Overview

Building crucial bridges between theory, research, and practice, this volume brings together leading authorities on the literacy development of young children. The Handbook examines 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.

Full Product Details

Author:   Susan B. Neuman ,  David K. Dickinson ,  Dorit Aram ,  Erica M Barnes
Publisher:   Guilford Publications
Imprint:   Guilford Publications
Dimensions:   Width: 17.80cm , Height: 3.30cm , Length: 25.40cm
Weight:   1.048kg
ISBN:  

9781609180270

ISBN 10:   1609180275
Pages:   467
Publication Date:   18 January 2011
Audience:   Professional and scholarly ,  College/higher education ,  Professional & Vocational ,  Tertiary & Higher Education
Format:   Hardback
Publisher's Status:   Out of Print
Availability:   In Print  
Limited stock is available. It will be ordered for you and shipped pending supplier's limited stock.

Table of Contents

_x000D_ _x000D_ I. Basic Developmental Processes _x000D_ 1. Early Language Experience Is Vital to Developing Fluency in Understanding, Anne Fernald and Adriana Weisleder _x000D_ 2. Self-Regulation and Early Literacy, Clancy Blair, John Protzko, and Alexandra Ursache _x000D_ 3. Variability in Language Development: Relation to Socioeconomic Status and Environmental Input, Marina Vasilyeva and Heidi Waterfall _x000D_ 4. Lessons from the Crib for the Classroom: How Children Really Learn Vocabulary, Justin Harris, Roberta Michnick Golinkoff, and Kathy Hirsh-Pasek _x000D_ 5. Lexical Reorganization and the Emergence of Phonological Awareness, Jamie L. Metsala _x000D_ II. Development among Diverse Populations _x000D_ 6. Development of Early Literacy: Evidence from Major U.S. Longitudinal Studies, Margaret Burchinal and Nina Forestieri _x000D_ 7. Emergent Literacy Environments: Home and Preschool Influences on Children’s Literacy Development _x000D_ Kathy Sylva, Lydia L. S. Chan, Edward Melhuish, Pam Sammons, Iram Siraj-Blatchford, and Brenda Taggart _x000D_ 8. Beginning with Language: Spanish–English Bilingual Preschoolers’ Early Literacy Development, Carol Scheffner Hammer, Shelley Scarpino, and Megan Dunn Davison _x000D_ 9. Supporting the Language and Early Literacy Skills of English Language Learners: Effective Practices and Future Directions, Mariela M. Páez, Kristen Paratore Bock, and Lianna Pizzo _x000D_ 10. Young Children with Language Impairments: Challenges in Transition to Reading, Anne P. Kaiser, Megan Y. Roberts, and Ragan H. McLeod _x000D_ III. Supporting Code-Related Abilities _x000D_ 11. A Model of the Concurrent and Longitudinal Relations between Home Literacy and Child Outcomes, Monique Sénéchal _x000D_ 12. Home Support of Children in the Writing Process: Contributions to Early Literacy, Dorit Aram and Iris Levin _x000D_ 13. Developing Children’s Print Knowledge through Adult–Child Storybook Reading Interactions: Print Referencing as an Instructional Practice, Laura M. Justice and Shayne Piasta _x000D_ 14. Evidence-Based Computer Interventions Targeting Phonological Awareness to Prevent Reading Problems in At-Risk Young Students, Verna van der Kooy-Hofland, Cornelia Kegel, and Adriana Bus _x000D_ 15. Developmental Differences in Early Reading Skills, Scott G. Paris _x000D_ 16. Studying and Modifying Young Children’s Visual Attention during Book Reading, Mary Ann Evans and Jean Saint-Aubin _x000D_ 17. Child Characteristics–Instruction Interactions: Implications for Students’ Literacy Skills Development in the Early Grades, Carol McDonald Connor _x000D_ IV. Interventions: Curriculum and Professional Development _x000D_ 18. Fostering Early Development and School Readiness in Pediatric Settings, Alan L. Mendelsohn, Benard P. Dreyer, Carolyn A. Brockmeyer, Samantha B. Berkule-Silberman, and Lesley Mandel Morrow _x000D_ 19. Improving the Outcomes of Coaching-Based Professional Development Interventions, Douglas R. Powell and Karen E. Diamond _x000D_ 20. Effective Teacher–Child Interactions and Children’s Literacy: Evidence for Scalable, Aligned _x000D_ Approaches to Professional Development, Anne E. Henry and Robert C. Pianta _x000D_ 21. Identifying Critical Components of an Effective Preschool Language and Literacy Coaching Intervention, Barbara A. Wasik and Annemarie H. Hindman _x000D_ 22. Why Are So Few Interventions Really Effective?: A Call for Fine-Grained Research Methodology, David K. Dickinson, Jill B. Freiberg, and Erica M. Barnes _x000D_ 23. The Challenge of Teaching Vocabulary in Early Education, Susan B. Neuman _x000D_ V. Social Policy and Early Literacy _x000D_ 24. Assessment in Early Literacy Research, Catherine E. Snow and Soojin S. Oh _x000D_ 25. Tell Me a Story: Examining the Benefits of Shared Reading, Anne E. Cunningham and Jamie Zibulsky _x000D_ 26. Language and Literacy Insights from Research Based on Early Head Start, Barbara Alexander Pan _x000D_ 27. Professional Development for Early Childhood Educators: Reviewing and Revising Conceptualizations, Martha Zaslow, Kathryn Tout, Tamara Halle, and Rebecca Starr _x000D_ 28. Preschool Education’s Effects on Language and Literacy, W. Steven Barnett and

Reviews

This Handbook is a virtual library of cutting-edge knowledge on all aspects of the fast-moving field of emergent literacy. Like Volumes 1 and 2, Volume 3 helps us understand how literacy and language unfold for diverse populations of children. The book describes promising avenues for assessment and intervention as well as the professional development that is necessary to bring effective practices to scale. This Handbook will be a 'go-to' resource for the entire range of professionals and students seeking to nurture the next generation of successful readers. - Judith J. Carta, Juniper Gardens Children's Project, University of Kansas, USA This book offers fresh evidence and rich insights about how we, as a society, can better advance the oral and written language skills of young children. Breathtaking in scope, the volume presents new understandings of how children puzzle through the elements of language and identifies what programs work best to nurture early learning. Truly a 'must read' for educators, developmentalists, policymakers, and all those who aim to give young children a head start. - Bruce Fuller, Graduate School of Education, University of California, Berkeley, USA

Author Information

Building crucial bridges between theory, research, and practice, this volume brings together leading authorities on the literacy development of young children. The Handbook examines 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.

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