References from 2010

Evaluation of Every Child Ready to Read 1st Edition

Adams, M. (1990). Beginning to read. Cambridge, MA: M.I.T. Press.

Anderson, R. C., & Pearson, P. D. (1984). A schema-theoretic view of basic processes in reading comprehension. In P. D. Pearson (Ed.), Handbook of reading research (pp. 255-291). NY: Longmann.

Aram, D & Levin, I. (2004). The role of maternal mediation of writing to kindergarteners in promoting literacy achievements in school: A longitudinal perspective. Reading and Writing: An Interdisciplinary Journal, 17, 387-409.

August, D., & Shanahan, T. (Eds.). (2006). Developing literacy in second-language learners: Report of the National Literacy Panel on language-minority children and youth. Mahwah, NJ: Erlbaum.

Beck, I. & McKeown, M. (2007). Increasing young low-income children’s oral vocabulary repertoires through rich and focused instruction. Elementary School Journal, 107, 251-271.

Bialystok, E. (2007). Acquisition of literacy in bilingual children: A framework for research. Language Learning, 57, 45-77.

Biemiller, A. (2006). Vocabulary development and instruction: A prerequisite for school learning. In D. Dickinson & S. B. Neuman (Eds.), Handbook of early literacy research (Vol. II, pp. 41–51). New York: Guilford.

Blair, C. (2002). School readiness: Integrating cognition and emotion in a neurobiological conceptualization of children’s functioning at school entry. American Psychologist, 57(2), 111-127.

Blair, C. & Razza, R. P. (2007). Relating effortful control, executive function, and false belief understanding to emerging math and literacy ability in kindergarten. Child Development, 78(2), 647-663.

Bloom, L. (1970). Language development: Form and function in emerging grammars. Cambridge,MA: The M.I.T. Press.

Bond, G., & Dykstra, R. (1967). The cooperative research program in first-grade reading instruction. Reading Research Quarterly, 2, 5-142.

Brown, W. H., Favazza, P. C., & Odom, S. L. (1995).Code for active student participation and engagement—Revised (CASPER II): A training manual for observers. Nashville: Vanderbilt University, Early Childhood Research Institute on Inclusion.

Burgess, S. (2006). The development of phonological sensitivity. In D.Dickinson & S. B. Neuman (Eds.), Handbook of Early Literacy Research: Volume II (Vol. II, pp. 90-100). New York: Guilford Press.

Bus, A., & Van Ijzendoorn, M. (1995). Mothers reading to their 3-year-olds: The role of mother-child attachment security in becoming literate. Reading Research Quarterly, 30, 998-1015.

Bus, A., Van Ijzendoorn, M., & Pellegrini, A. (1995). Joint book reading makes for success in learning to read: A meta-analysis on intergenerational transmission of literacy. Review of Educational Research, 65, 1-21.

Carlo, M., August, D., McLaughlin, B., Snow, C., Dressler, C., Lippman, D. et al. (2004). Closing the gap: Addressing the vocabulary needs for English language learners in bilingual and mainstream classrooms. Reading Research Quarterly, 39, 188-215.

Chall, J., Jacobs, V. & Baldwin, L. (1990). The reading crisis: Why poor children fall behind. Cambridge, MA: Harvard University Press.

Chiappe, P. & Siegel, L. (1999). Phonological awareness and reading acquisition in English and Pujabi-speaking Canadian children. Journal of Educational Psychology, 91, 20-28.

Cisero, C. & Royer, J. (1995). The development and cross-language transfer of phonological awareness. Contemporary Educational Psychology, 20, 275-303.

Clay, M. (1979). The early detection of reading difficulties. Portsmouth, NH: Heinemann.

Clay, M. (1991). Becoming literate. Portsmouth, NH: Heinemann.

Dickinson, D., McCabe, A., Anastasopoulos, L., Peisner-Feinberg, E. S., & Poe, M. D. (2003). The comprehensive language approach to early literacy: The interrelationships among vocabulary, phonological sensitivity, and print knowledge among preschool-aged children. Journal of Educational Psychology, 95, 465-481.

