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1.1: References

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    185017
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    References for Chapters 3, 4, 5

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    Barnett, W.S., Yarosz, D.J., Thomas, J., Jung, K., & Blanco, D. (2007). Two-way and monolingual English immersion in preschool education: An experimental comparison. Early Childhood Research Quarterly, 22(3), 277–293.

    Bates, E., Marchman, V., Thal, D., Fenson, L., Dale, P., Reznick, J. S., & Hartung, J. (1994). Developmental and stylistic variation in the composition of early vocabulary. Journal of Child Language, 21(1), 85–123. https://doi.org/10.1017/s0305000900008680

    Bates, E., Thal D., & Janowsky J.S. (1992). Early language development and its neural correlates. In S. J. Segalowitz & I. Rapin (Eds.), Handbook of neuropsychology (Vol. 7), (pp. 69–110). Elsevier.

    Bialystok, E. (2009). Bilingualism: The good, the bad, and the indifferent. Bilingualism: Language and Cognition, 12, 3–11.

    Bloom, L., & Lahey, M. (1978). Language development and language disorders. Wiley.

    Bonvillian, J. D., Orlansky, M. D., & Novack, L. L. (1983). Developmental milestones: Sign language acquisition and motor development. Child Development, 54(6), 1435–1445. https://doi-org.proxy-um.researchport.umd.edu/10.2307/1129806

    Boutot, E. A., & Myles, B. S. (2017). Autism spectrum disorders: foundations, characteristics, and effective strategies. Pearson.

    Castro. D. C., Garcia, E. E., & Markos, A.M. (2013). Dual language learners: Research informing policy. The University of North Carolina, Frank Porter Graham Child Development Institute, Center for Early Care and Education—Dual Language Learners. https://fpg.unc.edu/sites/fpg.unc.ed...olicyPaper.pdf

    Celci-Murcia, M., & Olshtain, E. (2001). Discourse and context in language teaching: A guide for language teachers. Cambridge University Press.

    Chomsky, N. (1968). Language and mind. Harcourt, Brace & World.

    Conboy, B. T., & Kuhl, P.K. (2011). Impact of second-language experience in infancy: Brain measures of first- and second language speech perception. Developmental Science, 14, 242–248.

    Conboy, B. T., & Mills, D.L. (2006). Two languages, one developing brain: Effects of vocabulary size on bilingual toddlers’ event-related potentials to auditory words. Developmental Science, 9(1), F1–F11.

    De Feyter, J. J., & Winsler, A. (2009). The early developmental competencies and school readiness of low-income immigrant children: Influences of generation, race/ethnicity, and national origin. Early Childhood Research Quarterly, 24, 411–431.

    de Oliveira Sobreira, A. C., Capo, B. M., Gil, D., & Dos Santos, T. S. (2015). Speech and language development in hearing impairment: Two-case report. Revista CEFAC, 17(1), 308–317.

    Dunst, C. J., Meter, D., & Hamby, D. W. (2011). Relationship between young children’s nursery rhyme experiences and knowledge and phonological and print-related abilities. CELLreviews, 4(1), 1–12. http://www.earlyliteracylearning.org/cellreviews/cellreviews_v4_n1.pdf

    Espinoza, L (2013). PreK-3rd: Challenging common myths about dual language learners. An update to the seminal 2008 report. Foundation for Child Development Policy to Action Brief. No. 10. https://www.fcd-us.org/prek-3rd-chal...ort/#node-1367

    Fagan, Mary K. (2015). Why repetition? Repetitive babbling, auditory feedback, and cochlear implantation. Journal of Experimental Child Psychology, 137, 125–136. http://dx.doi.org/10.1016/j.jecp.2015.04.005

    Fenson, L., Dale, P. S., Reznick, J. S., Bates, E., Thal, D. J., Pethick, S. J., Tomasello, M., Mervis, C.B., & Stiles, J. (1994). Variability in early communicative development. Monographs of the Society for Research in Child Development, 59(5). https://doi.org/10.2307/1166093

    Fitch, A., Valadez, A., Ganea, P. A., Carter, A. S., & Kaldy, Z. (2019). Toddlers with autism spectrum disorder can use language to update their expectations about the world. Journal of Autism & Developmental Disorders, 49(2), 429–440.

    Gonzalez, K., Cassel, T., Durocher, J., & Lee, A. (2017). Overview of autism spectrum disorders. In A. Boutot (Ed.), Autism spectrum disorders (2nd ed., pp. 1–20). Pearson Education.

    Gratier, M., Devouche, E., Guellai, B., Infanti, R., Yilmaz, E., & Parlato-Oliveira, E. (2015). Early development of turn-taking in vocal interaction between mothers and infants. Frontiers in Psychology, 6. https://doi.org/10.3389/fpsyg.2015.01167

    Halle, T., Hair, E., Wandner, L., McNamara, M., & Chien, N. (2012). Predictors and outcomes of early vs. later English language proficiency among English language learners. Early Childhood Research Quarterly, 27(1), 1–20. https://doi.org/10.1016/j.ecresq.2011.07.004

    Hamre B. K., & Pianta R. C. (2005). Can instructional and emotional support in the first-grade classroom make a difference for children at risk of school failure? Child Development, 76(5), 949-67. https://doi: 10.1111/j.1467-8624.2005.00889.x.

