Review
"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 home and the classroom. All professionals who work with young children, including general and special educators and speech-language pathologists, should consider this volume a ‘must-have' for their professional library."--Kenn Apel, PhD, CCC-SLP, Department of Communicative Disorders and Sciences, Wichita State University



Review
"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 home and the classroom. All professionals who work with young children, including general and special educators and speech-language pathologists, should consider this volume a ‘must-have' for their professional library."--Kenn Apel, PhD, CCC-SLP, Department of Communicative Disorders and Sciences, Wichita State University



Book Description
The field of early literacy has seen significant recent advances in theory, research, and practice. This volume brings together leading authorities to report on current findings, integrate insights from different disciplinary perspectives, and explore ways to provide children with the strongest possible literacy foundations in the first six years of life. The Handbook first addresses broad questions about the nature of emergent literacy, summarizing current knowledge on cognitive pathways, biological underpinnings, and the importance of cultural contexts. Chapters in subsequent sections examine various strands of knowledge and skills that emerge as children become literate, as well as the role played by experiences with peers and families. Particular attention is devoted to the challenges involved in making schools work for all children, including members of linguistic and ethnic minority groups and children living in poverty. Finally, approaches to instruction, assessment, and early intervention are described, and research on their effectiveness is presented.



About the Author
Susan B. Neuman, PhD, is Professor of Educational Studies at the University of Michigan and the former Director of the Center for the Improvement of Early Reading Ability (CIERA). In 2001, she was appointed Assistant Secretary of the U.S. Department of Education. Her interests include beginning reading and writing, family literacy, and parent involvement. Formerly, she was a Professor at Temple University for 10 years, where she coordinated the Reading and Language Arts Program. She has published over 100 journal articles and several books.

David K. Dickinson, PhD, is Associate Professor at the Lynch School of Education, Boston College. Previously, he was a Senior Research Scientist at the Education Development Center (EDC) in Newton, Massachusetts. He also worked as an elementary school teacher and served on the faculties of Tufts University and Clark University. Coauthor or editor of several books, Dr. Dickinson has reported his research in over 50 articles and chapters.



Excerpted from Handbook of Early Literacy Research by Susan B. Neuman, David K. Dickinson. Copyright © 2003. Reprinted by permission. All rights reserved.
I. Ways of Conceptualizing Early Literacy Development 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: Implications for Early Literacy Acquisition, Watson 5. Some Theoretical and Methodological Considerations in Studying Literacy in Social Context, Pellegrini 6. Alphabetic Anxiety and Explicit, Systematic Phonics Instruction: A Cognitive Science Perspective, Adams 7. Brains, Genes, and Environment in Reading Development, Olson and Gayan II. Strands of Early Literacy Development 8. Connecting Early Language and Literacy to Later Reading (Dis)abilities: Evidence, Theory, and Practice, Scarborough 9. Early Phonological Development and the Acquisition of Literacy, Goswami 10. Writing and Children's Symbolic Repertoires: Development Unhinged, Dyson 11. Invented Spelling, Phonemic Awareness, and Reading and Writing Instruction, Richgels III. Home and Community Influences 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 IV. Schooling Influences: The Preschool Years 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 Development of Children from Low-Income Families, Dickinson and Sprague 19. Environment and Its Influences for Early Literacy Teaching and Learning, Roskos and Neuman V. Instructional Materials and Classroom Practices 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: A Case for Multiple Forms of Evidence, Salinger VI. Special Intervention Efforts 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 30. Title 1 and Special Education: Support for Children Who Struggle to Learn to Read, McGill-Franzen and Goatley

FROM THE PUBLISHER

The field of early literacy has seen significant recent advances in theory, research, and practice. This volume brings together leading authorities to report on current findings, integrate insights from different disciplinary perspectives, and explore ways to provide children with the strongest possible literacy foundations in the first six years of life. The Handbook first addresses broad questions about the nature of emergent literacy, summarizing current knowledge on cognitive pathways, biological underpinnings, and the importance of cultural contexts. Chapters in subsequent sections examine various strands of knowledge and skills that emerge as children become literate, as well as the role played by experiences with peers and families. Particular attention is devoted to the challenges involved in making schools work for all children, including members of linguistic and ethnic minority groups and children living in poverty. Finally, approaches to instruction, assessment, and early intervention are described, and research on their effectiveness is presented.

FROM THE CRITICS

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