Handbook on the Science of Early Literacy
Edited by Sonia Q. Cabell, Susan B. Neuman, and Nicole Patton Terry
Foreword by David K. Dickinson
Request a free digital professor copy on VitalSource ?“This volume should explode, once and for all, the unhelpful myth that the large body of research known as the science of reading is a narrow, one-size-fits-all enterprise. The editors have wisely updated 'science of reading' to 'science of literacy,' a very welcome course correction. All literacy educators should spend some quality time with this handbook. Their efforts will be repaid, and their students—from preschool to graduate school—will benefit. I expect this handbook to become a standard reference in the field.”
—Claude Goldenberg, PhD, Nomellini and Olivier Professor of Education, Emeritus, Stanford University
“With contributions from leading scholars, this handbook provides a comprehensive review of the research base on early literacy development and instruction. The volume captures the breadth and depth of knowledge about how early literacy emerges in children from diverse backgrounds, and how educators can promote it at home or in school. I recommend this handbook as a resource for preservice and inservice teacher preparation, as well as for ongoing professional learning and doctoral-level coursework. Researchers and practitioners will reference this work for years to come as they endeavor to give children the support they need to develop reading and writing proficiency.”
—Rebecca D. Silverman, EdD, Stanford Graduate School of Education
“This impressive handbook is layered with multiple scholarly perspectives that are needed to advance the science of reading. The research shared has points of convergence and divergence that remind us our corpus of knowledge about early literacy is still expanding. This gift of a book should be studied and interrogated by those concerned about early literacy the world over.”
—Alfred W. Tatum, PhD, Provost and Executive Vice President for Academic Affairs, Metropolitan State University of Denver
Table of Contents
Foreword, David K. DickinsonIntroduction, Sonia Q. Cabell, Susan B. Neuman, and Nicole Patton Terry
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, Young-Suk Grace Kim
3. Prioritizing Dual Language Learners’ Language Comprehension Development to Support Later Reading Achievement, Jeannette Mancilla-Martinez
4. Early Literacy, Response to Intervention, and Multi-Tiered Systems of Support, Dayna Russell Freudenthal, Mai W. Zaru, and Stephanie Al Otaiba
5. The Neuroscience of Early Literacy Development, Rachel R. Romeo
II. Development and Instruction of Code-Related Literacy Skills
6. Learning the Code, Barbara R. Foorman
7. The Science of Early Alphabet Instruction: What We Do and Do Not Know, Shayne B. Piasta
8. Invented Spelling: An Integrative Review of Descriptive, Correlational, and Causal Evidence, Monique Sénéchal, Gene Ouellette, and H. N. Lam Nguyen
9. Early Spelling Development: Influences, Theory, and Educational Implications, Nenagh Kemp and Rebecca Treiman
10. Supporting Students’ Early Writing Development through Data-Based Instruction, Kristen L. McMaster, Seyma Birinci, Emma Shanahan, and Erica Lembke
III. Development and Instruction of Meaning-Related Literacy Skills
11. Language Is the Basis of Skilled Reading Comprehension, Laura M. Justice and Hui Jiang
12. Language Interventions in Early Childhood: Summary and Implications from a Multistudy Program of Research, Beth M. Phillips
13. Content Literacy: Integrating Social Studies and Language, Sharolyn D. Pollard-Durodola and Jorge E. Gonzalez
14. Supporting Integrated Instruction in Science and Literacy in K-2 Classrooms, Tanya S. Wright and Amelia Wenk Gotwals
15. Leveraging Content-Rich English Language Arts Instruction in the Early Grades to Improve Children’s Language Comprehension, Sonia Q. Cabell and HyeJin Hwang
16. Feeding Two Birds with One Hand: Instructional Simultaneity in Early Literacy Education, Nell K. Duke, Julia B. Lindsey, and Crystal N. Wise
17. Comprehension: From Language to Reading, Ellen Orcutt, Victoria Johnson, and Panayiota Kendeou
IV. Using the Science of Early Literacy in Professional Development and Family Engagement
18. Measuring and Improving Teachers’ Knowledge in Early Literacy, Anne E. Cunningham, Allison R. Firestone, and Mónica Zegers
19. Professional Development in Early Language and Literacy: Using Data to Balance Effectiveness and Efficiency, Annemarie H. Hindman and Barbara A. Wasik
20. Using the Science of Early Literacy to Design Professional Development for Writing, Hope K. Gerde and Gary E. Bingham
