Early Childhood Literacy
The National Early Literacy Panel and BeyondBook - 2013
Shanahan (urban education, U. of Illinois at Chicago) and Lonigan (psychology and reading research, Florida State U., Tallahassee) draw together 13 chapters by scholars of psychology, education, cognition and development, and related areas from the US and Australia, who summarize and expand on a 2008 National Early Literacy Panel report, which reviewed the about 7,300 studies on teaching literacy to preschool and kindergarten children, to identify best practices to improve their literacy learning and how these actions can be adjusted for different children in different contexts. The report discussed the methodology used to review the research and detailed 10 early childhood measures that had correlations with later decoding and reading comprehension outcomes (summarized in the first chapter), and analyzed the impacts of code-based instruction, book sharing, parent-home interventions, preschool interventions, and programs to facilitate language development. The chapters in the volume also describe the contribution of large-scale federal research projects to the early literacy knowledge base, the implications of identifying early literacy learning needs for child outcome standards and assessment systems, the relationship between socioemotional development and academic outcomes, phonological awareness and alphabet knowledge, promoting early literacy skills in early childhood education, methodological and practical challenges of curriculum-based language interventions, oral language abilities and later reading comprehension, interventions for children with special needs, and what's missing in the report. Annotation ©2013 Book News, Inc., Portland, OR (booknews.com)
& John Pub
What are today's best practices in early literacy instruction—and what should schools and programs focus on in the future? More than 20 of the biggest names in early literacy research give you balanced, insightful answers, using the landmark NELP
What are today's best practices in early literacy instruction—and what should schools and programs focus on in the near future? More than 20 of the biggest names in early literacy research explore the answers in this essential volume for program directors, administrators, and curriculum developers.
Using the landmark National Early Literacy Panel (NELP) Report as a starting point, this accessible book breaks the report down into key takeaways, recommends future directions in policy and practice, and tackles emerging issues and new research not addressed in the NELP report.
Readers will get balanced, insightful analyses of the latest research on
- identification of early literacy learning needs
- phonological awareness and print knowledge
- comprehension development
- effective book sharing with young children
- curriculum-based language interventions
- the effect of socio-emotional development on academic outcomes
- pre-K curricula (including which ones show clear evidence of positive effects)
- the role of home and parent programs in children's literacy development
- early literacy intervention for young children with special needs
A critical volume that sets the stage for positive change, this important book is a must for every leader in early education. Readers will come away with a nuanced understanding of key issues and recommended practices—knowledge they'll use to drive their decision-making and strengthen early literacy outcomes for young children.