Reviews
"Top-notch scholars have made an important contribution in this highly valuable work. The contributors unlock the 'black box' of oral language development and vividly show its connection to literacy learning in the early years. I can't think of a better book to recommend to those who are interested in early childhood development and early literacy. Reflecting the latest research in the field, it's a real winner."--Susan B. Neuman, PhD, School of Education, University of Michigan "This timely book does an excellent job of tackling the extremely important connections between language and early literacy. It addresses the essential components and processes of young children's learning, and of intervention, with breadth and depth. Well-integrated chapters from experts in the field cover foundational practices and theories that every early child educator should know."--Barbara Culatta, PhD, Department of Communication Disorders and Associate Dean, McKay School of Education, Brigham Young University, I recommend this book for two reasons. The first is its cross-disciplinary perspective: the focus is strongly placed on the bidirectional links between early language development (in all its aspects of form, content, and use) and emergent literacy. This makes the book equally applicable to teachers, educational psychologists, and speech and language therapists. Proponents of recent initiatives that provide cross-disciplinary training should find this book speaks to what they believe: that a child's development and learning should not be viewed separately. The second reason for strongly recommending this book is that it is one of a few books that addresses the needs of all children: not only the child at risk of delay, but also the child whose oral language development may differ as a result of socio-economic, cultural or linguistic diversity, and the 'universal' child who is developing normally but whose teachers and parents could benefit from guidance in the areas of language and emergent literacy....At a time when there is ever-greater concern about low levels of language and literacy in the general population, this book is a relevant, practical, and timely summary of important debates and findings in the field of early language and emergent literacy., "An excellent resource for practitioners--especially early childhood educators, reading specialists, and speech-language pathologists. It also provides strong models for graduate students in these fields who are learning how to conduct research and procedures they can use when working with young children....Recommended. Graduate, research, and professional collections."--Choice Reviews, "This timely book does an excellent job of tackling the extremely important connections between language and early literacy. It addresses the essential components and processes of young children's learning, and of intervention, with breadth and depth. Well-integrated chapters from experts in the field cover foundational practices and theories that every early child educator should know." - Barbara Culatta, Department of Communication Disorders and Associate Dean, McKay School of Education, Brigham Young University, USA "Top-notch scholars have made an important contribution in this highly valuable work. The contributors unlock the 'black box' of oral language development and vividly show its connection to literacy learning in the early years. I can't think of a better book to recommend to those who are interested in early childhood development and early literacy. Reflecting the latest research in the field, it's a real winner." - Susan B. Neuman, School of Education, University of Michigan, USA "Emergent Literacy and Language Development provides a first-rate overview of research and theoretical models about the development of language, reading, and writing. The case studies demonstrate the application of research and theory to practice with young children, based on their individual needs. As an Early Reading First project director, I plan to share this outstanding resource with reading coaches, interventionists, and preschool teachers." - April Whatley Bedford, Department of Curriculum and Instruction, University of New Orleans, USA , "I recommend this book for two reasons. The first is its cross-disciplinary perspective: the focus is strongly placed on the bidirectional links between early language development (in all its aspects of form, content, and use) and emergent literacy. This makes the book equally applicable to teachers, educational psychologists, and speech and language therapists. Proponents of recent initiatives that provide cross-disciplinary training should find this book speaks to what they believe: that a child's development and learning should not be viewed separately. The second reason for strongly recommending this book is that it is one of a few books that addresses the needs of all children: not only the child at risk of delay, but also the child whose oral language development may differ as a result of socio-economic, cultural or linguistic diversity, and the 'universal' child who is developing normally but whose teachers and parents could benefit from guidance in the areas of language and emergent literacy....At a time when there is ever-greater concern about low levels of language and literacy in the general population, this book is a relevant, practical, and timely summary of important debates and findings in the field of early language and emergent literacy."