    Individuals with Disabilities Education Act, 20 U.S.C. Individuals with Disabilities Education Act, 20 U.S.C. § 1400 (2004)

    Justice, L.M., Mashburn, A.J., Hamre, B.K., & Pianta, R.C. (2008). Quality of language and literacy instruction in preschool classrooms serving at-risk pupils. Early Childhood Research Quarterly, 23, 51–68.

    Karmiloff, K., & Karmiloff-Smith, A. (2001). Pathways to language: From fetus to adolescent. The developing child series. Harvard University Press.

    Koester, L. S., & Lahti-Harper, E. (2010). Mother-infant hearing status and intuitive parenting behaviors during the first 18 months. American Annals of the Deaf, 155(1), 5–18. https://doi.org/10.1353/aad.0.0134

    Kuhl, P. K., Conboy, B. T., Padden, D., Nelson, T., & Pruitt, J. (2005). Early speech perception and later language development: Implications for the “critical period.” Language Learning and Development, 1(3-4), 237–264. https://doi.org/10.1207/s15473341lld0103&4_2

    Lipkind, D., Bemis, D. K., Marcus, G. F., & Tchernichovski, O. (2013). Analysis of the development of phonetic syntax in infant babbling. Protocol Exchange. https://doi.org/10.1038/protex.2013.057

    Lohmann, M. J., Hovey, K. A., Gauvreau, A. N., & Higgins, J. P. (2019) Using assistive technology tools to support learning in the inclusive preschool classroom. The Journal of Special Education Apprenticeship, 8(2), Article 5. https://scholarworks.lib.csusb.edu/josea/vol8/iss2/5

    Marco, E.J., Hinkley, L.B, Hill, S.S., & Nagarajan, S.S. (2011). Sensory processing in autism: A review of neurophysiologic findings. Pediatric Research, 69(5 Pt 2), 48R–54R. https://doi:10.1203/PDR.0b013e3182130c54

    Maenner M.J., Daniels, J., Shaw, K.A., Baio, J., Washington, A., Patrick, M., DiRienzo, M., Christenson, D.L., Wiggins, L.D., Pettygrove, S., Andrews, J.G., Lopez, M., Hudson, A., Baroud, T., Schwenk, Y., White, T., Robinson Rosenberg, C., Lee, L., Harrington, R.A., Huston, M., Hewitt, A., Esler, A., Hall-Lande, J., Poynter, J., Hallas-Muchow, L., Constantino, J.N., Fitzgerald, R.T., Zahorodny, W., Shenouda, J., Daniels, J.L., Warren, Z., Vehorn, A., Salinas, A., Durkin, M.S., & Dietz, P.M. (2016).Prevalence of Autism Spectrum Disorder Among Children Aged 8 Years — Autism and Developmental Disabilities Monitoring Network, 11 Sites, United States, 2014. Morbidity and Mortality Weekly Report Surveillance Summary 2020, 69(No. SS-4):1–12. https://doi.org/10.15585/mmwr.ss6706a1

    Marno, H., Guellai, B., Vidal, Y., Franzoi, J., Nespor, M., & Mehler, J. (2016). Infants’ selectively pay attention to the information they receive from a native speaker of their language. Frontiers in Psychology, 7. https://doi.org/10.3389/fpsyg.2016.01150

    Marschark, M. & Knoors, H. (2012). Educating deaf children: Language, cognition, and learning. Deafness and Education International, 14(3), 136–160.

    Marschark, M.. & Wauters. L. (2008). Language comprehension and learning by deaf students. In M. Manschark & P C. Häuser (Eds.), Deaf Cognition: Foundations and Outcomes (pp. 309–350). Oxford University Press.

    Masataka, N. (1998). Perception of motherese in Japanese sign language by 6-month-old hearing infants. Developmental Psychology, 34(2), 241–246. https://doi.org/10.1037/0012-1649.34.2.241

    McManis, L. (2012). TeachSmart ELL Spanish by Hatch. Research Basis Whitepaper. Accessed online: https://www.hatchearlylearning.com/documents/teachsmart_ell_spanish_white.pdf

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    Minai, U., Gustafson, K., Fiorentino, R., Jongman, A., & Sereno, J. (2017). Fetal rhythm-based language discrimination: A biomagnetometry study. Neuroreport, 28(10), 561–564. https://doi:10.1097/WNR.0000000000000794

    Mitchell S., Brian J., Zwaigenbaum L, et al. (2006). Early language and communication development of infants later diagnosed with autism spectrum disorder. Journal of Developmental and Behavioral Pediatrics 27, 69–78.

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    Peterson, N. R., Pisoni, D. B., & Miyamoto, R. T. (2010). Cochlear implants and spoken language processing abilities: Review and assessment of the literature. Restorative Neurology and Neuroscience, 28(2), 237–250. https://doi.org/10.3233/rnn-2010-0535

    Pianta, R. C., Hamre, B. K., & Allen, J. P. (2012). Teacher-student relationships and engagement: Conceptualizing, measuring, and improving the capacity of classroom interactions. In S. L. Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (pp. 365–386). Springer Science Business Media. https://doi.org/10.1007/978-1-4614-2018-7_17

    Prošić-Santovac, D. (2015). Making the match: Traditional nursery rhymes and teaching English to modern children. Children’s Literature in English Language Education, 3(1), 25–48. http://clelejournal.org/article-2-3/

    Reinhartsen, D. B., Tapia, A. L., Watson, L., Crais, E., Bradley, C., Fairchild, J., Herring, A. H., & Daniels, J. (2019). Expressive dominant versus receptive dominant language patterns in young children: Findings from the study to explore early development. Journal of Autism & Developmental Disorders, 49(6), 2447–2460.