Dickinson, D., McCabe, A., & Essex, M. (in press). A window of opportunity we must open to all: The case for preschool with high quality support for language and literacy. In D.Dickinson & S. B. Neuman (Eds.), Handbook of Early Literacy Research: Volume II. New York: Guilford Press.

Dickinson, D., & Neuman, S. B. (2006). Handbook of Early Literacy Research: Volume II. New York, NY: Guilford Press.

Dickinson, D., & Smith, M. (1994). Long-term effects of preschool teachers’ book readings on low-income children’s vocabulary and story comprehension. Reading Research Quarterly, 29, 104-122.

Dickinson, D., & Tabors, P. (2001). Beginning literacy with language. Baltimore, MD: Brookes.

Duke, N. (2000). For the rich its richer: Print experiences and environments offered to children in very low- and very-high socioeconomic status first-grade classrooms. American Educational Research Journal, 37, 441-478.

Durgunoglu, A. (1998). Acquiring literacy in English and Spanish in the United States. In A.Y. Durgunoglu & L. Verhoeven (Eds.), Literacy development in a multilingual context: Cross-cultural perspectives (pp.135-145). Mahwah, NJ:

Ehri, L., & Roberts, T. (2006). The roots of learning to read and write: Acquisition of letters and phonemic awareness. In D.Dickinson & S. B. Neuman (Eds.), Handbook of Early Literacy Research (pp. 113-134). New York: Guilford Press.

Ehri, L. C. (1979). Linguistic insight: Threshold of reading acquisition. In T.G. Waller & G. F. MacKinnon (Eds.), Reading research: Advances in theory and practice (Vol. 1, pp. 63-111). New York: Academic Press.

Fernie, D. (1985). The promotion of play in the indoor play environment. In J. Frost & S. Sunderlin (Eds.), When children play (pp. 285-290). Wheaton, Maryland: Association for Childhood Education International.

Francis, D. Rivera, M., Lesaux, N., Kiefer, M., & Revera, H. (2006). Practical guidelines for the education of English language learners: Research-based recommendations for instruction and academic intervention. Retrieved from

Geva, E. (2006). Learning to read in a second language: Research, implications, and recommendations for service, in Encyclopedia on Early Childhood Development . Center for Excellence for Early Childhood Development (published online, May 11, 2006).

Gibson, E., & Levin, E. (1975). The psychology of reading. Cambridge, MA: M.I.T. Press.

Goldenberg, C. (Ed.). (2008). Improving achievement for English Language Learners: Conclusions from recent reviews and emerging research. In S.B. Neuman,Educating the other America. Baltimore, MD: Brookes.

Goodson, B., Layer, C. J., Smith, W., & Rimdzius, T. (2006). Observation measures of language and literacy instruction in early childhood (OMLIT). Cambridge, MA: Abt Associates.

Goswami, U. (2001). Early phonological development and the acquisition of literacy. In S. B. Neuman & D. Dickinson (Eds.), Handbook of Early Literacy Research (pp. 111-125). New York: Guilford.

Hamre, B., & Pianta, R. (2005). Can instructional and emotional support in first grade make a difference for children at risk of school failure? Child Development, 76, 949-967.

Hart, B., & Risley, T. (1995). Meaningful differences. Baltimore, MD: Brookes.

Hoff-Ginsberg, E. (1991). Mother-child conversation in different social classes and communicative settings. Child Development, 36, 782-796.

Howes, C., & Smith, E. W. (1995). Relations among child care quality, teacher behavior, children’s play activities, emotional security, and cognitive activity in child care. Early Childhood Research Quarterly, 10, 381-404.

Justice, L., Pence, K., Bowles, R., & Wiggins, A. (2006). An investigation of four hypotheses concerning the order by which 4-year-old children learn the alphabet letters. Early Childhood Research Quarterly, 21, 374-389.