21. Structuring Adaptations for Scaling Up Evidence-Based Literacy Interventions, James S. Kim and Douglas Mosher
22. Together We Can Do So Much: Aligned School and Home Efforts Using a Multi-Tiered System of Support Framework, Tricia A. Zucker, Gloria Yeomans-Maldonado, Sarah Surrain, and Susan H. Landry
23. Family Engagement for Early Literacy: Interventions That Promote Family-School Partnerships, Karalynn E. Brown and Susan M. Sheridan
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, Emily Phillips Galloway and Nonie K. Lesaux
25. The Development of Early Orthographic Representations in Children: The Lexical Asymmetry Hypothesis and Its Implications for Children with Dyslexia, Donald L. Compton, Laura M. Steacy, Nuria Gutiérrez, Valeria M. Rigobon, Ashley A. Edwards, and Nancy C. Marencin
26. Developmental Language Disorder: What It Is and Why It Matters, Maura Curran and Tiffany Hogan
27. Autism and Early Literacy: The State of the Science, Kelly Whalon and Veronica P. Fleury
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, Judith J. Carta and Charles R. Greenwood
29. Factors Associated with Black Children’s Early Development and Learning, Iheoma U. Iruka, Amber B. Sansbury, Nicole A. Telfer, Nneka Ibekwe-Okafor, Nicole Gardner-Neblett, and Tonia R. Durden
VI. Using the Science of Early Literacy to Learn Across Boundaries
30. Early Literacy in Everyday Spaces: Creating Opportunities for Learning, Susan B. Neuman
31. Digital Picture Books: Opportunities and Utilities, Adriana G. Bus and Trude Hoel
32. e-Books with a Digital Dictionary as a Support for Word Learning, Ofra Korat and Ora Segal-Drori
33. Leveraging Research-Practice Partnerships to Support Evidence Use in Early Childhood: Lessons Learned from Atlanta 323, Nicole Patton Terry, Gary E. Bingham, Anita Faust Berryman, Janelle Clay, and Kate Caton
Index
About the Editors
Sonia Q. Cabell, PhD, is Associate Professor in the School of Teacher Education and the Florida Center for Reading Research at Florida State University. Her research focuses on early language and literacy instruction, with a particular interest in the prevention of reading difficulties. Dr. Cabell has authored approximately 80 publications, including peer-reviewed articles, books, book chapters, and early childhood language and literacy curricula. She has served as Principal Investigator or co-Principal Investigator on numerous federally funded grant projects. Dr. Cabell has been an advisor or consultant for a variety of national organizations and state departments of education. She was the 2021 recipient of the International Literacy Association's Diane Lapp & James Flood Professional Collaborator Award (with Tricia Zucker). Previously, Dr. Cabell worked as a second-grade teacher and literacy coach in Oklahoma and Virginia.Susan B. Neuman, EdD, is Professor of Teaching and Learning at New York University. Previously, she was Professor at the University of Michigan and served as the U.S. Assistant Secretary for Elementary and Secondary Education, in which role she established the Early Reading First program and the Early Childhood Educator Professional Development Program, and was responsible for all activities in Title I of the Elementary and Secondary Act. Dr. Neuman has served on the Board of Directors of the International Literacy Association and as coeditor of Reading Research Quarterly. Dr. Neuman has received two lifetime achievement awards for research in literacy development and is a member of the Reading Hall of Fame and a Fellow of the American Educational Research Association. She has published over 100 articles and numerous books.
Nicole Patton Terry, PhD, is the Olive and Manuel Bordas Professor of Education in the School of Teacher Education, Director of the Florida Center for Reading Research (FCRR), and Director of the Regional Education Lab–Southeast at Florida State University. Prior to joining FCRR, she was Associate Professor of Special Education at Georgia State University (GSU). Dr. Patton Terry is the founding director of two university-based research entities where researchers collaborate with diverse school and community stakeholders to promote student success: the Urban Child Study Center at GSU and The Village at FCRR. Her work focuses on young learners vulnerable to experiencing difficulty with language and literacy achievement in school; in particular, Black children, children growing up in poverty, and children with disabilities. Previously, Dr. Patton Terry worked as a special education teacher in Illinois.