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    Siraj, I., & Asani, R. (2015). The role of sustained shared thinking, play and metacognition in young children’s learning. In S. Robson & S. Quinn (Eds.), The Routledge international handbook of young children’s thinking and understanding (pp. 407–415). Routledge.

    Siraj-Blatchford, I. (2015, November 5). Quality interactions in the early years [Keynote address]. TACTYC Annual Conference, Cardiff , U.K. http://www.tactyc.org.uk/pdfs/2005conf_siraj.pdf

    Skau, L., & Cascella, P. W. (2006). Using assistive technology to foster speech and language skills at home and in preschool. Teaching Exceptional Children, 38(6), 12–17. https://doi.org/10.1177/004005990603800602

    Skinner, B. F. (1957). Verbal behavior. Appleton-Century-Crofts.

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    Virginia Board of Education. (2021). Virginia’s early learning & development standards (ELDS): Birth-five learning guidelines. https://www.doe.virginia.gov/early-childhood/curriculum/va-elds-birth-5.pdf

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    Image Credits

    Figure 7.1: Christine Schull and Kalyca Schultz. “Nested Literacy Model.” CC BY 2.0.

    Additional Images

    Image, Section 7.2a & 7.2b: Lucy La Croix. [Bird] CC BY 2.0.

    Image, Section 7.2c: Longwood University. [Language Through Social Interaction] CC BY-NC-SA 2.0.

    Image, Section 7.2c: Lucy La Croix. [Nest] CC BY 2.0.

    Image, Section 7.2c: Lucy La Croix. [Branch] CC BY 2.0.

    Image, Section 7.2d: Kalyca Schultz. [Reflection or Tool?] CC BY 2.0.

    Image, Section 7.4a: Longwood University. [Receptive Language] CC BY-NC-SA 2.0.

    Image, Section 7.5a: Kalyca Schultz. “Bilingual Child.” CC BY-SA 2.0, derivative image using Untitled Photograph (https://pxhere.com/en/photo/679270) by pxhere, CC0.

    Image, Section 7.5b2: Longwood University. [Sign Language] CC BY-NC-SA 2.0.

    Image, Section 7.6: Longwood University. [Attunement] CC BY-NC-SA 2.0.

    Image, Section 7.6b : Longwood University. [Dramatic Play] CC BY-NC-SA 2.0.

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    Image Credits

    Image, Section 4.1: Longwood University. [Teachers Talking] CC BY-NC-SA 2.0.

    Image, Section 4.2, 4.3, & 4.4: Lucy La Croix. [Branch] CC BY 2.0.

    Image Section 4.2a: Joan C. Lacey. “Family.” CC BY 2.0.

    Image Section 4.2b: Family First. “Black Family Photo.” CC0 (Public Domain)

    References for Chapter 7

    Barker, R. G. (1968). Ecological psychology: Concepts and methods for studying the environment of human behavior. Stanford University Press.

    Cambourne, B. (2002). From conditions of learning to conditions of teaching. The Reading Teacher, 55(4), 358–360. https://www.jstor.org/stable/20205062

    Dinnebell, L. A., Boat, M., & Bae, Y. (2013). Integrating principles of universal design into the early childhood curriculum. Dimensions of Early Childhood, 41(1), 3–14.

    Harms, T., Clifford, R. M., & Cryer, D. (2014). Early childhood environment rating scale (3rd ed.) (ECERS-3). Teachers College Press.

    Heath, S. B. (1983). Ways with words: Language, life, and work in communities and classrooms. Cambridge University Press.

    Kounin, J. S., & Sherman, L. W. (1979). School environments as behavior settings. Theory Into Practice, 18(3), 145–151. http://doi.org/10.1080/00405847909542824

    McGee, L. (2007). Language and literacy assessment in preschool. In J. Paratore & R. McCormack (Eds.), Classroom literacy assessment: Making sense of what students know and can do (pp. 65–84). Guilford Press.

    Morrow, L. M., Burkuel, S. B., Mendelsohn, A. L., Healey, K. M., & Cates C. B. (2013). Learning through play. In D. R. Reutzel (Ed.), Handbook of research-based practice in early education (pp. 100–118). Guilford Press.

    Reutzel, D. R., & Jones, C. D. (2010). Assessing and creating effective preschool literacy classroom environments. In M. C. McKenna, S. Walpole, & K. Conradi (Eds.). Promoting early reading (pp. 175–198). Guilford Press.

    Reutzel, D. R., & Jones, C. D. ( 2013). Designing and managing effective early childhood classroom environments. In D. R. Reutzel (Ed.), Handbook of research-based practice in early education (pp. 81–99). Guilford Press.

    Roskos, K. A., Christie, J. F., Widman, S., & Holding, A. (2010). Three decades in: Priming for meta-analysis in play-literacy research. Journal of Early Childhood Literacy, 10(1), 55–96. https://doi.org/10.1177/1468798409357580

    Roskos, K. A., & Neuman, S. B. (2002). Environment and its influences for early literacy teaching and learning. In S. B. Neuman & D. K. Dickinson (Eds.), Handbook of early literacy research (pp. 281–292). Guilford Press.

