{"product_id":"handbook-of-early-literacy-research-volume-3-9781462503353","title":"Handbook of Early Literacy Research Volume 3","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eBuilding crucial bridges between theory, research, and practice, this volume brings together leading authorities on the literacy development of young children. The \u003ci\u003eHandbook \u003c\/i\u003eexamines 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.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eVolume 3 of the \u003ci\u003eHandbook \u003c\/i\u003eelaborates on research topics introduced in Volumes 1 and 2, presenting cutting-edge thinking in a style accessible to teacher educators as well as researchers. Addressing the relation between oral language and literacy development in diverse populations, professional development for early childhood teachers, and effective interventions for our youngest learners, this is an invaluable reference on some of the most pressing issues in education today.--Anne McGill-Franzen, Ph.D., Professor and Director of the Reading Center, University of Tennessee, Knoxville\u003c\/p\u003e\u003cp\u003eReaders will find a wealth of research findings and evidence-based practices in chapters from national and international experts. The selection of topics makes this handbook essential reading for those seeking the most current thinking in the field. The content readily flows from one chapter to another and builds in a cohesive manner throughout the book, rewarding the reader with nuanced conceptual discussions and practical implications for home and school. Neuman and Dickinson have again raised the bar on early literacy research and practice.--Barbara Hanna Wasik, PhD, William R. Kenan, Jr. Distinguished Professor, School of Education, University of North Carolina at Chapel Hill\u003cbr\u003e\u003cbr\u003eThis 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, PhD, Juniper Gardens Children's Project, University of Kansas\u003cbr\u003e\u003cbr\u003eThis 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, PhD, Graduate School of Education, University of California, Berkeley\u003c\/p\u003e\u003cp\u003e- This highly readable text conveys cutting-edge thinking about the issues, theory, and research on emergent literacy and the implications for practice inside and outside the classroom. Focusing on the period between birth and the formal teaching of reading, the authors describe all aspects of early language and literacy learning, including topics like promising avenues for assessment, parent-child interactions, and supporting English language learners and children with language and reading challenges. --Young Children, 10\/12\/2011\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cb\u003eI. Basic Developmental Processes \u003c\/b\u003e \u003cbr\u003e 1. Early Language Experience Is Vital to Developing Fluency in Understanding, \u003ci\u003eAnne Fernald \u003c\/i\u003eand\u003ci\u003e Adriana Weisleder\u003c\/i\u003e \u003cbr\u003e 2. Self-Regulation and Early Literacy, \u003ci\u003eClancy Blair, John Protzko, \u003c\/i\u003eand\u003ci\u003e Alexandra Ursache\u003c\/i\u003e \u003cbr\u003e 3. Variability in Language Development: Relation to Socioeconomic Status and Environmental Input, \u003ci\u003eMarina Vasilyeva \u003c\/i\u003eand\u003ci\u003e Heidi Waterfall\u003c\/i\u003e \u003cbr\u003e 4. Lessons from the Crib for the Classroom: How Children Really Learn Vocabulary, \u003ci\u003eJustin Harris, Roberta Michnick Golinkoff, \u003c\/i\u003eand\u003ci\u003e Kathy Hirsh-Pasek\u003c\/i\u003e \u003cbr\u003e 5. Lexical Reorganization and the Emergence of Phonological Awareness, \u003ci\u003eJamie L. Metsala\u003c\/i\u003e\u003cb\u003eII. Development among Diverse Populations\u003c\/b\u003e \u003cbr\u003e 6. Development of Early Literacy: Evidence from Major U.S. Longitudinal Studies, \u003ci\u003eMargaret Burchinal \u003c\/i\u003eand\u003ci\u003e Nina Forestieri\u003c\/i\u003e \u003cbr\u003e 7\u003ci\u003e.