Current research increasingly highlights the role of early literacy in young children's development--and informs practices and policies that promote success among diverse learners. The Handbook of Early Literacy Research presents cutting-edge knowledge on all aspects of literacy learning in the early years. Volume 2 provides additional perspectives on important topics covered in Volume 1 and addresses critical new topics: the transition to school, the teacher-child relationship, sociodramatic play, vocabulary development, neuroimaging work, Vygotskian theory, findings from international studies, and more.
Publisher: Guilford Publications
Number of pages: 468
Weight: 1042 g
Dimensions: 254 x 178 x 31 mm
"This extraordinarily valuable resource brings together the work of knowledgeable and credible scholars in a variety of areas related to early literacy research. Writing in a manner that is accessible to both researchers and practitioners, the contributors go beyond updating us on the vast amount of accumulated knowledge on emerging and early literacy. They help us make sense of its applications to our work with young children and those who care for and teach them."--Dorothy S. Strickland, PhD, Department of Learning and Teaching, Graduate School of Education, Rutgers, The State University of New Jersey
"This book is brimming with research-based insights into foundational topics in early literacy learning and instruction, including vocabulary development, phonemic awareness, the role of policy, and sociocognition. It also contributes to a growing knowledge base in such cutting-edge areas as the role of caregiver-teacher collaboration, second language learning, brain imaging, and early educational interventions. Delving deeply into early childhood literacy issues, this book will make a powerful contribution as a guiding text for researchers, graduate students, and educators."--Linda D. Labbo, PhD, Department of Language and Literacy, University of Georgia
"I used both Volumes 1 and 2 in a course on theory and research in early literacy. The texts provided my graduate students with contemporary theoretical frameworks and addressed a range of questions commonly asked by those engaged in dissertation research. I would definitely use these books again."--Olivia Saracho, PhD, Department of Curriculum and Instruction, University of Maryland, College Park