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SELECTED READINGS FOR STAGE 0 : PRE-READING

Typically between birth to 6 years old

Stage Description: in Stage 0, the child pretends to read, gradually develops the skills to retells stories when looking at pages of books previously read to him/her. The child gains the ability to name letters of the alphabet, prints own name and plays with books, pencils and paper. By six years old, the child can understand thousands of words but can read few (if any). In this stage, adults are encouraged to scaffold child’s language attempts through parallel talk, expanding on verbalisations and recasting child’s verbalisations. Adults are encouraging children to use of two to three word combinations within social contexts, and adults should implement dialogic reading or effective shared reading for young children ages 2 to 5 years. Any instruction (phonics, vocabulary) should be linked to the book reading, and such books should include rhyme, alliteration, and repetitive phrases. In one’s environment, adults should verbally label objects with which children are involved and encourage children to ask questions and elaborate on observations. (See Stages of Development essay for more information.)

GENERAL

Adams, M. J. (1990). Beginning to read: Thinking and learning about print. Cambridge, MA: Harvard University Press.

Appleyard, J. (1991). Becoming a reader: the experience of fiction from childhood to adulthood. Cambridge: Cambridge University Press.

Bennett-Armistead, V. S., Duke, N. K., & Moses, A. M. (2013). Beyond bedtime stories: a parent’s guide to promoting reading, writing and other literacy skills from birth to 5 (2nd Ed.). New York: Scholastic.

Bennett-Armistead, V. S., Duke, N. K., & Moses, A. M. (2005). Literacy and the youngest learner: best practices for educators of children from birth to 5. New York: Scholastic.

Clay, M. M. (2013). An observation survey of early literacy achievement (3rd edition). Portsmouth, NH: Heinemann.

Eunice Kennedy Shriver National Institute of Child Health and Human Development, NIH, DHHS. (2010). Developing Early Literacy: Report of the National Early Literacy Panel. Washington, DC: U.S. Government Printing Office.

Gee, J. P. (2001). A Sociocultural Perspective on Early Literacy Development. In Handbook of early literacy research (pp. 30–42).

Justice, L. M., Mashburn, A., Hamre, B., & Pianta, R. (2008). Quality of Language and Literacy Instruction in Preschool Classrooms Serving At-Risk Pupils. Early Childhood Research Quarterly, 23(1), 51–68. doi:10.1016/j.ecresq.2007.09.004

McGee, L. M. (2007). Transforming literacy practices in preschool. New York: Scholastic Press.

McGee, L. M. & Morrow, L. M. (2005) Teaching literacy in kindergarten. New York: Guilford Press.

McGee, L. M. & Richgels, D. J. (2014). Designing early literacy progress: differentiated instruction in preschools and kindergarten. 2nd Edition. New York: Guilford Press.

McKenna, M. C., Walpole, S., & Conradi, K. (2010). Promoting early reading: research, resources and best practices. New York: Guilford Press.

Pinnell, G. S., & Fountas, I. C. (2011). Literacy Beginnings: A Prekindergarten Handbook. Portsmouth: Heinemann.

Robinson, K. H., & Jones-Diaz, C. (2006). Diversity and difference in early childhood education: Issues for theory and practice. Maidenhead: Open University Press.

Roskos, K. A., Christie, J. F., & Richgels, D. J. (2003). The Essentials of of Early Literacy Instruction. Young Children, (March), 52–60.

Roskos, K. A., Strickland, D., Haase, J., & Malik, S. (2009). First Principles for Early Grades Reading Programs in Developing Countries.

Shanahan, T. & Lonigan, C. (2013). Early Childhood Literacy: The National Early Literacy Panel and Beyond. Baltimore: Paul H. Brookes Publishing.

Snow, C. (2004). What counts as literacy in early childhood? In K. McCartney & D. Phillips (Eds.), Handbook of early child development. Oxford, UK: Blackwell Publishers.

Wilcox, M. J., Gray, S. I., Guimond, A. B., & Lafferty, A. E. (2011). Efficacy of the TELL language and literacy curriculum for preschoolers with developmental speech and/or language impairment. Early Childhood Research Quarterly, 26(3), 278–294. doi:10.1016/j.ecresq.2010.12.003

Williams, G. (1998). Children entering literate worlds: perspectives from the study of textual practices. In F. Christie & R. Misson (Eds.), Literacy and schooling (pp. 18 – 46). London: Routledge.