    Roskos, K. A., & Neuman, S. B. (2011). The classroom environment: The first, last, and always. The Reading Teacher, 65, 110–114. https://doi.org/10.1002/TRTR.01021

    Saracho, O. N. (2004). Supporting literacy-related play: Roles for teachers of young children. Early Childhood Education Journal, 31(3), 201–206. https://doi-org.mutex.gmu.edu/10.1023/B:ECEJ.0000012138.07501.44

    Saracho, O. N., & Spodek, B. (2006). Young children’s literacy-related play. Early Child Development and Care, 176(7), 707–72. https://doi.org/10.1080/03004430500207021

    Sims Bishop, R. (1990). Mirrors, windows, and sliding glass doors. Perspectives: Choosing and Using Books for the Classroom, 1(3), ix–xi.

    Smith, M. W., Brady, J. P., & Anastasopoulous, L. (2008). Early language and literacy classroom observation: Pre-K tool. Paul H. Brookes Publishing.

    Souto-Manning, M., & Martell, J. (2016). Reading, writing, and talk: Inclusive teaching strategies for diverse learners, K-2. Teachers College Press.

    Weinstein, C. S. (1979). The physical environment of the school: A review of the research. Review of Educational Research, 49(4), 577–610. https://doi.org/10.3102/00346543049004577

    Wolfersberger, M. E., Reutzel, D. R., Sudweeks, R., & Fawson, P. C. (2004). Developing and validating the classroom literacy environment profile (CLEP): A tool for examining the “print richness” of early childhood and elementary classrooms. Journal of Literacy Research, 36(2), 211–272. https://doi.org/10.1207/s15548430jlr3602_4

    Image Credits

    Figure 5.1: Leslie La Croix and Kalyca Schultz. “Ecology of the Early Childhood Literacy Classroom.” CC BY-NC-SA 2.0.

    Figure 5.2: Leslie La Croix and Kalyca Schultz. “Constructivist Perspectives.” CC BY 2.0, derivative image using untitled image, (https://pxhere.com/en/photo/941148) by unknown author.

    Figure 5.3: Leslie La Croix. “Running Record of Prashant’s Naan (1)” CC BY 2.0.

    Figure 5.4 Leslie La Croix and Kalyca Schultz. “Sociocultural Perspectives.” CC-BY-NC 2.0, derivative image using “Preschool Girl and Boy,” (https://bit.ly/32F4Zgo) by Alliance for Excellent Education.

    Figure 5.5: Leslie La Croix. “Running Record of Prashant’s Naan (2).” CC BY 2.0.

    Figure 5.6: Leslie La Croix and Kalyca Schultz. “Ecological Perspectives.” CC BY 2.0, derivative image using 070608-F-5217S-001.JPG, (https://bit.ly/3gsZCZP) by U.S. Department of Defense.

    Figure 5.7: Leslie La Croix and Kalyca Schultz. “Developmental Theories. ” CC-BY-NC 2.0, derivative image using untitled image, (https://pxhere.com/en/photo/941148) by unknown author, and “Preschool Girl and Boy,” (https://bit.ly/3sJg3U4) by Alliance for Excellent Education, and 070608-F-5217S-001.JPG, (https://bit.ly/32F4HpO) by U.S. Department of Defense.

    Additional Images

    Image, Section 5.2: Longwood Universtiy. [Children and Early Educators Learning Together: Building Letters With Sticks] CC BY-NC-SA 2.0.

    Image, Section 5.2 & 5.4: Lucy La Croix. [Nest] CC BY 2.0.

    Image, Section 5.2b: Longwood University. [Child Tracing Stick Letters With a Paint Brush.] CC BY-NC-SA 2.0.

    Image, Section 5.3: Lucy La Croix. [Branch] CC BY 2.0.

    Image, Section 5.4: Longwood University. [Light Play] CC BY-NC-SA 2.0.

    Image, Section 5.4a: Longwood University. [Large Area With Storybook] CC BY-NC-SA 2.0.

    Image, Section 5.4b: Longwood University. [Child Extending Kitchen Play With Measuring Cups and Pans] CC BY-NC-SA 2.0.

    Image, Section 5.4c: Longwood University. [Writing on the Wall: Print Rich Environment] CC BY-NC-SA 2.0.

    Image, Section 5.4d: Longwood University. [Sharing a Writing Moment] CC BY-NC-SA 2.0.

    References for Chapter 6

    Beck, I. L., & Juel, C. (1995). The role of decoding in learning to read. American Educator, 19, 8-25.

    Chall, J. S. (1996). Stages of reading development (2nd ed.). Harcourt Brace College Publishers.

    Clay, M. M. (1991). Becoming literate: The construction of inner control. Heinemann.

    Copeland, S.R., & Keefe, E.B. (2007). Effective literacy instruction for students with moderate

    or severe disabilities. Paul. H. Brookes Publishing Co.

    Dehaene, S. (2009). Reading in the brain. Penguin Books.

    Duncan, G. J., Claessens, A., Huston, A. C., Pagani, L. S., Engel, M., Feinstein, L., Engel, M., Brooks-Gunn, J., Sexton, H., Duckworth, K., & Japel, C. (2007). School readiness and later achievement. Developmental Psychology, 43, 1428-1446. https://doi:10.1037/0012-1649.43.6.1428

    Geary, D. C. (1995). Reflections of evolution and culture in children’s cognition. American Psychologist, 50, 24–37.

