TABLE OF CONTENTS  I  NEXT

SUPPORTING LANGUAGE & LITERACY IN EARLY CHILDHOOD EDUCATION

SELECTED READINGS

Akhtar, N., Carpenter, M., & Tomasello, M. (1996). The role of discourse novelty in early word learning. Child Development, 67(2), 635–645.

Albert Shanker Institute (2009). Preschool curriculum: what’s in it for children and teachers. Washington, DC: Guilford Press: Albert Shanker Institute.

Bennett-Armistead, V. S., Duke, N. K., & Moses, A. M. (2013). Beyond bedtime stories: a parent’s guide to promoting reading, writing and other literacy skills from birth to 5 (2nd Ed.). New York: Scholastic.

Bennett-Armistead, V. S., Duke, N. K., & Moses, A. M. (2005). Literacy and the youngest learner: best practices for educators of children from birth to 5. New York: Scholastic.

Brandone, A. C., Salkind, S. J., Golinkoff, R. M., & Hirsh-Pasek, K. (2006). Language development. In G. G. Bear & K. M. Minke (Eds.), Children’s needs III: development, prevention, and intervention. (pp. 499–514). Washington D.C.: National Association of School Psychologists.

Eunice Kennedy Shriver National Institute of Child Health and Human Development, NIH, DHHS. (2010). Developing Early Literacy: Report of the National Early Literacy Panel. Washington, DC: U.S. Government Printing Office.

Fernald, A., Marchman, V. A., & Weisleder, A. (2013). SES differences in language processing skill and vocabulary are evident at 18 months. Developmental Science, 16(2), 234–48. doi:10.1111/desc.12019

Flanigan, K. (2007). A concept of word in text: A pivotal event in early reading acquisition. Journal of Literacy Research, 39(1), 37–70. doi:10.1080/10862960709336757

Fricke, S., Bowyer-Crane, C., Haley, A. J., Hulme, C., & Snowling, M. J. (2013). Efficacy of language intervention in the early years. Journal of Child Psychology and Psychiatry, and Allied Disciplines, 54(3), 280–90. doi:10.1111/jcpp.12010

Gee, J. P. (2001). A Sociocultural Perspective on Early Literacy Development. In Handbook of early literacy research (pp. 30–42).

Gilkerson, J., & Richards, J. A. (2009). The power of talk: impact of adult talk, conversational turns and TV during the critical 0-4 years of child development (2nd edition) (2nd ed.).

Goldstein, H., & Olszewski, A. (2015). Developing a Phonological Awareness Curriculum: Reflections on an Implementation Science Framework. Journal of Speech, Language, and Hearing Research, 1-14.

Hemphill, L., & Snow, C. (1996). Language and literacy development: Discontinuities and differences. In D. Olson & N. Torrance (Eds.), The handbook of education and human development: new models of teaching, learning and schooling (pp. 173–201). Oxford: Blackwell Publishers.

Justice, L. (2013). Promoting Young Children’s Knowledge about Print: Designing Systematic Early Literacy Interventions. Presented to the University of Washington College of Education. Retrieved on 4 May 2015 from https://youtu.be/jROaG8NtusA

Kennedy, E., Dunphy, E., Dwyer, B., Hayes, G., McPhillips, T., Marsh, J., … Shiel, G. (2012). Research Report 15: Literacy in Early Childhood and Primary Education (3-8 years). Dublin.

Kissel, B. T., & Miller, E. T. (2015). Reclaiming Power in the Writers’ Workshop: Defending Curricula, Countering Narratives, and Changing Identities in Prekindergarten Classrooms. The Reading Teacher. 69(1), 77-86.

Kuhl, P. K. (2004). Early language acquisition: cracking the speech code. Nature Reviews. Neuroscience, 5(11), 831–43. doi:10.1038/nrn1533

Marinak, B. A., Malloy, J. B., Gambrell, L. B., & Mazzoni, S. A. (2015). Me and My Reading Profile: A Tool for Assessing Early Reading Motivation The Reading Teacher. 69(1), 51-62.

McGee, L. M. (2007). Transforming literacy practices in preschool. New York: Scholastic Press.

McGee, L. M. & Morrow, L. M. (2005) Teaching literacy in kindergarten. New York: Guilford Press.

McGee, L. M. & Richgels, D. J. (2014). Designing early literacy progress: differentiated instruction in preschools and kindergarten. 2nd Edition. New York: Guilford Press.

McKenna, M. C., Walpole, S., & Conradi, K. (2010). Promoting early reading: research, resources and best practices. New York: Guilford Press.

National Reading Panel (NRP). (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Washington, DC: National Institute of Child Health and Human Development.

Pinnell, G. S., & Fountas, I. C. (2011). Literacy Beginnings: A Prekindergarten Handbook. Portsmouth: Heinemann.

Pole, K. (2015). Why Downt You Riyt Back to Me?: Family Letter Writing in Kindergarten. The Reading Teacher. 69(1), 119-128.

Puranik, C. S., & Lonigan, C. J. (2014). Emergent Writing in Preschoolers: Preliminary Evidence for a Theoretical Framework. Reading Research Quarterly, 49(4), 453–467. doi:10.1002/rrq.79

Robinson, K. H., & Jones-Diaz, C. (2006). Diversity and difference in early childhood education: Issues for theory and practice. Maidenhead: Open University Press.

Roskos, K. A., Christie, J. F., & Richgels, D. J. (2003). The Essentials of of Early Literacy Instruction. Young Children, (March), 52–60.

Roskos, K. A., Strickland, D., Haase, J., & Malik, S. (2009). First Principles for Early Grades Reading Programs in Developing Countries.

Shanahan, T. (2015) Early childhood literacy. Presented to the Connecticut Council for School Reform on 9 April 2015. Retrieved on 21 April 2015 from http://www.shanahanonliteracy.com/2015/04/early-childhood-literacy.html#470108.

Shanahan, T. & Lonigan, C. (n.d.) The Role of Early Oral Language in Literacy Development. In Language Magazine, retrieved on 3 May 2015 from http://languagemagazine.com/?page_id=5100.

Shanahan, T. & Lonigan, C. (2013). Early Childhood Literacy: The National Early Literacy Panel and Beyond. Baltimore: Paul H. Brookes Publishing.

Skibbe, L. E., Bindman, S. W., Hindman, A. H., Aram, D., & Morrison, F. J. (2013). Longitudinal Relations Between Parental Writing Support and Preschoolers' Language and Literacy Skills. Reading research quarterly, 48(4), 387-401.

Snow, C. (2004). What counts as literacy in early childhood? In K. McCartney & D. Phillips (Eds.), Handbook of early child development. Oxford, UK: Blackwell Publishers.

Volger, P., Crivello, G., & Woodhead, M. (2008). Early childhood transitions research: A review of concepts, theory, and practice. Working Paper No. 48. The Hague, The Netherlands: Bernard van Leer Foundation.

Wilcox, M. J., Gray, S. I., Guimond, A. B., & Lafferty, A. E. (2011). Efficacy of the TELL language and literacy curriculum for preschoolers with developmental speech and/or language impairment. Early Childhood Research Quarterly, 26(3), 278–294. doi:10.1016/j.ecresq.2010.12.003

Williams, G. (1998). Children entering literate worlds: perspectives from the study of textual practices. In F. Christie & R. Misson (Eds.), Literacy and schooling (pp. 18 – 46). London: Routledge.

Williams, G. (1999). The pedagogic device and the production of pedagogic discourse: a case example in early literacy education. In F. Christie (Ed.), Pedagogy and the shaping of consciousness (pp. 88–122). London: Continuum.