This edited volume constitutes the first serious, sustained examination of the study of children’s books for children aged from 0 to 3 with contributions by scholars working in different domains and attempting to assess the recognition of the role and influence of children’s literature on the cognitive, linguistic, psychological and aesthetic development of young children. This collection achieves a balance between theoretical, empirical, historical and cross-cultural approaches by examining the broad range of children’s books for children under three years of age, ranging from early-concept books through wimmelbooks and ABC books for small children to picture books that support the young child’s acquisition of behavioral norms. Most importantly, the chapters proffer new insights into the strong relationship between children’s books for young children and emergent literacy, drawing on current research in children’s literature research, visual literacy, cognitive psychology, language acquisition, picture theory and pedagogy.

The National Assessment of Educational Progress reveals that 37 percent of U.S. fourth graders fail to achieve basic levels of reading achievement. In 1997, the U.S. Congress asked that a review of research be conducted to determine what could be done to improve reading and writing achievement. The resulting "Report of the National Reading Panel: Teaching Children to Read" (NICHD, 2000) has been influential in helping to guide reading-education policy and practice in the United States. However, that report did not examine the implications of instructional practices used with children from birth through age 5. To address this gap in the knowledge base, the National Early Literacy Panel (NELP) was convened. The panel was asked to apply a similar methodological review process to that used by the National Reading Panel (NRP) to issues of instructional practices for young children so that parents and teachers could better support their emerging literacy skills. The NELP report represents a systematic and extensive synthesis of the published research literature concerning children's early literacy skills. It provides educators and policymakers with important information about the early skills that are implicated in later literacy learning, as well as information about the type of instruction that can enhance these skills. The results also identify areas in which additional research is needed. The meta-analyses conducted by the panel showed that a wide range of interventions had a positive impact on children's early literacy learning.

This concise, accessible book explores the connection between language acquisition and emergent literacy skills, and how this sets the stage for later literacy development. Chapters address formative early experiences such as speaking and listening, being read to, and talking about print concepts and the alphabet. Written for early childhood professionals, reading specialists, and speech–language pathologists, the book describes effective assessment and instructional approaches for fostering language learning and emergent literacy in typically developing children and those at risk for language delays. Vivid case examples illustrate specific ways to collaborate with parents to give all children a strong foundation for school readiness and success.

The newborn is amazingly equipped to acquire language and literacy'these early years are the foundation upon which later learning is built. Drawing on current research, the authors of Learning to Read the World examine the elements of beginning language and literacy and look at how families, programs, and communities can encourage beginning language and literacy in infants and toddlers.

The Hanen Centre's newest guidebook brings to life the most current research on promoting children's emergent literacy in early childhood classrooms. With the goal of preparing preschool children to learn to read and write successfully, ABC and Beyond shows educators how they can build language and literacy learning naturally into everyday conversations and activities. By translating the most current research into user-friendly strategies for educators, ABC and Beyond addresses the various prerequisites of literacy, including vocabulary, story comprehension, decontextualized (abstract) language, print knowledge and phonological awareness. More than 120 color photographs and many easy-to follow charts with detailed, practical examples beautifully illustrate how the strategies are applied in real-life contexts.

Bringing together prominent scholars, this book shows how 21st-century research and theory can inform everyday instructional practices in early childhood classrooms (PreK-3). Coverage includes foundational topics such as alphabet learning, phonological awareness, oral language development, and learning to write, as well as cutting-edge topics such as digital literacy, informational texts, and response to intervention. Every chapter features guiding questions; an overview of ideas and findings on the topic at hand; specific suggestions for improving instruction, assessment, and/or the classroom environment; and an engrossing example of the practices in action.

An essential resource for educators, speech-language pathologists, and parents--and an ideal text for courses that cover literacy and significant disabilities--this book will help you ensure that all students have the reading and writing skills they need to unlock new opportunities and reach their potential.