--International Journal of Language and Communication, An excellent resource for practitionersespecially early childhood educators, reading specialists, and speech-language pathologists. It also provides strong models for graduate students in these fields who are learning how to conduct research and procedures they can use when working with young children....Recommended. Graduate, research, and professional collections., "I recommend this book for two reasons. The first is its cross-disciplinary perspective: the focus is strongly placed on the bidirectional links between early language development (in all its aspects of form, content, and use) and emergent literacy. This makes the book equally applicable to teachers, educational psychologists, and speech and language therapists. Proponents of recent initiatives that provide cross-disciplinary training should find this book speaks to what they believe: that a child''s development and learning should not be viewed separately. The second reason for strongly recommending this book is that it is one of a few books that addresses the needs of all children: not only the child at risk of delay, but also the child whose oral language development may differ as a result of socio-economic, cultural or linguistic diversity, and the ''universal'' child who is developing normally but whose teachers and parents could benefit from guidance in the areas of language and emergent literacy....At a time when there is ever-greater concern about low levels of language and literacy in the general population, this book is a relevant, practical, and timely summary of important debates and findings in the field of early language and emergent literacy."--International Journal of Language and Communication, "Emergent Literacy and Language Developmentprovides a first-rate overview of research and theoretical models about the development of language, reading, and writing. The case studies demonstrate the application of research and theory to practice with young children, based on their individual needs. As an Early Reading First project director, I plan to share this outstanding resource with reading coaches, interventionists, and preschool teachers."--April Whatley Bedford, PhD, Chair, Department of Curriculum and Instruction, University of New Orleans"Top-notch scholars have made an important contribution in this highly valuable work. The contributors unlock the 'black box' of oral language development and vividly show its connection to literacy learning in the early years. I can't think of a better book to recommend to those who are interested in early childhood development and early literacy. Reflecting the latest research in the field, it's a real winner."--Susan B. Neuman, PhD, School of Education, University of Michigan "This timely book does an excellent job of tackling the extremely important connections between language and early literacy. It addresses the essential components and processes of young children's learning, and of intervention, with breadth and depth. Well-integrated chapters from experts in the field cover foundational practices and theories that every early child educator should know."--Barbara Culatta, PhD, Department of Communication Disorders and Associate Dean, McKay School of Education, Brigham Young University, "Top-notch scholars have made an important contribution in this highly valuable work. The contributors unlock the 'black box' of oral language development and vividly show its connection to literacy learning in the early years. I can't think of a better book to recommend to those who are interested in early childhood development and early literacy. Reflecting the latest research in the field, it's a real winner."--Susan B. Neuman, EdD, Teaching and Learning Department, Steinhardt School of Culture, Education, and Human Development, New York University "This timely book does an excellent job of tackling the extremely important connections between language and early literacy. It addresses the essential components and processes of young children's learning, and of intervention, with breadth and depth. Well-integrated chapters from experts in the field cover foundational practices and theories that every early child educator should know."--Barbara Culatta, PhD, Department of Communication Disorders and Associate Dean, McKay School of Education, Brigham Young University " Emergent Literacy and Language Development provides a first-rate overview of research and theoretical models about the development of language, reading, and writing. The case studies demonstrate the application of research and theory to practice with young children, based on their individual needs. As an Early Reading First project director, I plan to share this outstanding resource with reading coaches, interventionists, and preschool teachers."--April Whatley Bedford, PhD, Chair, Department of Curriculum and Instruction, University of New Orleans, "An excellent resource for practitioners--especially early childhood educators, reading specialists, and speech-language pathologists. It also provides strong models for graduate students in these fields who are learning how to conduct research and procedures they can use when working with young children....Recommended. Graduate, research, and professional collections."--Choice, "Top-notch scholars have made an important contribution in this highly valuable work. The contributors unlock the 'black box' of oral language development and vividly show its connection to literacy learning in the early years. I can't think of a better book to recommend to those who are interested in early childhood development and early literacy. Reflecting the latest research in the field, it's a real winner."--Susan B. Neuman, PhD, School of Education, University of Michigan "This timely book does an excellent job of tackling the extremely important connections between language and early literacy. It addresses the essential components and processes of young children's learning, and of intervention, with breadth and depth. Well-integrated chapters from experts in the field cover foundational practices and theories that every early child educator should know."--Barbara Culatta, PhD, Department of Communication Disorders and Associate Dean, McKay School of Education, Brigham Young University " Emergent Literacy and Language Development provides a first-rate overview of research and theoretical models about the development of language, reading, and writing. The case studies demonstrate the application of research and theory to practice with young children, based on their individual needs. As an Early Reading First project director, I plan to share this outstanding resource with reading coaches, interventionists, and preschool teachers."--April Whatley Bedford, PhD, Chair, Department of Curriculum and Instruction, University of New Orleans
