ED457970 PS029808
Title: Handbook of Early Literacy Research.
Author(s): Neuman, Susan B., Ed.; Dickinson, David K., Ed.
Pages: 484
Publication Date: 2001
ISBN: 1-57230-653-X
Available from: Document Not Available from EDRS.
Availability: Guilford Press, 72 Spring Street, New York, NY
10012 ($75, plus $4.50 shipping). Tel: 800-365-7006 (Toll Free); Fax:
212-966-6708; Web site: http://www.guilford.com.
Language: English
Document Type: Book (010); Collected works--General (020)
Geographic Source: U.S.; Michigan
Journal Announcement: RIEMAR2002
This handbook brings together leading authorities to provide a comprehensive
account of current knowledge in the early literacy field. The chapters
are: (1)"Introduction" (Neuman and Dickinson); (2) "Emergent
Literacy: Development from Prereaders to Readers" (Whitehurst
and Lonigan); (3) "A Sociocultural Perspective on Early Literacy
Development" (Gee); (4) "Literacy and Oral Language"
(Watson); (5) "Some Theoretical and Methodological Considerations
in Studying Literacy in Social Context" (Pellegrini); (6) "Alphabetic
Anxiety and Explicit, Systematic Phonics Instruction" (Adams);
(7) "Brains, Genes, and Environment in Reading Development"
(Olson and Gayan); (8) "Connecting Early Language and Literacy
to Later Reading (Dis)abilities" (Scarborough); (9) "Early
Phonological Development and the Acquisition of Literacy" (Goswami);
(10) "Writing and Children's Symbolic Repertoires" (Dyson);
(11) "Invented Spelling, Phonemic Awareness, and Reading and
Writing Instruction" (Richgels); (12) "Young Bilingual Children
and Early Literacy Development" (Tabors and Snow); (13) "Joint
Caregiver-Child Storybook Reading: A Route to Literacy Development"
(Bus); (14) "Early Language and Literacy Skills in Low-Income
African American and Hispanic Children" (Vernon-Feagans, Hammer,
Miccio, and Manlove); (15) "Making Schools Work for Low-Income
Families in the 21st Century" (Goldenburg); (16) "The Complex
Interplay between Biology and Environment: Otitis Media and Mediating
Effects on Early Literacy Development" (Roberts and Burchinal);
(17) "Early Literacy and Developmentally Appropriate Practice:
Rethinking the Paradigm" (New); (18) "The Nature and Impact
of Early Childhood Care Environments on the Language and Early Literacy
evelopment of Children from Low-Income Families" (Dickinson and
Sprague); (19) "Environment and Its Influences for Early Literacy
Teaching and Learning" (Roskos and Neuman); (20) "Emergent
Literacy Skills, Early Instruction, and Individual Differences as
Determinants of Difficulties in Learning To Read: The Case for Early
Intervention" (Vellutino and Scanlon); (21) "Early Intervention
for African American Children Considered To Be at Risk" (Strickland);
(22) "Teaching Phonics and Phonological Awareness" (Stahl);
(23) "Literature-Based Instruction in the Early Years" (Morrow
and Gambrell); (24) "The Texts of Beginning Reading Instruction"
(Hiebert and Martin); (25) "Early Literacy Development: The Case
for 'Informed Assessment'" (Johnston and Rogers); (26) "Assessing
the Literacy of Young Children: The Case for Multiple Forms of Evidence"
(Salinger); (27) "Preschool Education for Economically Disadvantaged
Children: Effects on Reading Achievement and Related Outcomes"
(Barnett); (28) "Intergenerational Family Literacy: Concepts,
Research, and Practice" (Wasik, Dobbins, and Herrmann); (29)
"The Complex World of One-on-One Tutoring" (Invernizzi);
and (30) "Title 1 and Special Education: Support for Children
Who Struggle To Learn To Read" (McGill-Franzen and Goatley).
(Each chapter contains references.) (KB)
Descriptors: *Beginning Reading; Bilingualism; Brain; Early Childhood
Education; Early Intervention; *Emergent Literacy; Family Literacy;
High Risk Students; Individual Differences; Literature Reviews; Phonics;
Phonology; Reading Difficulties; *Reading Instruction; Research Methodology;
Research Needs; Special Education; Spelling; Student Evaluation; Theories;
Tutoring; *Writing Instruction; *Young Children
Identifiers: Brain Development; Phonological Awareness; Shared
Reading