    Goswami, U. (2002). Early phonological development and the acquisition of literacy. In. S.B. Neuman & D.K. Dickinson (Eds.), Handbook of early literacy research (pp. 111- 125). Guilford Press.

    Lonigan, C. J., Burgess, S. R., & Anthony, J. L. (2000). Development of emergent literacy and early reading skills in preschool children: Evidence from a latent-variable longitudinal study. Developmental Psychology, 36, 596–613.

    Nagy, W. (2009). Understanding words and word learning: Putting research on vocabulary into classroom practice. In S. Rosenfield & V. Berninger (Eds.), Implementing evidence-based academic interventions in school settings (pp. 479-500). Oxford University Press.

    National Center for Deaf Blindness. (2020). Shifting the perspective. Retrieved April 8, 2021 from http://literacy.nationaldb.org/index.php/welcome/

    Puranik, C.S., & Lonigan, C.J. (2014). Emergent writing in preschoolers: Preliminary evidence for a theoretical framework. Reading Research Quarterly, 49(4), 453–67.

    Scarborough, H. S. (2002). Connecting early language and literacy to later reading (dis)abilities: Evidence, theory, and practice. In. S.B. Neuman & D.K. Dickinson (Eds.), Handbook of early literacy research (pp. 97- 110). Guilford Press.

    Sénéchal, M., LeFevre, J., Smith-Chant, B. L., & Colton, K. V. (2001). On refining theoretical models of emergent literacy: The role of empirical evidence. Journal of School Psychology, 39, 439–460.

    Shanahan, T. (2006). Fluency in the context of literacy instruction. In T. Raskinski, C. Blachowicz & K. Lems (Eds.), Fluency instruction: Research-based best practices (pp. 21-38). Guilford Press.

    Snow, C. E. (1983). Literacy and language: Relationships during the preschool years. Harvard Educational Review, 53, 165–189.

    Snow, C. E. (1983). Literacy and language: Relationships during the preschool years. Harvard Educational Review, 53, 165–189

    Thong, R. (2015). Round is a tortilla. Chronicle Books.

    Virginia Board of Education. (2021). Virginia’s early learning & development standards (ELDS): Birth-five learning guidelines. https://www.doe.virginia.gov/early-childhood/curriculum/va-elds-birth-5.pdf

    Whitehurst, G. J., & Lonigan, C. J. (2002). Emergent literacy: Development from prereaders to readers. In S. Neuman & D. Dickinson, Handbook of early literacy research (pp. 11-29). Guilford Press.

    Wolf, M. (2007). Proust and the squid: The story and science of the reading brain.

    Image Credits

    Figure 8.1: Leslie La Croix and Kalyca Schultz. “Framework for Developing Emergent Literacy.” CC BY 2.0.

    Additional Images

    Image, Section 8.2a: Kalyca Schultz. “A Child’s Drawing With Captions Written By An Adult.” CC BY-NC 2.0, derivative image using untitled image, (https://pixabay.com/photos/sun-children-drawing-image-drawing-451441/) by joduma, Pixabay License.

    Image, Section 8.2c: U.S. Department of Education. “Teacher Reading With Child.” CC BY 2.0. (retrieved from https://bit.ly/3tHPtfH)

    Image, Section 8.3: Longwood University. [Teacher and Child Reading] CC BY-NC-SA 2.0.

    Image, Section 8.3b4: Longwood University. [Child Reading Morning Message] CC BY-NC-SA 2.0.

    Image, Section 8.3c: Longwood University. [Children Reading Together] CC BY-NC-SA 2.0.

    Image, Section 8.4a4: Longwood University. [Children Reading] CC BY-NC-SA 2.0.

    References for Chapters 9, 10

    Bialystok, E. (1992). Symbolic representation of letters and numbers. Cognitive Development, 7, 301–316.

    Bruyere, J., & Pendergrass, E. (2020). Are your students writing or authoring? Young author’s milieux. Early Childhood Education Journal, 48, 561–571. https://doi.org/10.1007/s10643-020-01027-7

    Burns, M. S., & Kidd, J. K. (2016). Play and early writing. In D. Couchenour & J. K. Chrisman (Eds.), Encyclopedia of contemporary early childhood education (pp. 1026–1028). SAGE. https://www.doi.org/10.4135/9781483340333.n305

    Burns, M. S., Kidd, J. K., & Genarro, T. (2010). Writing: Underutilized for young children with disabilities? In T. Scruggs & M. Mastropieri (Eds.), Advances in learning and behavioral disabilities: Literacy and learning (Vol. 23, pp. 175–204). Emerald Group.

    Byington, T. A., & Kim, Y. (2017). Promoting preschoolers’ emergent writing. YC Young Children, 72(5), 74–82. https://www.naeyc.org/resources/pubs/yc/nov2017/emergent-writing

    Crescenzi, L., Jewitt, C., & Price. S. (2014). The role of touch in preschool children’s play and learning using iPad versus paper interaction. Australian Journal of Language and Literacy, 37(2), 86–95.

