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Handbook of Early Literacy Research, Volume 3 [electronic resource].

By: Contributor(s): Material type: Computer fileComputer filePublisher number: 9781462503353Publication details: New York : Guilford Publications, Inc., 2011.ISBN:
  • 9781609180294
Subject(s): Genre/Form: Additional physical formats: Print version:: Handbook of Early Literacy Research, Volume 3DDC classification:
  • 372.6
LOC classification:
  • LB1139.5.L35 H37
Online resources:
Contents:
Cover; Title Page; Copyright; About the Editors; Contributors; Preface; Contents; Part One: Basic Developmental Processes; Chapter One: Early Language Experience Is Vital to Developing Fluency in Understanding; Chapter Two: Self-Regulation and Early Literacy; Chapter Three: Variability in Language Development: Relation to Socioeconomic Status and Environmental Input; Chapter Four: Lessons from the Crib for the Classroom: How Children Really Learn Vocabulary; Chapter Five: Lexical Reorganization and the Emergence of Phonological Awareness; Part Two: Development Among Diverse Populations
Chapter Eleven: A Model of the Concurrent and Longitudinal Relations between Home Literacy and Child OutcomesChapter Twelve: Home Support of Children in the Writing Process: Contributions to Early Literacy; Chapter Thirteen: Developing Children's Print Knowledge through Adult-Child Storybook Reading Interactions: Print Referencing as an Instructional Practice; Chapter Fourteen: Evidence-Based Computer Interventions Targeting Phonological Awareness to Prevent Reading Problems in At-Risk Young Students; Chapter Fifteen: Developmental Differences in Early Reading Skills
Chapter Six: Development of Early Literacy: Evidence from Major U.S. Longitudinal StudiesChapter Seven: Emergent Literacy Environments: Home and Preschool Influences on Children's Literacy Development; Chapter Eight: Beginning with Language: Spanish-English Bilingual Preschoolers' Early Literacy Development; Chapter Nine: Supporting the Language and Early Literacy Skills of English Language Learners: Effective Practices and Future Directions; Chapter Ten: Young Children with Language Impairments: Challenges in Transition to Reading; Part Three: Supporting Code-Related Abilities
Chapter Sixteen: Studying and Modifying Young Children's Visual Attention during Book ReadingChapter Seventeen: Child Characteristics-Instruction Interactions: Implications for Students' Literacy Skills Development in the Early Grades; Part Four: Interventions: Curriculum And Professional Development; Chapter Eighteen: Fostering Early Development and School Readiness in Pediatric Settings; Chapter Nineteen: Improving the Outcomes of Coaching-Based Professional Development Interventions
Chapter Twenty: Effective Teacher-Child Interactions and Children's Literacy: Evidence for Scalable, Aligned Approaches to Professional DevelopmentChapter Twenty-One: Identifying Critical Components of an Effective Preschool Language and Literacy Coaching Intervention; Chapter Twenty-Two: Why Are So Few Interventions Really Effective?: A Call for Fine-Grained Research Methodology; Chapter Twenty-Three: The Challenge of Teaching Vocabulary in Early Education; Part Five: Social Policy And Early Literacy; Chapter Twenty-Four: Assessment in Early Literacy Research
Chapter Twenty-Five: Tell Me a Story: Examining the Benefits of Shared Reading
Summary: 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 ea
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Enhanced descriptions from Syndetics:

Description based upon print version of record.

Cover; Title Page; Copyright; About the Editors; Contributors; Preface; Contents; Part One: Basic Developmental Processes; Chapter One: Early Language Experience Is Vital to Developing Fluency in Understanding; Chapter Two: Self-Regulation and Early Literacy; Chapter Three: Variability in Language Development: Relation to Socioeconomic Status and Environmental Input; Chapter Four: Lessons from the Crib for the Classroom: How Children Really Learn Vocabulary; Chapter Five: Lexical Reorganization and the Emergence of Phonological Awareness; Part Two: Development Among Diverse Populations

Chapter Eleven: A Model of the Concurrent and Longitudinal Relations between Home Literacy and Child OutcomesChapter Twelve: Home Support of Children in the Writing Process: Contributions to Early Literacy; Chapter Thirteen: Developing Children's Print Knowledge through Adult-Child Storybook Reading Interactions: Print Referencing as an Instructional Practice; Chapter Fourteen: Evidence-Based Computer Interventions Targeting Phonological Awareness to Prevent Reading Problems in At-Risk Young Students; Chapter Fifteen: Developmental Differences in Early Reading Skills

Chapter Six: Development of Early Literacy: Evidence from Major U.S. Longitudinal StudiesChapter Seven: Emergent Literacy Environments: Home and Preschool Influences on Children's Literacy Development; Chapter Eight: Beginning with Language: Spanish-English Bilingual Preschoolers' Early Literacy Development; Chapter Nine: Supporting the Language and Early Literacy Skills of English Language Learners: Effective Practices and Future Directions; Chapter Ten: Young Children with Language Impairments: Challenges in Transition to Reading; Part Three: Supporting Code-Related Abilities

Chapter Sixteen: Studying and Modifying Young Children's Visual Attention during Book ReadingChapter Seventeen: Child Characteristics-Instruction Interactions: Implications for Students' Literacy Skills Development in the Early Grades; Part Four: Interventions: Curriculum And Professional Development; Chapter Eighteen: Fostering Early Development and School Readiness in Pediatric Settings; Chapter Nineteen: Improving the Outcomes of Coaching-Based Professional Development Interventions

Chapter Twenty: Effective Teacher-Child Interactions and Children's Literacy: Evidence for Scalable, Aligned Approaches to Professional DevelopmentChapter Twenty-One: Identifying Critical Components of an Effective Preschool Language and Literacy Coaching Intervention; Chapter Twenty-Two: Why Are So Few Interventions Really Effective?: A Call for Fine-Grained Research Methodology; Chapter Twenty-Three: The Challenge of Teaching Vocabulary in Early Education; Part Five: Social Policy And Early Literacy; Chapter Twenty-Four: Assessment in Early Literacy Research

Chapter Twenty-Five: Tell Me a Story: Examining the Benefits of Shared Reading

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 ea