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| Basic Developmental Processes | |
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| Early Language Experience Is Vital to Developing Fluency in Understanding | |
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| Self-Regulation and Early Literacy | |
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| Variability in Language Development: Relation to Socioeconomic Status and Environmental Input | |
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| Lessons from the Crib for the Classroom: How Children Really Learn Vocabulary | |
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| Lexical Reorganization and the Emergence of Phonological Awareness | |
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| Development Among Diverse Populations | |
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| Development of Early Literacy: Evidence from Major U.S. Longitudinal Studies | |
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| Emergent Literacy Environments: Home and Preschool Influences on Children's Literacy Development | |
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| Beginning with Language: Spanish-English Bilingual Preschoolers' Early Literacy Development | |
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| Supporting the Language and Early Literacy Skills of English Language Learners: Effective Practices and Future Directions | |
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| Young Children with Language Impairments: Challenges in Transition to Reading | |
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| Supporting Code-Related Abilities | |
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| A Model of the Concurrent and Longitudinal Relations between Home Literacy and Child Outcomes | |
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| Home Support of Children in the Writing Process: Contributions to Early Literacy | |
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| Developing Children's Print Knowledge through Adult-Child Storybook Reading Interactions: Print Referencing as an Instructional Practice | |
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| Evidence-Based Computer Interventions Targeting Phonological Awareness to Prevent Reading Problems in At-Risk Young Students | |
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| Developmental Differences in Early Reading Skills | |
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| Studying and Modifying Young Children's Visual Attention during Book Reading | |
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| Child Characteristics-Instruction Interactions: Implications for Students' Literacy Skills Development in the Early Grades | |
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| Interventions: Curriculum and Professional Development | |
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| Fostering Early Development and School Readiness in Pediatric Settings | |
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| Improving the Outcomes of Coaching-Based Professional Development Interventions | |
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| Effective Teacher-Child Interactions and Children's Literacy: Evidence for Scalable, Aligned Approaches to Professional Development | |
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| Identifying Critical Components of an Effective Preschool Language and Literacy Coaching Intervention | |
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| Why Are So Few Interventions Really Effective?: A Call for Fine-Grained Research Methodology | |
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| The Challenge of Teaching Vocabulary in Early Education | |
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| Social Policy and Early Literacy | |
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| Assessment in Early Literacy Research | |
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| Tell Me a Story: Examining the Benefits of Shared Reading | |
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| Language and Literacy Insights from Research Based on Early Head Start | |
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| Professional Development for Early Childhood Educators: Reviewing and Revising Conceptualizations | |
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| Preschool Education's Effects on Language and Literacy | |
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| Index | |