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Current Filters: Author:Neuman, Susan B. [remove]; Pub Year:2001 [remove]; Full Text:no [remove]; Classification:Programs, Interventions & Curricula [remove];

10 results found.
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The complex world of one-on-one tutoring
Invernizzi, Marcia, 2001
In S. B. Neuman & D. K. Dickinson (Eds.), Handbook of early literacy research (Vol. 1, pp. 459-470). New York: Guilford Press

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

Other

Early literacy and developmentally appropriate practice: Rethinking the paradigm
New, Rebecca S., 2001
In S. B. Neuman & D. K. Dickinson (Eds.), Handbook of early literacy research (Vol. 1, pp. 245-262). New York: Guilford Press

A description of interpretations of early literacy and developmentally appropriate practices

Other

Intergenerational family literacy: Concepts, research, and practice
Wasik, Barbara H., 2001
In S. B. Neuman & D. K. Dickinson (Eds.), Handbook of early literacy research (Vol. 1, pp. 444-458). New York: Guilford Press

An examination of how family literacy has been defined, how these definitions have influenced the formation of family literacy programs, and recommendations for further program development and research in family literacy

Other

Invented spelling, phonemic awareness, and reading and writing instruction
Richgels, Donald J., 2001
In S. B. Neuman & D. K. Dickinson (Eds.), Handbook of early literacy research (Vol. 1, pp.142-155). New York: Guilford Press

An article arguing that invented spelling facilitates the acquisition of phonemic awareness and can be an important tool in literacy development.

Other

Literature-based instruction in the early years
Morrow, Lesley M., 2001
In S. B. Neuman & D. K. Dickinson (Eds.), Handbook of early literacy research (Vol. 1, pp. 348-360). New York: Guilford Press

An examination of literature-based instruction and its role in early literacy development

Other

Preschool education for economically disadvantaged children: Effects on reading achievement and related outcomes
Barnett, W. Steven, 2001
In S. B. Neuman & D. K. Dickinson (Eds.), Handbook of early literacy research (Vol. 1, pp. 421-443). New York: Guilford Press

A review of research on preschool education’s influence on disadvantaged children’s short and long-term reading achievement, cognitive abilities, grade repetition, and special education placement

Other

The role of public libraries in children's literacy development: An evaluation report
Celano, Donna C., 2001
Harrisburg: Pennsylvania, Office of Commonwealth Libraries.

A report evaluating the effects of library exposure on Pennsylvania children's literacy development, using both qualitative and quantitative data

Reports & Papers

A sociocultural perspective on early literacy development
Gee, James P., 2001
In S. B. Neuman & D. K. Dickinson (Eds.), Handbook of early literacy research (Vol. 1, pp. 30-42). New York: Guilford Press

An overview of a sociocultural approach to early literacy, New Literacy Studies (NLS)

Other

Teaching phonics and phonological awareness
Stahl, Steven A., 2001
In S. B. Neuman & D. K. Dickinson (Eds.), Handbook of early literacy research (Vol. 1, pp. 333-347). New York: Guilford Press

A review of research on phonics and the notion of phonological awareness as a precursor to phonics instruction

Other

Writing and children's symbolic repertoires: Development unhinged
Dyson, Anne H., 2001
In S. B. Neuman & D. K. Dickinson (Eds.), Handbook of early literacy research (Vol. 1, pp. 126-141). New York: Guilford Press

A proposal of a form of literacy development focusing on social and symbolic flexibility and adaptability

Other
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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.

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