Handbook of early literacy research

Author(s): Dickinson, David K.; Neuman, Susan B.;
Date Issued: 2006
Publisher(s): Guilford Press
Description: Research-based insights into foundational topics in early literacy learning and instruction, including vocabulary development, phonemic awareness, the role of policy, and socio-cognition as well as growing contributions to the knowledge base in areas such as the role of caregiver-teacher collaboration, second language learning, brain imaging, and early educational interventions
show entire record ↓

Related Resources

what is this? Related Resources include summaries, versions, or components of the currently selected resource, documents encompassing or employing it, or datasets/measures used in its creation.

Effective interventions for English language learners (Spanish-English) at risk for reading difficulties Other
Environmental supports for language acquisition Reports & Papers
Literacy development: Insights from research on skilled reading Other
The roots of learning to read and write: Acquisition of letters and phonemic awareness Other
The relationships between sociodramatic play and literacy development Other
+ 21 more

More Like This

what is this? These resources were found by comparing the title, description, and topics of the currently selected resource to the rest of the Research Connections holdings.

Handbook of early literacy research Other
Developmental steps in learning to read: A longitudinal study in kindergarten and first grade Reports & Papers
Linking Nevada's early literacy training with teaching and learning: Eight tracer cases of teacher effects Reports & Papers
[Review of the book Handbook of early literacy research] Book Reviews
The handbook of family literacy Other

Disclaimer: Use of the above resource is governed by Research Connections' Terms of Use.

Research Connections is supported by grant #90YE0104 from the Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services. The contents are solely the responsibility of the National Center for Children in Poverty and the Inter-university Consortium for Political and Social Research and do not necessarily represent the official views of the Office of Planning, Research and Evaluation, the Administration for Children and Families, or the U.S. Department of Health and Human Services.

Google Translate