Contributors
Stephanie Al Otaiba, PhD, Department of Teaching and Learning, Southern Methodist University, Dallas, TXAnita Faust Berryman, PhD, program evaluator, Alpharetta, GA
Gary E. Bingham, PhD, Department of Early Childhood and Elementary Education, Georgia State University, Atlanta, GA
Seyma Birinci, MA, Department of Educational Psychology, University of Minnesota, Minneapolis, MN
Karalynn E. Brown, MEd, Department of Educational Psychology, University of Nebraska–Lincoln, Lincoln, NE
Adriana G. Bus, PhD, Faculty of Arts and Education, Norwegian Reading Centre, University of Stavanger, Stavanger, Norway
Sonia Q. Cabell, PhD, School of Teacher Education, Florida State University, Tallahassee, FL
Judith J. Carta, PhD, Juniper Gardens Children’s Project, Institute for Life Span Studies, University of Kansas, Kansas City, KS
Kate Caton, MPA, College of Education and Human Development, Georgia State University, Atlanta, GA
Janelle Clay, MS, College of Education, Georgia State University, Atlanta, GA
Donald L. Compton, PhD, Department of Psychology, Florida State University, Tallahassee, FL
Anne E. Cunningham, PhD, School of Education, University of California, Berkeley, Berkeley, CA
Maura Curran, PhD, School of Health and Rehabilitation Sciences, Massachusetts General Hospital Institute of Health Professions, Boston, MA
Nell K. Duke, EdD, School of Education, University of Michigan, Ann Arbor, MI
Tonia R. Durden, PhD, Department of Early Childhood and Elementary Education, Georgia State University, Atlanta, GA
Ashley A. Edwards, PhD, Department of Psychology, Florida State University, Tallahassee, FL
Allison R. Firestone, PhD, School of Education, University of California, Berkeley, Berkeley, CA
Veronica P. Fleury, PhD, School of Teacher Education, Florida State University, Tallahassee, FL
Barbara R. Foorman, PhD, School of Teacher Education, Florida State University, Tallahassee, FL
Nicole Gardner-Neblett, PhD, Department of Psychology, University of Michigan, Ann Arbor, MI
Jorge E. Gonzalez, PhD, Department of Psychological, Health, and Learning Sciences, University of Houston, Houston, TX
Amelia Wenk Gotwals, PhD, Department of Teacher Education, Michigan State University, Lansing, MI
Hope K. Gerde, PhD, Department of Teaching, Learning, and Culture, Texas A&M University, College Station, TX
Charles R. Greenwood, PhD, Juniper Gardens Children’s Project, Institute for Life Span Studies, University of Kansas, Kansas City, KS
Nuria Gutiérrez, PhD, Department of Psychology, Florida State University, Tallahassee, FL
Annemarie H. Hindman, PhD, Department of Teaching and Learning, Temple University, Philadelphia, PA
Trude Hoel, PhD, Faculty of Arts and Education, Norwegian Reading Centre, University of Stavanger, Stavanger, Norway
Tiffany Hogan, PhD, School of Health and Rehabilitation Sciences, Massachusetts General Hospital, Institute of Health Professions, Boston, MA
HyeJin Hwang, PhD, Department of Educational Psychology, University of Minnesota, Minneapolis, MI
Nneka Ibekwe-Okafor, PhD, Wheelock College of Education and Human Development, Boston University, Boston, MA
Iheoma U. Iruka, PhD, Department of Public Policy, University of North Carolina at Chapel Hill, Chapel Hill, NC
Hui Jiang, PhD, Crane Center for Early Childhood Research and Policy, The Ohio State University, Columbus, OH
Victoria Johnson, MA, Department of Educational Psychology, University of Minnesota, Minneapolis, MI
Laura M. Justice, PhD, Crane Center for Early Childhood Research and Policy, The Ohio State University, Columbus, OH
Nenagh Kemp, DPhil, School of Psychological Sciences, University of Tasmania, Hobart, Tasmania, Australia
Panayiota Kendeou, PhD, Department of Educational Psychology, University of Minnesota, Minneapolis, MI
James S. Kim, EdD, Graduate School of Education, Harvard University, Cambridge, MA
Young-Suk Grace Kim, EdD, School of Education, University of California, Irvine, Irvine, CA
Ofra Korat, PhD, School of Education, Bar-Ilan University, Ramat-Gan, Israel