\u003c\/i\u003e Emergent Literacy Environments: Home and Preschool Influences on Children’s Literacy Development \u003cbr\u003e \u003cbr\u003e\u003ci\u003eKathy Sylva, Lydia L. S. Chan, Edward Melhuish, Pam Sammons, Iram Siraj-Blatchford, \u003c\/i\u003eand\u003ci\u003e Brenda Taggart\u003c\/i\u003e \u003cbr\u003e \u003cbr\u003e 8. Beginning with Language: Spanish–English Bilingual Preschoolers’ Early Literacy Development, \u003ci\u003eCarol Scheffner Hammer, Shelley Scarpino, \u003c\/i\u003eand\u003ci\u003e Megan Dunn Davison\u003c\/i\u003e \u003cbr\u003e 9. Supporting the Language and Early Literacy Skills of English Language Learners: Effective Practices and Future Directions, \u003ci\u003eMariela M. Páez, Kristen Paratore Bock, \u003c\/i\u003eand\u003ci\u003e Lianna Pizzo\u003c\/i\u003e \u003cbr\u003e 10. Young Children with Language Impairments: Challenges in Transition to Reading, \u003ci\u003eAnne P. Kaiser, Megan Y. Roberts, \u003c\/i\u003eand\u003ci\u003e Ragan H. McLeod\u003c\/i\u003e\u003cb\u003eIII. Supporting Code-Related Abilities\u003c\/b\u003e \u003cbr\u003e 11. A Model of the Concurrent and Longitudinal Relations between Home Literacy and Child Outcomes, \u003ci\u003eMonique Sénéchal \u003c\/i\u003e \u003cbr\u003e 12. Home Support of Children in the Writing Process: Contributions to Early Literacy, \u003ci\u003eDorit Aram \u003c\/i\u003eand\u003ci\u003e Iris Levin\u003c\/i\u003e \u003cbr\u003e 13. Developing Children’s Print Knowledge through Adult–Child Storybook Reading Interactions: Print Referencing as an Instructional Practice, \u003ci\u003eLaura M. Justice \u003c\/i\u003eand\u003ci\u003e Shayne Piasta\u003c\/i\u003e \u003cbr\u003e \u003cbr\u003e14. Evidence-Based Computer Interventions Targeting Phonological Awareness to Prevent Reading Problems in At-Risk Young Students, \u003ci\u003eVerna van der Kooy-Hofland, Cornelia Kegel, \u003c\/i\u003eand\u003ci\u003e Adriana Bus\u003c\/i\u003e \u003cbr\u003e \u003cbr\u003e 15. Developmental Differences in Early Reading Skills, \u003ci\u003eScott G. Paris\u003c\/i\u003e \u003cbr\u003e 16. Studying and Modifying Young Children’s Visual Attention during Book Reading, \u003ci\u003eMary Ann Evans \u003c\/i\u003eand\u003ci\u003e Jean Saint-Aubin\u003c\/i\u003e \u003cbr\u003e 17. Child Characteristics–Instruction Interactions: Implications for Students’ Literacy Skills Development in the Early Grades, \u003ci\u003eCarol McDonald Connor\u003c\/i\u003e\u003cb\u003eIV. Interventions: Curriculum and Professional Development\u003c\/b\u003e \u003cbr\u003e 18\u003ci\u003e.\u003c\/i\u003e Fostering Early Development and School Readiness in Pediatric Settings, \u003ci\u003eAlan L. Mendelsohn, Benard P. Dreyer, Carolyn A. Brockmeyer, Samantha B. Berkule-Silberman, \u003c\/i\u003eand\u003ci\u003e Lesley Mandel Morrow\u003c\/i\u003e \u003cbr\u003e 19. Improving the Outcomes of Coaching-Based Professional Development Interventions, \u003ci\u003eDouglas R. Powell \u003c\/i\u003eand\u003ci\u003e Karen E. Diamond\u003c\/i\u003e \u003cbr\u003e 20. Effective Teacher–Child Interactions and Children’s Literacy: Evidence for Scalable, Aligned \u003cbr\u003e Approaches to Professional Development, \u003ci\u003eAnne E. Henry \u003c\/i\u003eand\u003ci\u003e Robert C. Pianta\u003c\/i\u003e \u003cbr\u003e 21. Identifying Critical Components of an Effective Preschool Language and Literacy Coaching Intervention, \u003ci\u003eBarbara A. Wasik \u003c\/i\u003eand\u003ci\u003e Annemarie H. Hindman\u003c\/i\u003e \u003cbr\u003e 22. Why Are So Few Interventions Really Effective?: A Call for Fine-Grained Research Methodology, \u003ci\u003eDavid K. Dickinson, Jill B. Freiberg, \u003c\/i\u003eand\u003ci\u003e Erica M. Barnes\u003c\/i\u003e \u003cbr\u003e 23. The Challenge of Teaching Vocabulary in Early Education, \u003ci\u003eSusan B. Neuman\u003c\/i\u003e\u003cb\u003eV. Social Policy and Early Literacy\u003c\/b\u003e \u003cbr\u003e 24. Assessment in Early Literacy Research, \u003ci\u003eCatherine E. Snow \u003c\/i\u003eand\u003ci\u003e Soojin S. Oh\u003c\/i\u003e \u003cbr\u003e 25. Tell Me a Story: Examining the Benefits of Shared Reading, \u003ci\u003eAnne E. Cunningham \u003c\/i\u003eand\u003ci\u003e Jamie Zibulsky\u003c\/i\u003e \u003cbr\u003e 26. Language and Literacy Insights from Research Based on Early Head Start, \u003ci\u003eBarbara Alexander Pan\u003c\/i\u003e \u003cbr\u003e 27. Professional Development for Early Childhood Educators: Reviewing and Revising Conceptualizations, \u003ci\u003eMartha Zaslow, Kathryn Tout, Tamara Halle, \u003c\/i\u003eand\u003ci\u003e Rebecca Starr \u003c\/i\u003e \u003cbr\u003e \u003cbr\u003e28. Preschool Education’s Effects on Language and Literacy, \u003ci\u003eW. Steven Barnett \u003c\/i\u003eand\u003c\/p\u003e","brand":"Guilford Publications","offers":[{"title":"Default Title","offer_id":49408625770839,"sku":"9781462503353","price":49.39,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781462503353.jpg?v=1730503586","url":"https:\/\/bookcurl.com\/products\/handbook-of-early-literacy-research-volume-3-9781462503353","provider":"Book Curl","version":"1.0","type":"link"}