Research in Young Children's Literacy and Language Development : Language and literacy development for different populations book cover
1st Edition

Research in Young Children's Literacy and Language Development
Language and literacy development for different populations

Edited By

Olivia N. Saracho

ISBN 9780367529710
Published March 31, 2021 by Routledge
522 Pages

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Book Description

The importance of the early years in young children’s lives and the rigid inequality in literacy achievement are a stimulating backdrop to current research in young children’s language and literacy development. This book reports new data and empirical analyses that advance the theory of language and literacy, with researchers using different methodologies in conducting their study, with both a sound empirical underpinning and a captivating analytical rationalization of the results. The contributors to this volume used several methodological methods (e.g. quantitative, qualitative) to describe the complete concept of the study; the achievement of the study; and the study in an appropriate manner based on the study’s methodology.

The contributions to this volume cover a wide range of topics, including dual language learners; Latino immigrant children; children who have hearing disabilities; parents’ and teachers’ beliefs about language development; early literacy skills of toddlers and preschool children; interventions; multimodalities in early literacies; writing; and family literacy. The studies were conducted in various early childhood settings such as child care, nursery school, Head Start, kindergarten, and primary grades, and the subjects in the studies represent the pluralism of the globe – a pluralism of language, backgrounds, ethnicity, abilities, and disabilities. This book was originally published as a special issue of Early Child Development and Care.

Table of Contents

Introduction – Literacy and language: new developments in research, theory, and practice Olivia N. Saracho

1. Research, policy, and practice in early childhood literacy Olivia N. Saracho

2. Early reading and practice-inspired research Susan Hill

3. Creating mathematicians and scientists: disciplinary literacy in the early childhood classroom Maria Boeke Mongillo

4. Is dosage important? Examining Head Start preschoolers’ language and literacy learning after one versus two years of ExCELL Annemarie H. Hindman and Barbara A. Wasik

5. Testing a nested skills model of the relations among invented spelling, accurate spelling, and word reading, from kindergarten to grade 1 Monique Sénéchal

6. Young dual language learners’ emergent writing development Cristina Gillanders, Ximena Franco, Kent Seidel, Dina C. Castro and Lucía I. Méndez

7. Quality standards matter: a comparative case study examining interactive writing in the preschool setting Anna H. Hall

8. Understanding influences on writing instruction: cases of two kindergarten teachers Sarah J. McCarthey and Grace Kang

9. Scaffolded writing and early literacy development with children who are deaf: a case study Bridget Scott-Weich and David B. Yaden

10. Contributions of Skinner’s theory of verbal behaviour to language interventions for children with autism spectrum disorders Gaige Johnson, Kelly Kohler and Denise Ross

11. The effects of the Language for Learning programme on the social adjustment of kindergarten children Gregory J. Benner and Songtian Zeng

12. Are young children’s utterances affected by characteristics of their learning environments? A multiple case study Tanya Richardson and Jane Murray

13. Translanguaging in a Reggio-inspired Spanish dual-language immersion programme Laura Alamillo, Cathy Yun and Lisa H. Bennett

14. Conversation Compass© Communication Screener: a conversation screener for teachers Shari L. Gardner and Stephanie M. Curenton

15. Talking about talk: reviewing oracy in English primary education Deborah Jones

16. Talking the talk: translating research to practice Jill F. Grifenhagen, Erica M. Barnes, Molly F. Collins and David K. Dickinson

17. Language insights for caregivers with young children Alice Sterling Honig

18. Investigating predictors of fidelity of implementation for a preschool vocabulary and language curriculum Beth M. Phillips, Smriti A. Ingrole, Pamela W. Burris and Galiya Tabulda

19. Parents’ shared storybook reading – learning to read Olivia N. Saracho

20. Multimodal play–literacy: a preschooler’s storytelling, drawing, and performing of dinosaur extinction theories Koeun Kim and Koomi Kim

21. Increasing early reading skills in young signing deaf children using shared book reading: a feasibility study Jean F. Andrews, Hsiu-Tan Liu, Chun-Jung Liu, Mary Anne Gentry and Zanthia Smith

22. Informational and fictional books: young children’s book preferences and teachers’ perspectives Huseyin Kotaman and Ali Kemal Tekin

23. A small-scale, feasibility study of academic language time in primary grade language arts Kathleen A. Roskos, Nicole Zuzolo and Ashley Primm

24. Literacy in the twenty-first century: children, families and policy Olivia N. Saracho

25. Family literacy programmes and young children’s language and literacy development: paying attention to families’ home language Jim Anderson, Ann Anderson and Assadullah Sadiq

26. Effective interventions to strengthen early language and literacy skills in low-income countries: comparison of a family-focused approach and a pre-primary programme in Ethiopia Ivelina Borisova, Lauren Pisani, Amy Jo Dowd and Hsiao-Chen Lin

27. Early literacy programme as support for immigrant children and as transfer to early numeracy Ofra Korat, Aviva Gitait, Deborah Bergman Deitcher and Zmira Mevarech

28. Childcare, language-use, and vocabulary of second-generation Latino immigrant children growing up in a new immigrant enclave in the United States Natalia Palacios, Amanda K. Kibler and Ashley Simpson Baird

29. Supporting preschool dual language learners: parents’ and teachers’ beliefs about language development and collaboration Brook E. Sawyer, Patricia H. Manz and Kristin A. Martin

30. The relative importance of English versus Spanish language skills for low-income Latino English language learners’ early language and literacy development Susan Sonnenschein, Shari R. Metzger, Rebecca Dowling and Linda Baker

31. Assessing the early literacy skills of toddlers: the development of four foundational measures Daniel J. Weigel, Sally S. Martin and Jennifer L. Lowman

32. Development of the language proficiency of five- to seven-year-olds in rural areas B. G. Poolman, P. P. M. Leseman, J. M. Doornenbal and A. E. M. G. Minnaert

33. Evidence-based reform: enhancing language and literacy in early childhood education Robert E. Slavin and Bette Chambers

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Olivia N. Saracho is Professor in the Department of Teaching and Learning, Policy and Leadership at the University of Maryland, College Park, MD, USA. She is a former bilingual teacher, and has taught Head Start, preschool, kindergarten, and elementary school classes. Her current research and writing is in the field of early childhood education, and she has conducted research on children’s play, emergent literacy, and family literacy. She is co-author of Foundations of early childhood education (with Spodek and Davis, 1991), Right from the start: Teaching children ages three to eight (with Spodek, 1994), Dealing with Individual differences in the early childhood classroom (with Spodek, 1994), and An integrated play-based curriculum for young children (2012); and co-editor of the Handbook of Research Methods in Early Childhood Education (2014).