Handbook of Early Literacy Research: v. 3Paperback
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- Publisher: Guilford Publications
- Format: Paperback | 467 pages
- Dimensions: 175mm x 249mm x 30mm | 907g
- Publication date: 22 November 2011
- Publication City/Country: New York
- ISBN 10: 1462503357
- ISBN 13: 9781462503353
- Illustrations note: black & white tables, figures
- Sales rank: 478,923
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.
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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.
"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
Table of contents
Part I: Basic Developmental Processes. Fernald, Weisleder, Early Language Experience Is Vital to Developing Fluency in Understanding. Blair, Protzko, Ursache, Self-Regulation and Early Literacy. Vasilyeva, Waterfall, Variability in Language Development: Relation to Socioeconomic Status and Environmental Input. Harris, Golinkoff, Hirsh-Pasek, Lessons from the Crib for the Classroom: How Children Really Learn Vocabulary. Metsala, Lexical Reorganization and the Emergence of Phonological Awareness. Part II: Development among Diverse Populations. Burchinal, Forestieri, Development of Early Literacy: Evidence from Major U.S. Longitudinal Studies. Sylva, Chan, Melhuish, Sammons, Siraj-Blatchford, Taggart, Emergent Literacy Environments: Home and Preschool Influences on Children's Literacy Development. Hammer, Scarpino, Davison, Beginning with Language: Spanish-English Bilingual Preschoolers' Early Literacy Development. Paez, Bock, Pizzo, Supporting the Language and Early Literacy Skills of English Language Learners: Effective Practices and Future Directions. Kaiser, Roberts, McLeod, Young Children with Language Impairments: Challenges in Transition to Reading. Part III: Supporting Code-Related Abilities. Senechal, A Model of the Concurrent and Longitudinal Relations between Home Literacy and Child Outcomes. Aram, Levin, Home Support of Children in the Writing Process: Contributions to Early Literacy. Justice, Piasta, Developing Children's Print Knowledge through Adult-child Storybook Reading Interactions: Print Referencing as an Instructional Practice. Kooy-Hofland, Kegel, Bus, Evidence-Based Computer Interventions Targeting Phonological Awareness to Prevent Reading Problems in At-Risk Young Students. Paris, Developmental Differences in Early Reading Skills. Evans, Saint-Aubin, Studying and Modifying Young Children's Visual Attention During Book Reading. Connor, Child Characteristics-instruction Interactions: Implications for Students' Literacy Skills Development in the Early Grades. Part IV: Interventions: Curriculum and Professional Development. Mendelsohn, Dreyer, Brockmeyer, Berkule-Silberman, Morrow, Fostering Early Development and School Readiness in Pediatric Settings. Powell, Diamond, Improving the Outcomes of Coaching-Based Professional Development Interventions. Henry, Pianta, Effective Teacher-child Interactions and Children's Literacy: Evidence for Scalable, Aligned Approaches to Professional Development. Wasik, Hindman, Identifying Critical Components of an Effective Preschool Language and Literacy Coaching Intervention. Part V: Language and Literacy Coaching Intervention. Dickinson, Freiberg, Barnes, Why Are So Few Interventions Really Effective?: A Call for Fine-grained Research Methodology. Neuman, The Challenge of Teaching Vocabulary in Early Education. Part VI: Social Policy and Early Literacy. Snow, Oh, Assessment in Early Literacy Research. Cunningham, Zibulsky, Tell Me a Story: Examining the Benefits of Shared Reading. Pan, Language and Literacy Insights from Research Based on Early Head Start. Zaslow, Tout, Halle, Starr, Professional Development for Early Childhood Educators: Reviewing and Revising Conceptualizations. Barnett, Frede, Preschool Education's Effects on Language and Literacy.