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Produced by Research Connections
Peer Reviewed JournalCurrent Filters: Author:Neuman, Susan B. [remove];
82 results found.|
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Access for all: Closing the book gap for children in early education A discussion and analysis of the market for early childhood books, and the growing gap in access to books among middle- and low-income children |
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Access to print for children in poverty: Differential effects of adult mediation and literacy-enriched play settings on environmental and functional print tasks An article on the effects of adult interaction and literacy environment on literacy development in Head Start children. |
Reports & Papers
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Advancing the measurement of quality for early childhood programs that support early language and literacy development A review of assessment tools for the measurement of the quality of children's language and literacy development in center-based and family child care settings |
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Alphabetic anxiety and explicit, systematic phonics instruction: A cognitive science perspective An examination of the role of the alphabet in children’s acquisition of early literacy skills |
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Assessing the literacy for young children: The case for multiple forms of evidence A review of the issues in assessing young children’s literacy and strategies to improve classroom based assessments |
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Books make a difference: A study of access to literacy An examination of Books Aloud, an early literacy intervention and the project’s impact on children’s early literacy skills |
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Brains, genes, and environment in reading development A discussion of the research of genetics versus environmental influences on children's literacy |
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Changing the odds for children at risk: Seven essential principles of educational programs that break the cycle of poverty An overview of several types of early education interventions for at risk children, an identification of common characteristics of successful interventions, and a discussion of methods of assessments of interventions for the determination of accountability |
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CHELLO: The Child/Home Environmental Language and Literacy Observation An account of the design and field-testing of an instrument for measuring the quality of the language and literacy environment in home-based child care settings |
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Child/Home Early Language & Literacy Observation |
Instruments
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The complex interplay between biology and environment: Otitis media and mediating effects on early literacy development An examination of the influence of Otitis media with effusion (OME) on children’s early language and literacy skills, and of the interactive or independent influence of a children’s home and child care environments on early language and literacy acquisition |
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The complex world of one-on-one tutoring An examination of one-on-one reading tutorial’s influence in the literacy development of young children, with a focus on their cost-effectiveness, longevity, and diffusion of knowledge and skill, issues in implementing tutorials, and alternative delivery models within the context of home, school, and community |
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Conceptualizing phonological processing skills in prereaders A review of research on the link between the acquisition of reading skills in preschool children and activities that require sensitivity to, or manipulation of, the sounds in words |
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Connecting early language and literacy to later reading (dis)abilities: Evidence, theory and practice A discussion of evidence, theory, and practice connecting early language and literacy to later reading disabilities |
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Considering culture in research-based interventions to support early literacy An exploration of the role of cultural and linguistic identity in the design of early literacy interventions for Maori and Pacific nations' children making the transition to school in New Zealand |
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Cultural diversity in early literacy: Findings in Dutch studies Results of studies of early language and literacy development in 3 to 7 year old Dutch, Surinamese-Dutch, and Turkish-Dutch children, analyzing how socioeconomic, linguistic, and cultural variables affected their acquisition of reading skills |
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Developing vocabulary and conceptual knowledge for low-income preschoolers: A design experiment A study of the effect of the supplemental use of the World of Words (WOW) curriculum on the word knowledge and categorical vocabulary learning of low income children, based on a design experiment in 6 experimental and 6 control Head Start classrooms |
Reports & Papers
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The development of phonological sensitivity An overview of the role of preschool children’s phonological sensitivity development in subsequent reading development |
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Early educational interventions: Principles of effective and sustained benefits from targeted early education programs A summary of research findings, from the mid 1960s to date, on the effects of early educational interventions on the language and cognitive outcomes and later educational achievement of at risk preschool children |
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Early intervention for African American children considered to be at risk A description of issues related to supporting literacy development among young African American and Caucasian children with the potential risk of developmental delay |
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Early language and literacy skills in low-income African American and Hispanic children A discussion of the influences of multiple risk and protective factors in low income African American and Hispanic children in delaying early literacy skills |
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Early literacy and developmentally appropriate practice: Rethinking the paradigm A description of interpretations of early literacy and developmentally appropriate practices |
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Early literacy development: The case for ''informed assessment'' A discussion of techniques used for assessing and documenting early literacy in young children |
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Early literacy policy and pedagogy A description of the evolution of early literacy policy, legislation, and standards in the United States since the mid-1980s, with an analysis of selected research on the relationship between standards and student achievement in the classroom |
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Early phonological development and the acquisition of literacy An article proposing that phonological awareness develops, in part, because vocabulary development necessitates the ability to distinguish betweens similar-sounding words. |
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