{"product_id":"pivotal-research-in-early-literacy-9781462536177","title":"Pivotal Research in Early Literacy","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eThis reader-friendly text examines the key foundational studies in early literacy. It addresses such essential questions as how research informs current practices and where the field still needs to go to provide the best learning opportunities for all children. Each chapter describes the methods and findings of seminal studies, critically assesses their long-term impact on practice and policy, and offers takeaways for the classroom. Leading authorities--including several authors of the original pivotal studies--cover 12 essential aspects of language development, literacy development, and home and community literacy experiences in PreK-2.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\"What a delightful addition to the field of early literacy! There has been an explosion of knowledge about the emergence of literacy and the language abilities that support it. In this volume, leading scholars highlight and summarize seminal articles while situating them in relationship to conceptual advances and controversies in the field. Both new and senior scholars will find this highly readable volume enjoyable and illuminating. I will use it as a supplementary text for my course on language, literacy, and diversity.\"--David K. Dickinson, EdD, Margaret Cowan Chair of Education and Associate Dean for Research, Peabody College of Education, Vanderbilt University\u003cbr\u003e\u003cbr\u003e \"This is a welcome addition to my professional library. The book spans critical issues in early literacy--such as language development, literacy development and instruction, and home experiences--and serves as an invaluable reference for scholars and graduate students, as well as early literacy leaders. The editors' conceptual framework provides a historical perspective for each topic. Readers can dive right into these accessible chapters to explore the 'why' behind current practice as they unpack each topic’s research lineage.\"--Latisha Hayes, PhD, Director, McGuffey Reading Center; Associate Professor and Elementary Education Program Coordinator, Curry School of Education, University of Virginia\u003cbr\u003e\u003cbr\u003e \"A 'must read' for researchers and scholars in the field of early literacy. For those new to the field, this volume presents a clear, concise historical view of the path that has led to our present-day theories, research foci, and classroom practices. For veterans, it offers new insights into the key pivots in perspectives over the past several decades. The list of chapter authors is a virtual walk along the Hall of Fame of literacy research, and each has expertly curated the research in her or his respective area. The combination of coverage of seminal studies with authors' arguments regarding their pivotal nature makes this book a great choice for courses and professional learning in early literacy research.\"--Jessica L. Hoffman, PhD, instructional coach, Hamilton County Educational Service Center, Ohio -\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eIntroduction, Susan M. Dougherty and Christina M. Cassano\u003cbr\u003e I. Early Language Development\u003cbr\u003e 1. Now You’re Talking: Vocabulary Development in the Home Context, Lillian R. Masek, Molly E. Scott, Rebecca Dore, Rufan Luo, Kathy Hirsh-Pasek, and Roberta Michnick Golinkoff\u003cbr\u003e\u003ci\u003ePivotal studies discussed:\u003c\/i\u003e\u003cbr\u003e - Hart and Risley (1995). \u003ci\u003eMeaningful Differences in the Everyday Experience of Young American Children\u003c\/i\u003e\u003cbr\u003e - Pan, Rowe, Singer, and Snow (2005). \u003ci\u003eMaternal Correlates of Growth in Toddler Vocabulary Production in Low-Income Families\u003c\/i\u003e\u003cbr\u003e - Tomasello and