| |
| |
| Introduction | |
| |
| |
| |
| |
| Cognitive and Linguistic Building Blocks of Early Literacy Development | |
| |
| |
| |
| A Window of Opportunity We Must Open to All: The Case for Preschool With High-Quality Support for Language and Literacy | |
| |
| |
| |
| |
| The Knowledge Gap: Implications for Early Education | |
| |
| |
| |
| |
| Vocabulary Development and Instruction: A Prerequisite for School Learning | |
| |
| |
| |
| |
| Literacy Development: Insights from Research on Skilled Reading | |
| |
| |
| |
| |
| Neurobiological Investigations of Skilled and Impaired Reading | |
| |
| |
| |
| |
| Phonemic Awareness and Letter Knowledge | |
| |
| |
| |
| Conceptualizing Phonological Processing Skills in Prereaders | |
| |
| |
| |
| |
| The Development of Phonological Sensitivity | |
| |
| |
| |
| |
| Phonemic Awareness and Reading: Beyond the Growth of Initial Reading Accuracy | |
| |
| |
| |
| |
| The Roots of Learning to Read and Write: Acquisition of Letters and Phonemic Awareness | |
| |
| |
| |
| |
| Families and Relationships: Socioemotional and Linguistic Supports | |
| |
| |
| |
| The Influence of Parenting on Emerging Literacy Skills | |
| |
| |
| |
| |
| Teacher-Child Relationships in Early Literacy | |
| |
| |
| |
| |
| Environmental Supports for Language Acquisition | |
| |
| |
| |
| |
| The Misunderstood Giant: On the Predictive Role of Early Vocabulary to Future Reading | |
| |
| |
| |
| |
| Cultural and Linguistic Diversity | |
| |
| |
| |
| Effective Interventions for English Language Learners (Spanish-English) at Risk for Reading Difficulties | |
| |
| |
| |
| |
| Recent Research on the Language and Literacy Skills of African American Students in the Early Years | |
| |
| |
| |
| |
| Cultural Diversity in Early Literacy: Findings in Dutch Studies | |
| |
| |
| |
| |
| Considering Culture in Research-Based Interventions to Support Early Literacy | |
| |
| |
| |
| |
| Supporting Literacy in Preschool Classrooms | |
| |
| |
| |
| Vygotskian Perspectives on Teaching and Learning Early Literacy | |
| |
| |
| |
| |
| Preschool Classroom Environments and the Quantity and Quality of Children's Literacy and Language Behaviors | |
| |
| |
| |
| |
| The Relationships between Sociodramatic Play and Literacy Development | |
| |
| |
| |
| |
| Encouraging Young Children's Language Interactions with Stories | |
| |
| |
| |
| |
| Early Literacy Policy and Pedagogy | |
| |
| |
| |
| |
| Programmatic Interventions During the Preschool Years | |
| |
| |
| |
| Reading Ahead: Effective Interventions for Young Children's Early Literacy Development | |
| |
| |
| |
| |
| A Pediatric Approach to Early Literacy | |
| |
| |
| |
| |
| Emergent Literacy of Low-Income Children in Head Start: Relationships with Child and Family Characteristics, Program Factors, and Classroom Quality | |
| |
| |
| |
| |
| Toward Effective Primary Grade Instruction | |
| |
| |
| |
| The Transition to School | |
| |