Handbook of Early Literacy Research - Vol. 2

Handbook of Early Literacy Research - Vol. 2

Handbook of Early Literacy Research - Vol. 2

Handbook of Early Literacy Research - Vol. 2

Synopsis

Current research increasingly highlights the role of early literacy in young children's development--and facilitates the growth of 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, neural imaging work, Vygotskian theory, findings from international studies, and more.

Excerpt

This is an exciting time for research in early literacy development. Important new discoveries in research continue to highlight the critical role of early literacy in young children's development, and encouraging new policies and practices reflect concerted efforts of practitioners to translate research into practices that will benefit young children. Today, more than ever before, early childhood literacy is regarded as the single best investment for enabling children to develop skills that will likely benefit them for a lifetime. At the same time, research in early literacy recognizes that these important foundational skills must never take away from the sheer joys, motivation, and fascination with print that define young children's interest in the early years.

As a field, early literacy has been particularly enriched by the energies of researchers from diverse disciplines. This book comes 3 years after the first volume of the Handbook of Early Literacy Research, and these disciplines have helped to contribute new information to important topics such as the role of parents and the intersection between social and emotional development, second language development, assessment, and instruction. In addition, this volume extends coverage to include important topics central to the field, such as phonemic awareness, the impact of social demographic factors, early intervention efforts, and social policy. Given the vibrant activity in the field, this volume and Volume I, represent a critical corpus of research from the most prominent active researchers in the field.

Research reported in this volume provides evidence of increasing depth in theoretical accounts of early literacy and of growing consensus in several key areas. Cognitivedevelopmental methods continue to be of central importance. Multiple research teams are investigating the origins and development of phonemic awareness and using sophisticated statistical methods to examine pathways through which precursor abilities help shape later literacy competencies. This volume includes a chapter about one of the most long-standing methodologies used to study cognitive processes as people read— the study of eye movements. This work includes research on children of different ages, and review of development patterns provides interesting insight into changes that transpire as children become more proficient readers.

Brain imaging methods offer a new and exciting way to study cognitive activity during reading. Similar to eye-movement work, these studies examine physical manifestations of intellectual activity. It provides an alternative means of understanding the complex activities that we engage in as we read and, in an exciting new development, a means of tracing changes in neural activity associated with interventions that improve reading skills among disabled readers. Remarkable convergence appears in the advice . . .

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