Farrar (1986). \u003ci\u003eJoint Attention and Early Language\u003c\/i\u003e\u003cbr\u003e 2. Pivotal Theory and Research Affecting Emergent Bilingual Children’s Language and Literacy Achievement, Theresa A. Roberts\u003cbr\u003e\u003ci\u003ePivotal studies discussed:\u003c\/i\u003e\u003cbr\u003e - Cummins (1979). \u003ci\u003eLinguistic Interdependence and the Educational Development of Bilingual Children\u003c\/i\u003e\u003cbr\u003e - Dulay and Burt (1974). \u003ci\u003eErrors and Strategies in Child Second Language Acquisition\u003c\/i\u003e\u003cbr\u003e - Hoover and Gough (1990). \u003ci\u003eThe Simple View of Reading\u003c\/i\u003e\u003cbr\u003e - Krashen (1982). \u003ci\u003ePrinciples and Practice in Second Language Acquisition\u003c\/i\u003e\u003cbr\u003e - Willig (1985). \u003ci\u003eA Meta-Analysis of Selected Studies on the Effectiveness of Bilingual Education\u003c\/i\u003e\u003cbr\u003e II. Literacy Development in the Early Years\u003cbr\u003e 3. Writing in the Early Years, Judith A. Schickedanz\u003cbr\u003e\u003ci\u003ePivotal studies discussed:\u003c\/i\u003e\u003cbr\u003e - Durkin (1966).\u003ci\u003e Children Who Read Early: Two Longitudinal Studies\u003c\/i\u003e\u003cbr\u003e - Hildreth (1936).\u003ci\u003e Developmental Sequences in Name Writing\u003c\/i\u003e\u003cbr\u003e - Read (1975). \u003ci\u003eChildren’s Categorization of Speech Sounds in English\u003c\/i\u003e\u003cbr\u003e 4. Reconceptualizing Alphabet Learning and Instruction, Marcia Invernizzi and Jordan Buckrop\u003cbr\u003e\u003ci\u003ePivotal studies discussed:\u003c\/i\u003e\u003cbr\u003e - Mason (1980). \u003ci\u003eWhen Do Children Begin to Read?: An Exploration of Four Year Old Children’s Letter and Word Reading Competencies\u003c\/i\u003e\u003cbr\u003e - Treiman and Broderick (1998). \u003ci\u003eWhat’s in a Name: Children’s Knowledge about the Letters in Their Own Names\u003c\/i\u003e\u003cbr\u003e - Treiman, Tincoff, Rodriguez, Mouzaki, and Francis (1998). \u003ci\u003eThe Foundations of Literacy: Learning the Sounds of Letters\u003c\/i\u003e\u003cbr\u003e 5. A Close and Careful Look at Phonological Awareness, Christina M. Cassano\u003cbr\u003e\u003ci\u003ePivotal studies discussed:\u003c\/i\u003e\u003cbr\u003e - Juel (1988). \u003ci\u003eLearning to Read and Write: A Longitudinal Study of 54 Children from First through Fourth Grades\u003c\/i\u003e\u003cbr\u003e - Liberman, Shankweiler, Fischer, and Carter (1974). \u003ci\u003eExplicit Syllable and Phoneme Segmentation in the Young Child\u003c\/i\u003e\u003cbr\u003e - Lundberg, Frost, and Petersen (1988). \u003ci\u003eEffects of an Extensive Program for Stimulating Phonological Awareness in Preschool Children\u003c\/i\u003e\u003cbr\u003e 6. The Role of Word Recognition in Beginning Reading: Getting the Words off the Page, Ruth M. Wharton-McDonald\u003cbr\u003e\u003ci\u003ePivotal studies discussed:\u003c\/i\u003e\u003cbr\u003e - Adams (1990). \u003ci\u003eBeginning to Read: Learning and Thinking about Print\u003c\/i\u003e\u003cbr\u003e - Share (1995). \u003ci\u003ePhonological Recoding and Self-Teaching: Sine Qua Non of Reading Acquisition\u003c\/i\u003e\u003cbr\u003e - Stanovich (1980). \u003ci\u003eToward an Interactive-Compensatory Model of Individual Differences in the Development of Reading Fluency\u003c\/i\u003e\u003cbr\u003e 7. Engagement, Motivation, Self-Regulation, and Literacy Development in Early Childhood, Alisa Hindin\u003cbr\u003e\u003ci\u003ePivotal studies discussed:\u003c\/i\u003e\u003cbr\u003e - Blair (2002).\u003ci\u003e School Readiness: Integrating Cognition and Emotion in a Neurobiological Conceptualization of Children’s Functioning at School Entry\u003c\/i\u003e\u003cbr\u003e - Guthrie and Wigfield (2000). \u003ci\u003eEngagement and Motivation in Reading\u003c\/i\u003e\u003cbr\u003e - Spira, Bracken, and Fischel (2005).