Handbook on the Science of Early Literacy

Description

Synthesizing the best current knowledge about early literacy, this comprehensive handbook brings together leading researchers from multiple disciplines. The volume identifies the instructional methods and areas of focus shown to be most effective for promoting young children's (PreK–2) growth in reading, writing, oral language, and the connections among them. In 33 chapters, the Handbook covers conceptual foundations; development and instruction of both code- and meaning-related literacy skills; professional development and family engagement; supporting equity across populations; and learning beyond traditional boundaries, including digital and out-of-school contexts. Highlighted throughout are issues around access to high-quality instruction, working with multilingual populations, and data-based decision making and interventions.
  "This volume should explode, once and for all, the unhelpful myth that the large body of research known as the science of reading is a narrow, one-size-fits-all enterprise. The editors have wisely updated 'science of reading' to 'science of literacy,' a very welcome course correction. All literacy educators should spend some quality time with this handbook. Their efforts will be repaid, and their students–from preschool to graduate school–will benefit. I expect this handbook to become a standard reference in the field."–Claude Goldenberg, PhD, Nomellini and Olivier Professor of Education, Emeritus, Stanford University
"With contributions from leading scholars, this handbook provides a comprehensive review of the research base on early literacy development and instruction. The volume captures the breadth and depth of knowledge about how early literacy emerges in children from diverse backgrounds, and how educators can promote it at home or in school. I recommend this handbook as a resource for preservice and inservice teacher preparation, as well as for ongoing professional learning and doctoral-level coursework. Researchers and practitioners will reference this work for years to come as they endeavor to give children the support they need to develop reading and writing proficiency."–Rebecca D. Silverman, EdD, Stanford Graduate School of Education
"This impressive handbook is layered with multiple scholarly perspectives that are needed to advance the science of reading. The research shared has points of convergence and divergence that remind us our corpus of knowledge about early literacy is still expanding. This gift of a book should be studied and interrogated by those concerned about early literacy the world over."–Alfred W. Tatum, PhD, Provost and Executive Vice President for Academic Affairs, Metropolitan State University of Denver Sonia Q. Cabell, PhD, is Associate Professor in the School of Teacher Education and the Florida Center for Reading Research at Florida State University. Her research focuses on early language and literacy instruction, with a particular interest in preventing reading difficulties among children living in poverty. Dr. Cabell has authored over 50 publications, including peer-reviewed articles, a book, book chapters, and early childhood language and literacy curricula. She has served as Principal Investigator or co-Principal Investigator on federally funded grant projects. Previously, Dr. Cabell worked as a second-grade teacher and literacy coach in Oklahoma and Virginia.
 
Susan B. Neuman, EdD, is Professor of Teaching and Learning at New York University. Previously she was Professor at the University of Michigan and served as the U.S. Assistant Secretary for Elementary and Secondary Education, in which role she established the Early Reading First program and the Early Childhood Educator Professional Development Program, and was responsible for all activities in Title I of the Elementary and Secondary Act. Dr. Neuman has served on the Board of Directors of the International Literacy Association and as coeditor of Reading Research Quarterly. Dr. Neuman has received two lifetime achievement awards for research in literacy development and is a member of the Reading Hall of Fame and a Fellow of the American Educational Research Association. She has published over 100 articles and numerous books.
 
Nicole Patton Terry, PhD, is the Olive and Manuel Bordas Professor of Education in the School of Teacher Education, Director of the Florida Center for Reading Research (FCRR), and Director of the Regional Education Lab–Southeast at Florida State University. Prior to joining FCRR, she was Associate Professor of Special Education at Georgia State University (GSU). Dr. Patton Terry is the founding director of two university-based research entities where researchers collaborate with diverse school and community stakeholders to promote student success: The Urban Child Study Center at GSU and The Village at FCRR. Her work focuses on young learners vulnerable to experiencing difficulty with language and literacy achievement in school; in particular, Black children, children growing up in poverty, and children with disabilities. Previously, Dr. Patton Terry worked as a special education teacher in Illinois.
  Teacher educators, graduate students, and researchers in literacy, early childhood education, special education, child development, and educational psychology; literacy specialists and school leaders in PreK–2; policymakers focusing on early literacy. Will serve as a supplemental text in graduate-level courses such as Early Literacy or Child Development for Educators.
 

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