Handbook on the Science of Early Literacy

Cover
Half Title Page
Title Page
Copyright
Dedication
About the Editors
Contributors
Acknowledgments
Foreword
Contents
Introduction
Part I. Conceptualizing the Science of Early Literacy
	1. Simplicity Meets Complexity: Expanding the Simple View of Reading with the Direct and Indirect Effects Model of Reading
	2. Early Environmental Influences on Language
	3. Prioritizing Dual Language Learners’ Language Comprehension Development to Support Later Reading Achievement
	4. Early Literacy, Response to Intervention, and Multi-Tiered Systems of Support
	5. The Neuroscience of Early Literacy Development
Part II. Development and Instruction of Code-Related Literacy Skills
	6. Learning the Code
	7. The Science of Early Alphabet Instruction: What We Do and Do Not Know
	8. Invented Spelling: An Integrative Review of Descriptive, Correlational, and Causal Evidence
	9. Early Spelling Development: Influences, Theory, and Educational Implications
	10. Supporting Students’ Early Writing Development through Data-Based Instruction
Part III. Development and Instruction of Meaning-Related Literacy Skills
	11. Language Is the Basis of Skilled Reading Comprehension
	12. Language Interventions in Early Childhood: Summary and Implications from a Multistudy Program of Research
	13. Content Literacy: Integrating Social Studies and Language
	14. Supporting Integrated Instruction in Science and Literacy in K–2 Classrooms
	15. Leveraging Content-Rich English Language Arts Instruction in the Early Grades to Improve Children’s Language Comprehension
	16. Feeding Two Birds with One Hand: Instructional Simultaneity in Early Literacy Education
	17. Comprehension: From Language to Reading
Part IV. Using the Science of Early Literacy in Professional Development and Family Engagement
	18. Measuring and Improving Teachers’ Knowledge in Early Literacy
	19. Professional Development in Early Language and Literacy: Using Data to Balance Effectiveness and Efficiency
	20. Using the Science of Early Literacy to Design Professional Development for Writing
	21. Structuring Adaptations for Scaling Up Evidence-Based Literacy Interventions
	22. Together We Can Do So Much: Aligned School and Home Efforts Using a Multi-Tiered Systems of Support Framework
	23. Family Engagement for Early Literacy: Interventions That Promote Family–School Partnerships
Part V. Using the Science of Early Literacy to Support Equity
	24. Literacy Architectures: Making the Case for Systems of Learning and Teaching to Cultivate Readers and Writers in Linguistically Diverse Schools
	25. The Development of Early Orthographic Representations in Children: The Lexical Asymmetry Hypothesis and Its Implications for Children with Dyslexia
	26. Developmental Language Disorder: What It Is and Why It Matters
	27. Autism and Early Literacy: The State of the Science
	28. Multi-Tiered Systems of Support: An Approach for Reducing Disparities in School Readiness and Increasing Equity in Early Literacy and Learning Opportunities for Young Children
	29. Factors Associated with Black Children’s Early Development and Learning
Part VI. Using the Science of Early Literacy to Learn Across Boundaries
	30. Early Literacy in Everyday Spaces: Creating Opportunities for Learning
	31. Digital Picture Books: Opportunities and Utilities
	32. e-Books with a Digital Dictionary as a Support for Word Learning
	33. Leveraging Research–Practice Partnerships to Support Evidence Use in Early Childhood: Lessons Learned from Atlanta 323
Index