Susan H. Landry, PhD, Department of Pediatrics, University of Texas Health Science Center at Houston, Houston, TX
Kathryn A. Leech, PhD, School of Education, University of North Carolina at Chapel Hill, Chapel Hill, NC
Erica Lembke, PhD, Department of Special Education, University of Missouri, Columbia, MI
Nonie K. Lesaux, PhD, Graduate School of Education, Harvard University, Cambridge, MA
Julia B. Lindsey, PhD, Advanced Education Research Development Fund, Reading Reimagined, Oakland, CA
Jeannette Mancilla-Martinez, EdD, Department of Special Education, Vanderbilt University, Nashville, TN
Nancy C. Marencin, MEd, School of Teacher Education, Florida State, Tallahassee, FL
Kristen L. McMaster, PhD, Department of Educational Psychology, University of Minnesota, Minneapolis, MI
Douglas M. Mosher, EdM, Graduate School of Education, Harvard University, Cambridge, MA
Susan B. Neuman, EdD, Department of Teaching and Learning, New York University, New York, NY
H. N. Lam Nguyen, BSc, Department of Psychology, Carleton University, Ottawa, Ontario, Canada
Ellen Orcutt, MA, Department of Educational Psychology, University of Minnesota, Minneapolis, MI
Gene Ouellette, PhD, Department of Psychology, Mount Allison University, Sackville, New Brunswick, Canada
Nicole Patton Terry, PhD, School of Teacher Education, Florida State University, Tallahassee, FL
Beth M. Phillips, PhD, Department of Educational Psychology and Learning Systems, Florida State University, Tallahassee, FL
Emily Phillips Galloway, EdD, Department of Teaching and Learning, Vanderbilt University, Nashville, TN
Shayne B. Piasta, PhD, Department of Teaching and Learning, The Ohio State University, Columbus, OH
Sharolyn D. Pollard-Durodola, EdD, Department of Early Childhood, Multilingual, and Special Education, University of Nevada, Las Vegas, Las Vegas, NV
Valeria M. Rigobon, MS, Department of Psychology, Florida State University, Tallahassee, FL
Rachel R. Romeo, PhD, Department of Human Development and Quantitative Methodology, University of Maryland, College Park, MD
Meredith L. Rowe, EdD, Graduate School of Education, Harvard University, Cambridge, MA
Dayna Russell Freudenthal, MEd, Department of Teaching and Learning, Southern Methodist University, Dallas, TX
Amber B. Sansbury, MEd, College of Education and Human Development, George Mason University, Fairfax, VA
Ora Segal-Drori, PhD, Education and Early Childhood Department, Levinsky College of Education, Tel-Aviv, Israel
Monique Sénéchal, PhD, Department of Psychology, Carleton University, Ottawa, Ontario, Canada
Emma Shanahan, MEd, Department of Educational Psychology, University of Minnesota, Minneapolis, MI
Susan M. Sheridan, PhD, Department of Educational Psychology, University of Nebraska–Lincoln, Lincoln, NE
Laura M. Steacy, PhD, School of Teacher Education, Florida State University, Tallahassee, FL
Sarah Surrain, PhD, Department of Pediatrics, University of Texas Health Science Center at Houston, Houston, TX
Nicole A. Telfer, MA, Department of Psychology, University of Maryland, Baltimore County, Baltimore, MD
Rebecca Treiman, PhD, Department of Psychological and Brain Sciences, Washington University in St. Louis, St. Louis, MS
Barbara A. Wasik, PhD, Department of Teaching and Learning, Temple University, Philadelphia, PA
Kelly Whalon, PhD, School of Teacher Education, Florida State University, Tallahassee, FL
Crystal N. Wise, PhD, Department of Curriculum and Instruction, University of Illinois Chicago, Chicago, IL
Tanya S. Wright, PhD, Department of Teacher Education, Michigan State University, Lansing, MI
Gloria Yeomans-Maldonado, PhD, Department of Pediatrics, University of Texas Health Science Center at Houston, Houston, TX
Mai W. Zaru, MEd, Department of Teaching and Learning, Southern Methodist University, Dallas, TX
Mónica Zegers, MA, School of Education, University of California, Berkeley, Berkeley, CA
Tricia A. Zucker, PhD, Department of Pediatrics, University of Texas Health Science Center at Houston, Houston, TX