Struggle to Learn to ReadAnne McGill-Franzen and Virginia Goatley |
| Index |