Current research increasingly highlights the role of early literacy in young children's development--and facilitates the growth of 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, neural imaging work, Vygotskian theory, findings from international studies, and more.
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"Amidst a sea of political controversy surrounding early reading instruction, this book offers the most up-to-date and definitive research perspectives available today. While dealing fully and well with the importance of phonemic awareness and decoding, it places reading within the wider context of language development and child development. I particularly applaud the stress on children, rich and poor, learning to read in such a way that they don’t just pass reading tests, but are successful learners in the content areas throughout their school years. This book is essential reading, cover to cover, for anyone interested in reading and literacy."--James Paul Gee, PhD, Department of Curriculum and Instruction, University of Wisconsin-Madison
"This extraordinarily valuable resource brings together the work of knowledgeable and credible scholars in a variety of areas related to early literacy research. Writing in a manner that is accessible to both researchers and practitioners, the contributors go beyond updating us on the vast amount of accumulated knowledge on emerging and early literacy. They help us make sense of its applications to our work with young children and those who care for and teach them."--Dorothy S. Strickland, PhD, Department of Learning and Teaching, Graduate School of Education, Rutgers, The State University of New Jersey
"This book is brimming with research-based insights into foundational topics in early literacy learning and instruction, including vocabulary development, phonemic awareness, the role of policy, and sociocognition. It also contributes to a growing knowledge base in such cutting-edge areas as the role of caregiver-teacher collaboration, second language learning, brain imaging, and early educational interventions. Delving deeply into early childhood literacy issues, this book will make a powerful contribution as a guiding text for researchers, graduate students, and educators."--Linda D. Labbo, PhD, Department of Language and Literacy, University of Georgia
"This extraordinarily valuable resource brings together the work of knowledgeable and credible scholars in a variety of areas related to early literacy research. Writing in a manner that is accessible to both researchers and practitioners, the contributors go beyond updating us on the vast amount of accumulated knowledge on emerging and early literacy. They help us make sense of its applications to our work with young children and those who care for and teach them."--Dorothy S. Strickland, PhD, Department of Learning and Teaching, Graduate School of Education, Rutgers, The State University of New Jersey
"This book is brimming with research-based insights into foundational topics in early literacy learning and instruction, including vocabulary development, phonemic awareness, the role of policy, and sociocognition. It also contributes to a growing knowledge base in such cutting-edge areas as the role of caregiver-teacher collaboration, second language learning, brain imaging, and early educational interventions. Delving deeply into early childhood literacy issues, this book will make a powerful contribution as a guiding text for researchers, graduate students, and educators."--Linda D. Labbo, PhD, Department of Language and Literacy, University of Georgia
"I used both Volumes 1 and 2 in a course on theory and research in early literacy. The texts provided my graduate students with contemporary theoretical frameworks and addressed a range of questions commonly asked by those engaged in dissertation research. I would definitely use these books again."--Olivia Saracho, PhD, Department of Curriculum and Instruction, University of Maryland, College Park
About the Author
David K. Dickinson, EdD, 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, EdD, 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.
Susan B. Neuman, EdD, 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.
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Wonderful Reference Book,
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This review is from: Handbook of Early Literacy Research, Volume 2 (Hardcover)
This book is an excellent reference, with up to date research results pertaining to the area of early literacy, by authors who are specialists in their field. While many research books are difficult to read unless you have the technical background to understand typical research jargon, this book is easy reading, with fascinating topics for those in the field of early childhood education. The topics are current, with a focus on what the burning issues are today. I have to admit, this is one of the best research books I have purchased in a long time. I would highly recommend this book.
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Great product - Great price!,
This review is from: Handbook of Early Literacy Research, Volume 2 (Hardcover)
The book purchased is a great product for the inexpensive price paid. I love the fact that it is exactly what I saw at other book stores for way more money. Keep up the bargains!
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Handbook of Early Literacy Research, V2,
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Inside This Book
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First Sentence:
Countries seeking to educate citizens equipped with the literacy skills needed for skilled jobs in this technological era must provide children from low-income families with center-based preschools that offer substantially stronger support for language and early literacy skills than what is commonplace today. Read the first page Key Phrases - Statistically Improbable Phrases (SIPs): (learn more)
early literacy policy, early literacy pedagogy, phonological sensitivity tasks, rich language input, child vocabulary growth, gent literacy skills, venting reading difficulties, shared book reading, early learning standards, phonemic decoding skills, early literacy research, early literacy curriculum, longitudinal structural model, picture book reading intervention, assessment triad, graduation scores, nological awareness, acy development, literacy demonstrations, home literacy environment, spoken vocabulary growth, instructional consistency, early literacy assessment, early writing skills, joint book reading Key Phrases - Capitalized Phrases (CAPs): (learn more)
Head Start, New York, African American, Journal of Educational Psychology, Reading Research Quarterly, Guilford Press, Department of Education, United States, Cambridge University Press, New Zealand, National Reading Panel, Text Talk, Turkish Dutch, Early Childhood Research Quarterly, Harvard University Press, Journal of Speech, Surinamese Dutch, Reading Recovery, Journal of Experimental Child Psychology, Education Statistics, Hearing Research, Journal of Child Language, International Reading Association, National Academy Press, American Educational Research New!
Books on Related Topics | Concordance | Text Stats Browse Sample Pages:
Front Cover | Table of Contents | First Pages | Index | Surprise Me!
Countries seeking to educate citizens equipped with the literacy skills needed for skilled jobs in this technological era must provide children from low-income families with center-based preschools that offer substantially stronger support for language and early literacy skills than what is commonplace today. Read the first page Key Phrases - Statistically Improbable Phrases (SIPs): (learn more)
early literacy policy, early literacy pedagogy, phonological sensitivity tasks, rich language input, child vocabulary growth, gent literacy skills, venting reading difficulties, shared book reading, early learning standards, phonemic decoding skills, early literacy research, early literacy curriculum, longitudinal structural model, picture book reading intervention, assessment triad, graduation scores, nological awareness, acy development, literacy demonstrations, home literacy environment, spoken vocabulary growth, instructional consistency, early literacy assessment, early writing skills, joint book reading Key Phrases - Capitalized Phrases (CAPs): (learn more)
Head Start, New York, African American, Journal of Educational Psychology, Reading Research Quarterly, Guilford Press, Department of Education, United States, Cambridge University Press, New Zealand, National Reading Panel, Text Talk, Turkish Dutch, Early Childhood Research Quarterly, Harvard University Press, Journal of Speech, Surinamese Dutch, Reading Recovery, Journal of Experimental Child Psychology, Education Statistics, Hearing Research, Journal of Child Language, International Reading Association, National Academy Press, American Educational Research New!
Books on Related Topics | Concordance | Text Stats Browse Sample Pages:
Front Cover | Table of Contents | First Pages | Index | Surprise Me!
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