\u003ci\u003e Predicting Improvement after First-Grade Reading Difficulties: The Effects of Oral Language, Emergent Literacy, and Behavior Skills\u003c\/i\u003e\u003cbr\u003e III. Home and Community Literacy Experiences of Children\u003cbr\u003e 8. Starting Them Young: How the Shift from Reading Readiness to Emergent Literacy Has Influenced Preschool Literacy Education, William H. Teale, Emily Brown Hoffman, Colleen E. Whittingham, and Kathleen A. Paciga\u003cbr\u003e\u003ci\u003ePivotal studies discussed:\u003c\/i\u003e\u003cbr\u003e - Almy (1949). \u003ci\u003eChildren's experiences prior to first grade and success in beginning reading\u003c\/i\u003e\u003cbr\u003e - Teale and Sulzby (1986). \u003ci\u003eEmergent Literacy: Writing and Reading\u003c\/i\u003e\u003cbr\u003e 9. Pivotal Research in Storybook Reading, Molly F. Collins\u003cbr\u003e\u003ci\u003ePivotal studies discussed:\u003c\/i\u003e\u003cbr\u003e - Cochran-Smith (1984). \u003ci\u003eThe Making of a Reader\u003c\/i\u003e\u003cbr\u003e - Dickinson and Smith (1994).\u003ci\u003e Long-Term Effects of Preschool Teachers’ Book Readings on Low-Income Children’s Vocabulary and Story Comprehension\u003c\/i\u003e\u003cbr\u003e - Whitehurst, Falco, Lonigan, Fischel, DeBaryshe, Valdez-Menchaca, and Caulfield (1988). \u003ci\u003eAccelerating Language Development through Picture Book Reading\u003c\/i\u003e\u003cbr\u003e 10. The Impact of Pivotal Research on the Role of Play in Early Literacy Development, Muriel K. Rand and Lesley Mandel Morrow\u003cbr\u003e\u003ci\u003ePivotal studies discussed:\u003c\/i\u003e\u003cbr\u003e - Morrow and Rand (1991). \u003ci\u003ePromoting Literacy During Play by Designing Early Childhood Classroom Environments\u003c\/i\u003e\u003cbr\u003e - Neuman and Roskos (1990). \u003ci\u003ePlay, Print, and Purpose: Enriching Play Environments for Literacy Development\u003c\/i\u003e\u003cbr\u003e - Pellegrini (1985). \u003ci\u003eThe Relations Between Symbolic Play and Literate Behavior: A Review and Critique of the Empirical Literature\u003c\/i\u003e\u003cbr\u003e 11. Family Literacy: Is It Really All About Storybook Reading?, Susan M. Dougherty and Jeanne R. Paratore\u003cbr\u003e\u003ci\u003ePivotal studies discussed:\u003c\/i\u003e\u003cbr\u003e - Bus, van IJzendoorn, and Pellegrini (1995). \u003ci\u003eJoint Book Reading Makes for Success in Learning to Read: A Meta-analysis on Intergenerational Transmission of Literacy\u003c\/i\u003e\u003cbr\u003e - Heath (1983).\u003ci\u003e Ways with Words: Language, Life and Work in Communities and Classrooms\u003c\/i\u003e\u003cbr\u003e - Purcell-Gates (1996). \u003ci\u003eStories, Coupons, and the “TV Guide”: Relationships between Home Literacy Experiences and Emergent Literacy Knowledge\u003c\/i\u003e\u003cbr\u003e - Scarborough and Dobrich (1994).\u003ci\u003e On the Efficacy of Reading to Preschoolers\u003c\/i\u003e\u003cbr\u003e - Sénéchal, Lefevre, Thomas, and Daley (1998). \u003ci\u003eDifferential Effects of Home Literacy Experiences on the Development of Oral and Written Language\u003c\/i\u003e\u003cbr\u003e 12. Enhancing Children’s Access to Print, Susan B. Neuman and Donna Celano\u003cbr\u003e\u003ci\u003ePivotal study discussed:\u003c\/i\u003e\u003cbr\u003e - Neuman and Celano (2001).\u003ci\u003e Access to Print in Low-Income and Middle-Income Communities: An Ecological Study of Four Neighborhoods\u003c\/i\u003e\u003cbr\u003e Afterword: Pivotal Research in Early Literacy: Lessons Learned and a Call to Action, Heidi Anne E. Mesmer and Melissa Rose-McCully\u003cbr\u003e Index\u003c\/p\u003e","brand":"Guilford Publications","offers":[{"title":"Default Title","offer_id":49408642646359,"sku":"9781462536177","price":31.34,"currency_code":"GBP","in_stock":false}],"url":"https:\/\/bookcurl.com\/products\/pivotal-research-in-early-literacy-9781462536177","provider":"Book Curl","version":"1.0","type":"link"}