    Eutsler, L., Miller, C., Stamm, B., & Kogut, A. (2020). The influence of mobile technologies on preschool and elementary children’s literacy achievement: A systematic review spanning 2007–2019. Educational Technology Research and Development, 68, 1739–1768. https://doi.org/10.1007/s11423-020-09786-1

    Gerde, H. K., Bingham, G. E., & Wasik, B. A. (2012). Writing in early childhood classrooms: Guidance for best practices. Early Childhood Education Journal, 40, 351–359. https://doi.or/10.1007/s10643-012-0531-z

    Goodman, K., & Goodman, Y. (1983). Reading and writing relationships: Pragmatic functions. Language Arts, 60(5), 590–599.

    Guerette, A. R. (2014). Compensatory access. In C. B. Allman & S. Lewis (Eds.), ECC essentials: Teaching the expanded core curriculum to students with visual impairments (pp. 61–108). AFB Press.

    Hanser, G. (2010). Emergent literacy for children with disabilities. American Occupational Therapy Association. https://www.aota.org/-/media/Corporate/Files/Practice/Children/emergent-literacy-for-children-with-disabilities.pdf

    Kidd, J. K., & Burns, M. S. (in press). Promoting writing with reading and learning. In S. B. Wepner & D. Quatroche (Eds.), The administration and supervision of reading programs (6th ed., pp. 382–406). Teachers College Press.

    Kidd, J. K., Burns, M. S., La Croix, L., & Cossa, N. L. (2014). Prekindergarten and kindergarten teachers in high poverty schools speak about young children’s authoring (and we need to listen). Literacy and Social Responsibility, 7(1), 50–71.

    Kidd, J. K., Burns, M. S., & Nasser, I. (2019). Promoting intentional teaching: The LEARN professional development model for early childhood educators. Paul H. Brookes Publishing.

    Kissel, B. ( 2018). Listen, ask, and study: Reimagining how we interpret prekindergarten writing. Language Arts, 95(4), 242–247.

    Kissel, B., Hansen, J., Tower, H., & Lawrence, J. (2011). The influential interactions of prekindergarten writers. Journal of Early Childhood Literacy, 11(4), 425–452. https://doi.org/10.1177/1468798411416580

    Kissel, B. T., & Miller, E. T. (2015). Reclaiming power in the writers’ workshop: Defending curricula, countering narratives, and changing identities in prekindergarten classrooms. The Reading Teacher, 69(1), 77–86. https://doi.org/10.1002/trtr.1379

    Linder, T. (2008). Transdisciplinary play-based assessment (2nd ed.). Paul H. Brookes Publishing.

    National Early Literacy Panel (NELP). (2008). Developing early literacy: Report of the National Early Literacy Panel. https://lincs.ed.gov/publications/pdf/NELPReport09.pdf

    Pelatti, C. Y., Piasta, S. B., Justice, L. M., & O’Connell, A. (2014). Language- and literacy-learning opportunities in early childhood classrooms: Children’s typical experiences and within class variability. Early Childhood Research Quarterly, 29, 445–456. https://doi.org/10.1016/j.ecresq.2014.05.004

    Puranik, C. S., & C. J. Lonigan. (2014). Emergent writing in preschoolers: Preliminary evidence for a theoretical framework. Reading Research Quarterly, 49(4), 453–67. https://doi.org/10.1002/rrq.79

    Rowe, D. W., & Wilson, S. (2015). The development of a descriptive measure of early childhood writing: Results from the Write Start! Writing Assessment. Journal of Literacy Research, 47(2), 245–292. https://doi.org/10.1177/1086296X15619723

    Soltero-Gonzalez, L., & Butvilofsky, S. (2020). Emergent sound-letter correspondence in the early bilterate writing development of simultaneous bilingual children. Journal of Research in Childhood Education, 34(3), 346–366. https://doi.org/10.1080/02568543.2019.1703123

    Sulzby, E., & Teale, W. H. (1985). Writing development in early childhood. Educational Horizons, 64(1), 8–12. https://www.jstor.org/stable/42925853

    Virginia Board of Education. (2021). Virginia’s early learning & development standards (ELDS): Birth-five learning guidelines. https://www.doe.virginia.gov/early-childhood/curriculum/va-elds-birth-5.pdf

    Werfel, K. L. (2017). Emergent literacy skills in preschool children with hearing loss who use spoken language: Initial findings from the early language and literacy acquisition (ELLA) study. Language, Speech, and Hearing Services in Schools, 48, 249–259. https://doi.org/10.1044/2017_LSHSS-17-0023

    Image Credits

    Figure 9.1: Kalyca Schultz and Leslie LaCroix. “Framework for Developing Emergent Literacy.” CC BY 2.0

    Figure 9.2: Julie Kidd. “Scribbles, Letter-Like Symbols, and Letter Formations.” CC BY 2.0.

    Figure 9.3: Julie Kidd. “Letter-Sound Correspondence.” CC BY 2.0.

    Additional Images

    Image, Section 9.2: Lucy La Croix. [Nest] CC BY 2.0.

    Image, Section 9.3: Lucy La Croix. [Bird] CC BY 2.0.

    Image, Section 9.3c: Longwood University. [Child Using Writing Tools] CC BY-NC-SA 2.0.

    Image, Section 9.4: Lucy La Croix. [Branch] CC BY 2.0.

    References for Chapter 12

    Black, P., & William, D. (2010). Inside the black box: Raising standards through classroom assessment. Phi Delta Kappan, 92(1), 81–90. https://doi.org/10.1177/ 003172171009200119.