Lonigan, C. (2006). Conceptualizing phonological processing skills in pre-readers. In D.Dickinson & S. B. Neuman (Eds.), Handbook of Early Literacy Research: Volume II (Vol. II, pp. 77-89). New York: Guilford.

Maclean, M., Bryant, P., & Bradley, L. (1987). Rhymes, nursery rhymes, and reading in early childhood. Merrill-Palmer Quarterly, 33, 255-281.

McCardle, P., & Chhabra, V. (Eds.). (2004). The voice of evidence in reading research. Baltimore, MD: Paul Brookes.

McCardle, P., Scarborough, H., & Catts, H. (2001). Predicting, explaining, and preventing children’s reading difficulties. Learning Disabilities Research & Practice, 16(4), 230-239.

Metsala, J. (1999). Young children’s phonological awareness and nonword repetition as a function of vocabulary development. Journal of Educational Psychology, 91, 3-19.

Miles, S., & Stipek, D. (2006). Contemporaneous and longitudinal associations between social behavior and literacy achievement in a sample of low-income elementary school children. Child Development, 77, 103-117.

Morrow, L., & Weinstein, C. (1986). Encouraging voluntary reading: The impact of a literature program on children’s use of library centers. Reading Research Quarterly, 21, 330-346.

Morrow, L. M. (1988). Young children’s responses to one-to-one readings in school settings. Reading Research Quarterly, 23, 89-107.

Morrow, L. M. (1990). Preparing the classroom environment to promote literacy during play. Early Childhood Research Quarterly, 5, 537-554.

National Early Literacy Panel (2008). Developing early literacy. Washington, D.C: National Institute for Literacy.

National Reading Panel Report. (2000). Teaching children to read. Washington, D.C.: National Institute of Child Health and Development.

Neuman, S. B. (1999). Books make a difference: A study of access to literacy. Reading Research Quarterly, 34, 286-312.

Neuman, S. B. (2001). The role of knowledge in early literacy. Reading Research Quarterly, 36, 468-475.

Neuman, S. B., & Celano, D. (2006). The knowledge gap: Implications of leveling the playing field for low-income and middle-income children. Reading Research Quarterly, 41, 176-201.

Neuman, S. B., Copple, C., & Bredekamp, S. (2000). Learning to read and write: Developmentally appropriate practice. Washington, D.C.: NAEYC.

Neuman, S. B., & Dickinson, D. (2001). Handbook of early literacy research. New York: Guilford.

Neuman, S. B., & Roskos, K. (1990). The influence of literacy enriched play settings on preschoolers’ engagement with written language. In S. McCormick & J. Zutell (Eds.), Literacy theory and research: Analyses from multiple paradigms (pp. 179-187). Chicago, Il.: National Reading Conference.

Neuman, S. B., & Roskos, K. (1992). Literacy objects as cultural tools: Effects on children’s literacy behaviors in play. Reading Research Quarterly, 27, 202-225.

Neuman, S. B., & Roskos, K. (1993). Access to print for children of poverty: Differential effects of adult mediation and literacy-enriched play settings on environmental and functional print tasks. American Educational Research Journal, 30, 95-122.

Neuman, S. B., & Roskos, K. (1997). Literacy knowledge in practice: Contexts of participation for young writers and readers. Reading Research Quarterly, 32, 10-32.

Palinscar, A. S., Brown, A., & Campione, J. (1993). First-grade dialogues for knowledge acquisition and use. In E. Forman, N. Minick & C. A. Stone (Eds.), Contexts for learning (pp. 43-57). New York: Oxford University Press.

Paris, S. (2005). Reinterpreting the development of reading skills. Reading Research Quarterly, 40, 184-202.

Peisner-Feinberg, E., Burchinal, M., Clifford, R., Culkin, M., Howes, C., Kagan, S., et al. (2001). The relation of preschool child-care quality to children’s cognitive and social development trajectories through second grade. Child Development, 72, 1534-1553.

