David K. Dickinson & Susan B. Neuman 
Handbook of Early Literacy Research, Volume 2 

Current research increasingly highlights the role of early literacy in young children’s development—and informs 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, neuroimaging work, Vygotskian theory, findings from international studies, and more.

Содержание

Introduction, David K. Dickinson and Susan B. Neuman I. Cognitive and Linguistic Building Blocks of Early Literacy Development 1. A Window of Opportunity We Must Open to All: The Case for Preschool With High-Quality Support for Language and Literacy, David K. Dickinson, Allyssa Mc Cabe, and Marilyn J. Essex2. The Knowledge Gap: Implications for Early Education, Susan B. Neuman3. Vocabulary Development and Instruction: A Prerequisite for School Learning, Andrew Biemiller4. Literacy Development: Insights from Research on Skilled Reading, Jane Ashby and Keith Rayner5. Neurobiological Investigations of Skilled and Impaired Reading, Kenneth R. Pugh, Rebecca Sandak, Stephen J. Frost, Dina Moore, and W. Einar Mencl II. Phonemic Awareness and Letter Knowledge 6. Conceptualizing Phonological Processing Skills in Prereaders, Christopher J. Lonigan7. The Development of Phonological Sensitivity, Stephen R. Burgess8. Phonemic Awareness and Reading: Beyond the Growth of Initial Reading Accuracy, Beth M. Phillips and Joseph K. Torgesen9. The Roots of Learning to Read and Write: Acquisition of Letters and Phonemic Awareness, Linnea C. Ehri and Theresa Roberts III. Families and Relationships: Socioemotional and Linguistic Supports 10. The Influence of Parenting on Emerging Literacy Skills, Susan H. Landry and Karen E. Smith11. Teacher-Child Relationships in Early Literacy, Robert C. Pianta12. Environmental Supports for Language Acquisition, Erika Hoff 13. The Misunderstood Giant: On the Predictive Role of Early Vocabulary to Future Reading, Monique Sénéchal, Gene Ouellette, and Donna Rodney IV. Cultural and Linguistic Diversity 14. Effective Interventions for English Language Learners (Spanish-English) at Risk for Reading Difficulties, Sharon Vaughn, Sylvia Linan-Thompson, Sharolyn Pollard-Durodola, Patricia G. Mathes, and Elsa Cárdenas Hagan 15. Recent Research on the Language and Literacy Skills of African American Students in the Early Years, Holly K. Craig and Julie A. Washington16. Cultural Diversity in Early Literacy: Findings in Dutch Studies, Paul P. M. Leseman and Cathy van Tuijl17. Considering Culture in Research-Based Interventions to Support Early Literacy, Stuart Mc Naughton V. Supporting Literacy in Preschool Classrooms 18. Vygotskian Perspectives on Teaching and Learning Early Literacy, Elena Bodrova and Deborah J. Leong 19. Preschool Classroom Environments and the Quantity and Quality of Children’s Literacy and Language Behaviors, Dale C. Farran, Canan Aydogan, Shin Ji Kang, and Mark W. Lipsey20. The Relationships between Sociodramatic Play and Literacy Development, Lesley Mandel Morrow and Judith A. Schickedanz21. Encouraging Young Children’s Language Interactions with Stories, Margaret G. Mc Keown and Isabel L. Beck 22. Early Literacy Policy and Pedagogy, Kathleen Roskos and Carol Vukelich VI. Programmatic Interventions During the Preschool Years 23. Reading Ahead: Effective Interventions for Young Children’s Early Literacy Development, Pia Rebello Britto, Allison S. Fuligni, and Jeanne Brooks-Gunn24. A Pediatric Approach to Early Literacy, Robert Needlman, Perri Klass, and Barry Zuckerman25. Emergent Literacy of Low-Income Children in Head Start: Relationships with Child and Family Characteristics, Program Factors, and Classroom Quality, Nicholas Zill and Gary Resnick VII. Toward Effective Primary Grade Instruction 26. The Transition to School, Frederick J. Morrison, Carol Mc Donald Connor, and Heather J. Bachman 27. Perspectives on the Difficulty of Beginning Reading Texts, Elfrieda H. Hiebert and Heidi Anne E. Mesmer28. The Impact of Early School Experiences on Initial Reading, Connie Juel29. Policy Decisions in Early Literacy Assessment, Terry Salinger30. Early Education Interventions: Principles of Effective and Sustained Benefits from Targeted Early Education Programs, Sharon Landesman Ramey and Craig T. Ramey

Об авторе

David K. Dickinson, Ed D, 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, Ed D, 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-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.