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| 类型/形式： | Handbooks, manuals, etc Guides, manuels, etc |
|---|---|
| 材料类型： | 互联网资源 |
| 文件类型： | 书, 互联网资源 |
| 所有的著者/提供者： |
Susan B Neuman; David K Dickinson |
| ISBN: | 157230653X 9781572306530 1593851847 9781593851842 9781609180270 1609180275 9781462503353 1462503357 1572308958 9781572308954 |
| OCLC号码： | 46640984 |
| 描述： | v. <1-3> : ill. ; 27 cm. |
| 内容： | v.1. I. Ways of conceptualizing early literacy development. Emergent literacy: development from prereaders to readers / Grover J. Whitehurst and Christopher J. Lonigan ; A sociocultural perspective on early literacy development / James Paul Gee ; Literacy and oral language: implications for early literacy acquisition / Rita Watson ; Some theoretical and methodological considerations in studying literacy in social context / A. D. Pellegrini ; Alphabetic anxiety and explicit, systematic phonics instruction: a cognitive science perspective / Marilyn J. Adams ; Brains, genes, and environment in reading development / Richard K. Olson and Javier Gayan -- II. Strands of early literacy development. Connecting early language and literacy to later reading (dis)abilities: evidence, theory, and practice / Hollis S. Scarborough ; Early phonological development and the acquisition of literacy / Usha Goswami ; Writing and children's symbolic repertoires: development unhinged / Anne Haas Dyson ; Invented spelling, phonemic awareness, and reading and writing instruction / Donald J. Richgels -- III. Home and community influences. Young bilingual children and early literacy development / Patton O. Tabors and Catherine E. Snow ; Joint caregiver-child storybook reading: a route to literacy development / Adriana G. Bus ; Early language and literacy skills in low-income African American and Hispanic children / Lynne Vernon-Feagans, Carol Scheffner Hammer, Adele Miccio, and Elizabeth Manlove ; Making schools work for low-income families in the 21st century / Claude Goldenberg ; The complex interplay between biology and environment: Otitis media and mediating effects on early literacy development / Joanne E. Roberts and Margaret R. Burchinal -- IV. Schooling influences: the preschool years. Early literacy and developmentally appropriate practice: rethinking the paradigm / Rebecca S. New ; The nature and impact of early childhood care environments on the language and early literacy development of children from low-income families / David K. Dickinson and Kimberley E. Sprague ; Environment and its influences for early literacy teaching and learning / Kathleen Roskos, Susan B. Neuman -- V. Instructional materials and classroom practices. Emergent literacy skills, early instruction, and individual differences as determinants of difficulties in learning to read: the case for early intervention / Frank R. Vellutino and Donna M. Scanlon ; Early intervention for African American children considered to be at risk / Dorothy S. Strickland ; Teaching phonics and phonological awareness / Steven A. Stahl ; Literature-based instruction in the early years / Lesley Mandel Morrow and Linda B. Gambrell ; The texts of beginning reading instruction / Elfrieda H. Hiebert and Leigh Ann Martin ; Early literacy development: the case for "informed assessment" / Peter H. Johnston and Rebecca Rogers ; Assessing the literacy of young children: the case for multiple forms of evidence / Terry Salinger -- VI. Special intervention efforts. Preschool education for economically disadvantaged children: effects on reading achievement and related outcomes / W. Steven Barnett ; Intergenerational family literacy: concepts, research, and practice / Barbara Hanna Wasik, Dionne R. Dobbins and Suzannah Herrmann ; The complex world of one-on-one tutoring / Marcia A. Invernizzi ; Title 1 and special education: support for children who struggle to learn to read / Anne McGill-Franzen and Virginia Goatley. v.2. I. Cognitive and linguistic building blocks of early literacy. A window of opportunity we must open to all: the case for preschool with high-quality support for language and literacy / David K. Dickinson, Allyssa McCabe, and Marilyn J. Essex ; The knowledge gap: implications for early education / Susan B. Neuman ; Vocabulary development and instruction: a prerequisite for school learning / Andrew Biemiller ; Literacy development: insights from research on skilled reading / Jane Ashby and Keith Rayner ; Neurobiological investigations of skilled and impaired reading / Kenneth R. Pugh, Rebecca Sandak, Stephen J. Frost, Dina L. Moore, and W. Einar Mencl -- II. Phonemic awareness