    Brassard, M. R., & Boehm, A. E. (2007). Preschool assessment: Principles and practices. Guilford Press.

    Brown, J., & Rolfe, S. A. (2005). Use of child development assessment in early childhood education: Early childhood practitioner and student attitudes toward formal and informal testing. Early Child Development and Care, 175(3), 193–202. https://doi.org/10.1080/0300443042000266240

    Coyne, D. M., & Harn, A. B. (2006). Promoting beginning reading success through meaningful assessment of early literacy skills. Psychology in the Schools, 43(1), 33–43. https://doi.org/10.1002/pits.20127

    Epstein, A. S., Schweinhart, L. J., DeBruin-Parecki, A., & Robin, K. B. (2004). Preschool assessment: A guide to developing a balanced approach. National Institute for Early Education Research; High/Scope Educational Research Foundation.

    Gilliam, W. S., & Frede, E. (2015). Accountability and program evaluation in early education. In R. C. Pianta, W. S. Barnett, S. M. Sheridan, & L. M. Justice (Eds.), Handbook of early childhood education (pp.73–91). Guilford Publications.

    Ivernizzi, M., Landrum, J. T., Teichman, A., & Townsend, M. (2010). Increased implementation of emergent literacy screening in pre-kindergarten. Early Childhood Education, 37, 437–446. https://doi.org/10.1007/s10643-009-0371-7

    Kidd, J. K., Burns, M. S., & Ilham, N. (2019). Promoting intentional teaching: The learn professional development model for early childhood educators. Paul H. Brookes Publishing.

    Linder, T. (2008). Transdisciplinary play-based assessment (2nd ed.). Paul H. Brookes Publishing.

    Lonigan, C. J. (2006). Development, assessment, and promotion of preliteracy skill. Early Education and Development, 17(1), 91–114. https://doi.org/10.1207/s15566935eed1701_5

    McLean, M., Banerjee, R., Squires, J., & Hebbeler, K. (2020). Assessment: Recommended practices for young children and families. Division for Early Childhood of the Council for Exceptional Children.

    Mindes, G., & Jung, L. A. (2018). Assessing young children. Pearson Education.

    National Association for the Education of Young Children & National Association of Early Childhood Specialists in State Departments of Education. (2003). Early childhood curriculum, assessment, and program evaluation: Building an effective, accountable system in programs for children birth through age 8. https://www.naeyc.org/sites/default/files/globally-shared/downloads/PDFs/resources/position-statements/pscape.pdf

    National Research Council. (1998). Preventing reading difficulties in young children. (C.E. Snow, M.S. Burns, & P. Griffin, Eds.). National Academy Press.

    National Research Council. (2008). Early childhood assessment: Why, what, and how (C. E. Snow & S. B. Van Hemel, Eds.). The National Academies Press.

    Navarrete, C., Wilde, J., Nelson, C., Martinez, R., & Hargett, G. (1990). Informal assessment in educational evaluation: Implications for bilingual education programs. National Clearinghouse for Bilingual Education.

    Ohio Department of Education. (2010). Catalog of screening and assessment instruments for young children birth through age 5 (2nd ed.). https://www.escneo.org/Downloads/Catalog_Screen_assessment2.pdf

    Piker, R. A., & Jewkes, A. M. (2013). Assessing young children’s learning. In R. Reutzel (Ed.), Handbook of research-based practice in early education (pp. 250–271). Guilford Press.

    Popham, J. W. (2011). Assessment literacy overlooked: A teacher educator’s confession. The Teacher Educator, 46, 265-273. https://doi.org/10.1080/08878730.2011.605048

    Rosko, K. (2004). Early literacy assessment-Thoughtful, sensible, and good. The Reading Teacher, 58(1), 91–94.

    Shepard, K., Kagan, S. L., & Wurtz K. E. (1998). Principles and recommendations for early childhood assessments. National Education Goals Panel.

    Simon, L. V., Hashmi, M. F., & Bragg, B. N. (2021). APGAR score. StatPearls Publishing LLC. https://www.ncbi.nlm.nih.gov/books/NBK470569/

    Virginia Department of Education. (2021). Virginia’s early learning & development standards (ELDS): Birth-five learning guidelines. https://www.doe.virginia.gov/early-childhood/curriculum/va-elds-birth-5.pdf

    Children’s Literature Referenced

    Lin, G. (2001). Dim Sum for everyone! Random House Children’s Books.

    Martin, B., Archambault, J., & Charles, R. (1989). Chicka chicka boom boom. Little Simon.

    Assessment References

    Bricker, D., Capt, B., & Pretti-Frontczak, K. (2002). Assessment, evaluation, and programming system for infants and children (2nd ed.). Paul H. Brookes Publishing.

    Brigance, A. H. (2004). Brigance diagnostic inventory of early development (3rd ed.). Curriculum Associate.

    Invernizzi, M., Sullivan, A., Swank, L., & Meier, J. (2004). PALS pre-K: Phonological awareness literacy screening for preschoolers (2nd ed.). University Printing Services.

    Linder, T. (2008). Transdisciplinary play-based assessment (2nd ed.). Brookes Publishing.

    Mardell, C., & Goldenberg, D. S. (2011). Developmental indicators for the assessment of learning (4th ed.). Pearson Assessment.

