Handbook of Early Literacy Research, Volume 3

Susan B. Neuman, EdD, is Professor in Educational Studies at the University of Michigan. A former U.S. Assistant Secretary for Elementary and Secondary Education, Dr. Neuman established the Early Reading First program, developed the Early Childhood Educator Professional Development Program, and was responsible for all activities in Title I of the Elementary and Secondary Education Act. Her research and teaching interests include early literacy development, early childhood policy, curriculum, and early reading instruction. She has published over 100 articles and 11 books.David K. Dickinson, EdD, is Professor and Chair of the Department of Teaching and Learning at Vanderbilt University’s Peabody College of Education and Human Development. His major research interests include the role of language in literacy, the contributions of homes and preschools to language and literacy development, professional development interventions, and challenges associated with enhancing program quality. He has published numerous articles and books and is coauthor of a preschool curriculum, Opening the World of Learning.

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, KnoxvilleReaders 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 discussions and practical implications for home and school. Neuman and Dickinson have again raised the bar on early literacy research and practice.--Barbara Hanna Wasik, PhD, William R. Kenan, Jr. Distinguished Professor, School of Education, University of North Carolina at Chapel HillThis 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, PhD, Juniper Gardens Children's Project, University of KansasThis 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, PhD, Graduate School of Education, University of California, Berkeley- This highly readable text conveys cutting-edge thinking about the issues, theory, and research on emergent literacy and the implications for practice inside and outside the classroom. Focusing on the period between birth and the formal teaching of reading, the authors describe all aspects of early language and literacy learning, including topics like promising avenues for assessment, parent-child interactions, and supporting English language learners and children with language and reading challenges. --Young Children, 10/12/2011

• 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