Pianta, R., La Paro, K., Payne, C., Cox, M., & Bradley, R. (2002). The relation of kindergarten classroom environment to teacher, family, and school characteristics and child outcomes. The Elementary School Journal, 102, 225-238.

Powell, D., Burchinal, M., File, N. & Kontos, S. (2008). An eco-behavioral analysis of children’s engagement in urban public school preschool settings. Early Childhood Research Quarterly, 23, 108-123.

Rolstad, K., Mahoney, K., & Glass, G. (2005). The big picture: A meta-analysis of program effectiveness research on English Language Learners. Education Policy, 19, 572-594.

Rosenthal, B. L. (1973). An ecological study of free play in the nursery school. Unpublished Doctoral dissertation, Wayne State University.

Roskos, K., & Neuman, S. B. (2001). Environment and its influences for early literacy teaching and learning. In S. B. Neuman & D. Dickinson (Eds.), Handbook of early literacy research (Vol. Volume I, pp. 281-294). New York: Guilford.

Roskos, K., & Vukelich, C. (2006). Early literacy policy and pedagogy. In D. Dickinson & S. B. Neuman (Eds.), Handbook of early literacy research (Vol. II, pp. 295-310). New York: Guilford.

Scarborough, H. (2001). Connecting early language and literacy to later reading (dis)abilities: Evidence, theory, and practice. In S. B. Neuman & D. Dickinson (Eds.), Handbook of Early Literacy Research (pp. 97-110). New York: Guilford.

Slavin, R., & Cheung, A. (2005). A synthesis of research on language of reading instruction for English Language Learners. Review of Educational Research, 75, 247-281.

Snow, C., Baines, W., Chandler, J., Goodman, I., & Hemphill, L. (1991). Unfulfilled expectations: Home and school influences on literacy. Cambridge, MA: Harvard University Press.

Snow, C., Burns, M. S., & Griffin, P. (1998). Preventing reading difficulties in young children. Washington, DC: National Academy Press.

Snow, C., & Van Hemel, S. (Eds.). (2008). Early childhood assessment: Why, what, and how? Washington, D.C.: National Academies Press.

Stein, N., & Glenn, C. (1979). An analysis of story comprehension in elementary school children. In R. O. Freedle (Ed.), Advances in discourse processing (Vol. 2, pp. 53-120). Norwood, NJ: Ablex.

Tharp, R., & Gallimore, R. (1988). Rousing minds to life. Cambridge: Cambridge University Press.

Tunmer, W. E., Herriman, M. L., & Nesdale, A. (1988). Metalinguistic abilities and beginning reading. Reading Research Quarterly, 23, 134-158.

U.S. Department of Education (2005). Biennial evaluation report to Congress on the implementation of the State Formula Grant Program, 2002-2004: English Language Acquisition, Language Enhancement and Academic Achievement Act (ESEA, Title III, Part A). Washington, DC: U.S. Department of Education.

Vaughn, S., Cirino, P., Linan-Thompson, S., Mathes, P., Carlson, C., Hagan, E. & Pollard-Durodola, S. (2006). Effects of a Spanish intervention and an English intervention for English language learners at risk for reading failure. American Education Research Journal, 43, 449-487.

Vukelich, C. (1994). Effects of play interventions on young children’s reading of environmental print. Early Childhood Research Quarterly, 9, 153-170.

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes (M.Cole, V. John-Steiner, S. Scribner & E. Souberman, Trans.). Cambridge, MA: Harvard University Press.

Whitehurst, G., Arnold, D., Epstein, J., Angell, A., Smith, M., & Fischel, J. (1994). A picture book reading intervention in day care and home for children from low-income families. Developmental Psychology, 30, 679-689.

Whitehurst, G., & Lonigan, C. (1998). Child development and emergent literacy. Child Development, 69, 848-872.

Whitehurst, G. J., Epstein, J., Angell, A., Payne, A., Crone, D., & Fischel, J. (1994). Outcomes of an emergent literacy intervention in Head Start. Journal of Educational Psychology, 86, 542-55