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Informationen zum Autor Olivia N. Saracho is Professor in the Department of Teaching and Learning! Policy and Leadership at the University of Maryland! College Park! MD! USA. She is a former bilingual teacher! and has taught Head Start! preschool! kindergarten! and elementary school classes. Her current research and writing is in the field of early childhood education! and she has conducted research on children's play! emergent literacy! and family literacy. She is co-author of Foundations of early childhood education (with Spodek and Davis! 1991)! Right from the start: Teaching children ages three to eight (with Spodek! 1994)! Dealing with Individual differences in the early childhood classroom (with Spodek! 1994)! and An integrated play-based curriculum for young children (2012); and co-editor of the Handbook of Research Methods in Early Childhood Education (2014). Zusammenfassung The importance of the early years in young children’s lives and the rigid inequality in literacy achievement are a stimulating backdrop to current research in young children’s language and literacy development. This book reports new data and empirical analyses that advance the theory of language and literacy, with researchers using different methodologies in conducting their study, with both a sound empirical underpinning and a captivating analytical rationalization of the results. The contributors to this volume used several methodological methods (e.g. quantitative, qualitative) to describe the complete concept of the study; the achievement of the study; and the study in an appropriate manner based on the study’s methodology. The contributions to this volume cover a wide range of topics, including dual language learners; Latino immigrant children; children who have hearing disabilities; parents’ and teachers’ beliefs about language development; early literacy skills of toddlers and preschool children; interventions; multimodalities in early literacies; writing; and family literacy. The studies were conducted in various early childhood settings such as child care, nursery school, Head Start, kindergarten, and primary grades, and the subjects in the studies represent the pluralism of the globe – a pluralism of language, backgrounds, ethnicity, abilities, and disabilities. This book was originally published as a special issue of Early Child Development and Care. Inhaltsverzeichnis Introduction – Literacy and language: new developments in research, theory, and practice 1. Research, policy, and practice in early childhood literacy 2. Early reading and practice-inspired research 3. Creating mathematicians and scientists: disciplinary literacy in the early childhood classroom 4. Is dosage important? Examining Head Start preschoolers’ language and literacy learning after one versus two years of ExCELL 5. Testing a nested skills model of the relations among invented spelling, accurate spelling, and word reading, from kindergarten to grade 1 6. Young dual language learners’ emergent writing development 7. Quality standards matter: a comparative case study examining interactive writing in the preschool setting 8. Understanding influences on writing instruction: cases of two kindergarten teachers 9. Scaffolded writing and early literacy development with children who are deaf: a case study 10. Contributions of Skinner’s theory of verbal behaviour to language interventions for children with autism spectrum disorders 11. The effects of the Language for Learning programme on the social adjustment of kindergarten children 12. Are young children’s utterances affected by characteristics of their learning environments? A multiple case study 13. Translanguaging in a Reggio-inspired Spanish dual-language immersion programme 14. Conversation Compass© Communication Screener: a conversation screener for teachers...