    Newborg, J. (200.). The Battelle developmental inventory (3rd ed.). Riverside Insights.

    Squires, J., & Bricker, D. (2009). ASQ-3: Ages & stages questionnaires (3rd ed.). Paul H. Brookes Publishing.

    Teaching Strategies (2011). Teaching Strategies GOLD: Assessment system.

    https://teachingstrategies.com/wp-content/uploads/2017/03/GOLD-Tech-Summary-8-18-2011.pdf

    Image Credits

    Figure 6.1: Leslie La Croix and Kalyca Schultz. “Connection Between Assessment.” CC BY 2.0.

    Figure 6.2: Leslie La Croix and Kalyca Schultz. “Screening and Readiness.” CC BY 2.0.

    Figure 6.3: Leslie La Croix and Kalyca Schultz. “Diagnostic.” CC BY 2.0.

    Figure 6.4: Leslie La Croix and Kalyca Schultz. “Progress Monitoring.” CC BY 2.0.

    Figure 6.5: Leslie La Croix. “Example of an Anecdotal Note.” CC BY 2.0.

    Figure 6.6: Leslie La Croix. “Example of a Running Record.” CC BY 2.0.

    Figure 6.7: Leslie La Croix and Kalyca Schultz. “Observational Checklist.” CC BY 2.0.

    Figure 6.8: Leslie La Croix. “Event Sampling.” CC BY 2.0.

    Figure 6.9: Leslie La Croix. “Time Sampling.” CC BY 2.0.

    Additional Images

    Image, Section 6.2: Longwood University. [Educator Analyzing Assessment Data] CC BY-NC-SA 2.0.

    Image, Section 6.2: Lucy La Croix. [Bird] CC BY 2.0.

    Image, Section 6.3 & 6.4: Lucy La Croix. [Branch] CC BY 2.0.

    Image, Section 6.3b2: Longwood University. [Educator Engaged in Observation] CC BY-NC-SA 2.0.

    Image, Section 6.3c: Longwood University. [Formative Assessment Practices: Informing Instructional Supports] CC BY-NC-SA 2.0.

    Image, Section 6.4b: emdot. “Commuting Through Bike Town.” CC BY 2.0. (Retrieved from https://www.flickr.com/photos/emdot/15089676/in/photostream/)

    Image, Section 6.4h: Longwood University. [Child Building With Tower Image Plans] CC BY-NC-SA 2.0.

    Image, Section 6.4i1: Longwood University. [Documentation Panel Capturing Children’s Experiences Wheel Painting] CC BY-NC-SA 2.0.

    References for Chapter 13

    Beaver, J., & Carter, M. (2019). Developmental reading assessment (3rd ed.). Pearson.

    Commonwealth of Virginia Board of Education (VBOE). (2017). English standards of learning for Virginia Public Schools. https://www.doe.virginia.gov/testing/sol/standards_docs/english/index.shtml

    Foorman, B., Beyler, N., Borradaile, K., Coyne, M., Denton, C. A., Dimino, J., Furgeson, J., Hayes, L., Henke, J., Justice, L., Keating, B., Lewis, W., Sattar, S., Streke, A., Wagner, R., & Wissel, S. (2016). Foundational skills to support reading for understanding in kindergarten through 3rd grade (NCEE 2016-4008). National Center for Education Evaluation and Regional Assistance (NCEE), Institute of Education Sciences, U.S. Department of Education. http://whatworks.ed.gov

    Graham, S., Bollinger, A., Booth Olson, C., D’Aoust, C., MacArthur, C., McCutchen, D., & Olinghouse, N. (2018). Teaching elementary school students to be effective writers: A practice guide (NCEE 2012- 4058). National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. https://ies.ed.gov/ncee/wwc/Docs/PracticeGuide/WWC_Elem_Writing_PG_Dec182018.pdf

    Invernizzi, M., Sullivan, A., Swank, L., & Meier, J. (2004). PALS pre-K: Phonological awareness literacy screening for preschoolers (2nd ed.). University Printing Services.

    Kidd, J. K., Burns, M. S., La Croix, L., & Cossa, N. L. (2014). Prekindergarten and kindergarten teachers in high poverty schools speak about young children’s authoring (and we need to listen). Literacy and Social Responsibility, 7(1), 50-71.

    National Early Literacy Panel (NELP). (2008). Developing early literacy: Report of the National Early Literacy Panel. https://lincs.ed.gov/publications/pdf/NELPReport09.pdf

    Beaver, J., & Carter, M. (2019). Developmental reading assessment (3rd ed.). Pearson.

    Image Credits

    Figure 10.1: Julie Kidd. “Example From a Developing Writer.” CC BY 2.0.

    Figure 10.2: Julie Kidd. “Today is a Hot Day.” CC BY 2.0.

    Additional Images

    Image, Section 10.2: The New School AR. “DSC_0026.” CC BY-NC-SA 2.0. (Retrieved from https://bit.ly/3u4pmja)

    Image, Section 10.2: Lucy La Croix. [Nest] CC BY 2.0.

    Image, Section 10.3: Lucy La Croix. [Bird] CC BY 2.0.

    Image, Section 10.3b: Kathy Cassidy. “Reading to the Kindergarten Students.” CC BY-NC-SA 2.0. (Retrieved from https://bit.ly/3xBhMyq)

    Image, Section 10.4: Lucy La Croix. [Branch] CC BY 2.0.

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