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Handbook of Early Literacy Research, Volume 3
ISBN-13:
9781609180294
Veröffentl:
2011
Einband:
EPUB
Seiten:
467
Autor:
Susan B. Neuman
eBook Typ:
EPUB
eBook Format:
Reflowable EPUB
Kopierschutz:
Adobe DRM [Hard-DRM]
Sprache:
Englisch
Beschreibung:
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.
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.
I. Basic Developmental Processes
1. Early Language Experience Is Vital to Developing Fluency in UnderstandingAnne Fernald and Adriana Weisleder
2. Self-Regulation and Early LiteracyClancy Blair, John Protzko, and Alexandra Ursache
3. Variability in Language Development: Relation to Socioeconomic Status and Environmental InputMarina Vasilyeva and Heidi Waterfall
4. Lessons from the Crib for the Classroom: How Children Really Learn VocabularyJustin Harris, Roberta Michnick Golinkoff, and Kathy Hirsh-Pasek
5. Lexical Reorganization and the Emergence of Phonological AwarenessJamie L. Metsala
II. Development among Diverse Populations
6. Development of Early Literacy: Evidence from Major U.S. Longitudinal StudiesMargaret 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 DevelopmentCarol Scheffner Hammer, Shelley Scarpino, and Megan Dunn Davison
9. Supporting the Language and Early Literacy Skills of English Language Learners: Effective Practices and Future DirectionsMariela M. Páez, Kristen Paratore Bock, and Lianna Pizzo
10. Young Children with Language Impairments: Challenges in Transition to ReadingAnne P. Kaiser, Megan Y. Roberts, and Ragan H. McLeod
III. Supporting Code-Related Abilities
11. A Model of the Concurrent and Longitudinal Relations between Home Literacy and Child OutcomesMonique Sénéchal
12. Home Support of Children in the Writing Process: Contributions to Early LiteracyDorit Aram and Iris Levin
13. Developing Children’s Print Knowledge through Adult–Child Storybook Reading Interactions: Print Referencing as an Instructional PracticeLaura M. Justice and Shayne Piasta
14. Evidence-Based Computer Interventions Targeting Phonological Awareness to Prevent Reading Problems in At-Risk Young StudentsVerna van der Kooy-Hofland, Cornelia Kegel, and Adriana Bus
15. Developmental Differences in Early Reading SkillsScott G. Paris
16. Studying and Modifying Young Children’s Visual Attention during Book ReadingMary Ann Evans and Jean Saint-Aubin
17. Child Characteristics–Instruction Interactions: Implications for Students’ Literacy Skills Development in the Early GradesCarol McDonald Connor
IV. Interventions: Curriculum and Professional Development
18. Fostering Early Development and School Readiness in Pediatric SettingsAlan 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 InterventionsDouglas R. Powell and Karen E. Diamond
20. Effective Teacher–Child Interactions and Children’s Literacy: Evidence for Scalable, Aligned
Approaches to Professional DevelopmentAnne E. Henry and Robert C. Pianta
21. Identifying Critical Components of an Effective Preschool Language and Literacy Coaching InterventionBarbara A. Wasik and Annemarie H. Hindman
22. Why Are So Few Interventions Really Effective?: A Call for Fine-Grained Research MethodologyDavid K. Dickinson, Jill B. Freiberg, and Erica M. Barnes
23. The Challenge of Teaching Vocabulary in Early EducationSusan B. Neuman
V. Social Policy and Early Literacy
24. Assessment in Early Literacy ResearchCatherine E. Snow and Soojin S. Oh
25. Tell Me a Story: Examining the Benefits of Shared ReadingAnne E. Cunningham and Jamie Zibulsky
26. Language and Literacy Insights from Research Based on Early Head StartBarbara Alexander Pan
27. Professional Development for Early Childhood Educators: Reviewing and Revising ConceptualizationsMartha Zaslow, Kathryn Tout, Tamara Halle, and Rebecca Starr
28. Preschool Education’s Effects on Language and LiteracyW. Steven Barnett and Ellen C. Frede