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 Press
Dimensions:   Width: 17.80cm , Height: 3.00cm , Length: 25.40cm
Weight:   0.848kg
ISBN:  

9781462503353

ISBN 10:   1462503357
Pages:   467
Publication Date:   22 November 2011
Audience:   Professional and scholarly ,  College/higher education ,  Professional & Vocational ,  Tertiary & Higher Education
Format:   Paperback
Publisher's Status:   Active
Availability:   Out of stock  
The supplier is temporarily out of stock of this item. It will be ordered for you on backorder and shipped when it becomes available.

Table of Contents

I. Basic Developmental Processes 1. Early Language Experience Is Vital to Developing Fluency in Understanding, Anne Fernald and Adriana Weisleder 2. Self-Regulation and Early Literacy, Clancy Blair, John Protzko, and Alexandra Ursache 3. Variability in Language Development: Relation to Socioeconomic Status and Environmental Input, Marina Vasilyeva and Heidi Waterfall 4. Lessons from the Crib for the Classroom: How Children Really Learn Vocabulary, Justin Harris, Roberta Michnick Golinkoff, and Kathy Hirsh-Pasek 5. Lexical Reorganization and the Emergence of Phonological Awareness, Jamie L. MetsalaII. Development among Diverse Populations 6. Development of Early Literacy: Evidence from Major U.S. Longitudinal Studies, Margaret Burchinal and Nina Forestieri 7. Emergent Literacy Environments: Home and Preschool Influences on Children’s Literacy Development Kathy Sylva, Lydia L. S. Chan, Edward Melhuish, Pam Sammons, Iram Siraj-Blatchford, and Brenda Taggart 8. Beginning with Language: Spanish–English Bilingual Preschoolers’ Early Literacy Development, Carol Scheffner Hammer, Shelley Scarpino, and Megan Dunn Davison 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 10. Young Children with Language Impairments: Challenges in Transition to Reading, Anne P. Kaiser, Megan Y. Roberts, and Ragan H. McLeodIII. Supporting Code-Related Abilities 11. A Model of the Concurrent and Longitudinal Relations between Home Literacy and Child Outcomes, Monique Sénéchal 12. Home Support of Children in the Writing Process: Contributions to Early Literacy, Dorit Aram and Iris Levin 13. Developing Children’s Print Knowledge through Adult–Child Storybook Reading Interactions: Print Referencing as an Instructional Practice, Laura M. Justice and Shayne Piasta 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 15. Developmental Differences in Early Reading Skills, Scott G. Paris 16. Studying and Modifying Young Children’s Visual Attention during Book Reading, Mary Ann Evans and Jean Saint-Aubin 17. Child Characteristics–Instruction Interactions: Implications for Students’ Literacy Skills Development in the Early Grades, Carol McDonald ConnorIV. Interventions: Curriculum and Professional Development 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 19. Improving the Outcomes of Coaching-Based Professional Development Interventions, Douglas R. Powell and Karen E. Diamond 20. Effective Teacher–Child Interactions and Children’s Literacy: Evidence for Scalable, Aligned Approaches to Professional Development, Anne E. Henry and Robert C. Pianta 21. Identifying Critical Components of an Effective Preschool Language and Literacy Coaching Intervention, Barbara A. Wasik and Annemarie H. Hindman 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 23. The Challenge of Teaching Vocabulary in Early Education, Susan B. NeumanV. Social Policy and Early Literacy 24. Assessment in Early Literacy Research, Catherine E. Snow and Soojin S. Oh 25. Tell Me a Story: Examining the Benefits of Shared Reading, Anne E. Cunningham and Jamie Zibulsky 26. Language and Literacy Insights from Research Based on Early Head Start, Barbara Alexander Pan 27. Professional Development for Early Childhood Educators: Reviewing and Revising Conceptualizations, Martha Zaslow, Kathryn Tout, Tamara Halle, and Rebecca Starr 28. Preschool Education’s Effects on Language and Literacy, W. Steven Barnett and

Reviews

Volume 3 of the Handbook elaborates on research topics introduced in Volumes 1 and 2, presenting cutting-edge thinking in a style accessible to teacher educators as well as researchers. Addressing the relation between oral language and literacy development in diverse populations, professional development for early childhood teachers, and effective interventions for our youngest learners, this is an invaluable reference on some of the most pressing issues in education today. --Anne McGill-Franzen, Ph.D., Professor and Director of the Reading Center, University of Tennessee, Knoxville Readers will find a wealth of research findings and evidence-based practices in chapters from national and international experts. The selection of topics makes this handbook essential reading for those seeking the most current thinking in the field. The content readily flows from one chapter to another and builds in a cohesive manner throughout the book, rewarding the reader with nuanced conceptual disc

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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