and letter knowledge. Conceptualizing phonological processing skills in prereaders / Christopher J. Lonigan ; The development of phonological sensitivity / Stephen R. Burgess ; Phonemic awareness and reading: beyond the growth of initial reading accuracy / Beth M. Phillips and Joseph K. Torgesen ; The roots of learning to read and write: acquisition of letters and phonemic awareness / Linnea C. Ehri and Theresa Roberts -- III. Families and relationships: socioemotional and linguistic supports. The influence of parenting on emerging literacy skills / Susan H. Landry and Karen E. Smith ; Teacher-child relationships and early literacy / Robert C. Pianta ; Environmental supports for language acquisition / Erika Hoff ; The misunderstood giant: on the predictive role of early vocabulary to future reading / Monique Sénéchal, Gene Ouellette, and Donna Rodney -- IV. Cultural and linguistic diversity. Effective interventions for English language learners (Spanish-English) at risk for reading difficulties / Sharon Vaughn, Sylvia Linan-Thompson, Sharolyn D. Pollard-Durodola, Patricia G. Mathes, and Elsa Cárdenas Hagan ; Recent research on the language and literacy skills of African American students in the early years / Holly K. Craig and Julie A. Washington ; Cultural diversity in early literacy: findings in Dutch studies / Paul P. M. Leseman and Cathy van Tuijl ; Considering culture in research-based interventions to support early literacy / Stuart McNaughton -- V. Supporting literacy in preschool classrooms. Vygotskian perspectives on teaching and learning early literacy / Elena Bodrova and Deborah J. Leong ; Preschool classroom environments and the quantity and quality of children's literacy and language behaviors / Dale C. Farran, Canan Aydogan, Shin Ji Kang, and Mark W. Lipsey ; The relationships between sociodramatic play and literacy development / Lesley Mandel Morrow and Judith A. Schickedanz ; Encouraging young children's language interactions with stories / Margaret G. McKeown and Isabel L. Beck ; Early literacy policy and pedagogy / Kathleen Roskos and Carol Vukelich -- VI. Programmatic interventions during the preschool years. Reading ahead: effective interventions for young children's early literacy development / Pia Rebello Britto, Allison S. Fuligni, and Jeanne Brooks-Gunn ; A pediatric approach to early literacy / Robert Needlman, Perri Klass, and Barry Zuckerman ; Emergent literacy of low-income children in Head Start: relationships with child and family characteristics, program factors, and classroom quality / Nicholas Zill and Gary Resnick -- VII. Toward effective primary-grade instruction. The transition to school / Frederick J. Morrison, Carol McDonald Connor, and Heather J. Bachman ; Perspectives on the difficulty of beginning reading texts / Elfrieda H. Hiebert and Heidi Anne E. Mesmer ; The impact of early school experiences on initial reading / Connie Juel ; Policy decisions in early literacy assessment / Terry Salinger ; Early educational interventions: principles of effective and sustained benefits from targeted early education programs / Sharon Landesman Ramey and Craig T. Ramey. v.3. I. Basic developmental processes. Early language experience is vital to developing fluency / Anne Fernald and Adriana Weisleder ; Self regulation and early literacy / Clancy Blair, John Protzko, and Alexandra Ursache ; Variability in language development: relation to socioeconomic status and environmental input / Marina Vasilyeva and Heidi Waterfall ; Lessons from the crib for the classroom: how children really learn vocabulary / Justin Harris, Roberta Michnick Golinkoff, and Kathy Hirsh-Pasek ; Lexical reorganization and the emergence of phonological awareness / Jamie L. Metsala -- II. Development among diverse populations. Development of early literacy: evidence from major U.S. longitudinal studies / Margaret Burchinal and Nina Forestieri ; 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 ; Beginning with language: Spanish-English bilingual preschoolers' early literacy development / Carol Scheffner Hammer, Shelley Scarpino, and Megan Dunn Davison -- 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 ; Young children with language impairments: challenges in transition to reading / Ann P. Kaiser, Megan Y. Roberts, and Ragan H. McLeod -- III. Supporting code-related abilities. A model of the concurrent and longitudinal relations between home literacy and child outcomes / Monique Sénéchal -- Home support of children in the writing process: contributions to early literacy / Dorit Aram and Iris Levin -- Developing children's print knowledge through adult-child storybook reading interactions: print referencing as an instructional practice / Laura M. Justice and Shayne Piasta -- Evidence-based computer interventions targeting phonological awareness to prevent reading problems in at-risk young students / Verna van der Kooy-Hofland, Cornelia A. T. Kegel, and Adriana Bus ; Developmental differences in early reading skills / Scott G. Paris ; Studying and modifying young children's visual attention during book reading / Mary Ann Evans and Jean Saint-Aubin ; Child characteristics-instruction interactions: implications for students' literacy skills development in the early grades / Carol McDonald Connor -- IV. Interventions: curriculum and professional development. Fostering early development and school readiness in pediatric settings / Alan L. Mendelsohn, Bernard P. Dreyer, Carolyn A. Brockmeyer, Samantha B. Berkule-Silberman, and Leslie Mandel Morrow ; Improving the outcomes of coaching-based professional development interventions / Douglas R. Powell and Karen E. Diamond ; Effective teacher-child interactions and children's literacy: evidence for scalable, aligned approaches to professional development / Anne E. Henry and Robert C. Pianta ; Identifying critical components of an effective preschool language and literacy coaching intervention / Barbara A. Wasik and Annemarie H. Hindman ; Why are so few interventions really effective?: a call for fine-grained research methodology / David K. Dickinson, Jill B. Freiberg, and Erica M. Barnes ; The challenge of teaching vocabulary in early education / Susan B. Neuman -- V. Social policy and early literacy. Assessment in early literacy research / Catherine E. Snow and Soojin S. Oh ; Tell me a story: examining the benefits of shared reading / Anne E. Cunningham and Jamie Zibulsky ; Language and literacy insights from research based on Early Head Start / Barbara Alexander Pan ; Professional development for early childhood educators: reviewing and revising conceptualizations / Martha Zaslow, Kathryn Tout, Tamara Halle, and Rebecca Starr -- Preschool education's effects on language and literacy / W. Steven Barnett and Ellen C. Frede. |
| 责任： | edited by Susan B. Neuman, David K. Dickinson. |
| 更多信息： |
摘要：
Brings together leading authorities to report on current findings, integrate insights from different disciplinary perspectives and explores ways to provide children with the strongest possible literacy foundations from 0-6 years.
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"Neuman and Dickinson have created nothing short of a "tour de force." This new "Handbook" will be essential reading for anyone interested in the topic--and, these days, who is not? Early literacy development is among the most complex current issues facing children, families, early care and education providers, school personnel, researchers, and policy makers. Containing chapters by the leading developmentalists and literacy experts in the nation, the "Handbook "provides the reader with diverse perspectives, salient analyses, intellectual energy, and simply outstanding scholarship. It is a joy to read and will well earn its place in the annals of scholarship." --Sharon L. Kagan, EdD, Professor of Early Childhood and Family Policy, Teachers College, Columbia University; Immediate Past President, National Association for the Education of Young Children
"This volume both celebrates and reports on the vast amount of knowledge gained in emerging and early literacy over the last two to three decades. It encompasses the wide array of perspectives that characterize the current information explosion. Importantly, it also offers guidance for continuing to develop a more sophisticated understanding of such issues as the culturally situated, multiple literacies that are both local and global realities. All of us--educators, researchers, and other students of literacy--need this book." --Anne van Kleeck, PhD, Department of Communication Sciences and Disorders, University of Georgia
"With the recent federal focus on early prevention of reading impairments, this handbook provides practitioners and educators with the information needed to provide scientifically based, theory-guided assessment and instructional services to children who are typically developing or at risk for literacy difficulties. Neuman and Dickinson have gathered together an impressive cadre of scientists and educators who inform readers about early literacy research and its application for the homet
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