Williams, G. (1999). The pedagogic device and the production of pedagogic discourse: a case example in early literacy education. In F. Christie (Ed.), Pedagogy and the shaping of consciousness (pp. 88–122). London: Continuum.

ENVIRONMENTS

Cairney, T. H. (2003). Literacy within Family Life. In N. Hall, J. Larson, & J. Marsh (Eds.), Handbook of early childhood literacy (pp. 85–98). Thousand Oaks, CA: SAGE Publications.

Davidse, N. J., de Jong, M. T., Bus, A. G., Huijbregts, S. C. J., & Swaab, H. (2011). Cognitive and environmental predictors of early literacy skills. Reading and Writing, 24(4), 395–412. doi:10.1007/s11145-010-9233-3

Harms, T., Clifford, R. M., & Cryer, D. (2005). Early Childhood Environmental Rating Scale: Revised edition. New York: Teachers College Press.

La Paro, K. M., Pianta, R. C., & Stuhlman, M. (2004). The Classroom Assessment Scoring System: Findings from the prekindergarten year. The Elementary School Journal, 104, 409–426

Morrow, L. M. (1990). Preparing the classroom environment to promote literacy during play. Early Childhood Research Quarterly, 5(4), 537-554.

Neuman, S. B., Koh, S., & Dwyer, J. (2008). CHELLO: The Child/Home Environmental Language and Literacy Observation. Early Childhood Research Quarterly, 23(2), 159–172. doi:10.1016/j.ecresq.2007.11.001

Senechal, M. (2006). Testing the Home Literacy Model: Parent Involvement in Kindergarten Is Differentially Related to Grade 4 Reading Comprehension, Fluency, Spelling, and Reading for Pleasure. Scientific Studies of Reading, 10(1), 59–87. doi:10.1207/s1532799xssr1001_4

Wolfersberger, M., Reutzel, D. R., Sudweeks, R., & Fawson, P. (2004). Developing and validating the Classroom Literacy Environmental Profile (CLEP): a tool for examining the “print richness” of early childhood and elementary classrooms. Journal of Literacy Research, 36(2), 211–272. doi:10.1207/s15548430jlr3602_4

MOTIVATION

Marinak, B. A., Malloy, J. B., Gambrell, L. B, & Mazzoni, S. A. (2015). Me and my reading profile: a tool for early reading motivation. In The Reading Teacher, 69(1), 51-62.

McKenna, M. (2001). Development of reading attitudes. In L. Verhoeven & C. Snow (Eds.), Literacy and motivation: reading engagement in individuals and groups (pp. 135–158). Mahwah, NJ: Lawrence Erlbaum Associates.

Moyal-Sharrock, D. (2010). Coming to language: Wittgenstein’s social “theory” of language acquisition. In SOL Conference 6-8 May 2010. Bucharest.

ORAL LANGUAGE

Bowyer-Crane, C., Snowling, M. J., Duff, F. J., Fieldsend, E., Carroll, J. M., Miles, J., … Hulme, C. (2008). Improving early language and literacy skills: differential effects of an oral language versus a phonology with reading intervention. Journal of Child Psychology and Psychiatry, and Allied Disciplines, 49(4), 422–32. doi:10.1111/j.1469-7610.2007.01849.x

Brandone, A. C., Salkind, S. J., Golinkoff, R. M., & Hirsh-Pasek, K. (2006). Language development. In G. G. Bear & K. M. Minke (Eds.), Children’s needs III: development, prevention, and intervention. (pp. 499–514). Washington D.C.: National Association of School Psychologists.

Fricke, S., Bowyer-Crane, C., Haley, A. J., Hulme, C., & Snowling, M. J. (2013). Efficacy of language intervention in the early years. Journal of Child Psychology and Psychiatry, and Allied Disciplines, 54(3), 280–90. doi:10.1111/jcpp.12010

Gilkerson, J., & Richards, J. A. (2009). The power of talk: impact of adult talk, conversational turns and TV during the critical 0-4 years of child development (2nd edition) (2nd ed.).

Hart, B., & Risley, T. R. (1995). Meaningful differences in the everyday experience of young American children. Baltimore: Paul H. Brookes Publishing Company.

Lust, B. (2006). Child language: acquisition and growth. Cambridge: Cambridge University Press.

Kuhl, P. K. (2004). Early language acquisition: cracking the speech code. Nature Reviews. Neuroscience, 5(11), 831–43. doi:10.1038/nrn1533

McGinty, A. S. & Justice, L. M. (2010). Language facilitation in the preschool classroom: rationale, goals and strategies. In M.C. McKenna, S. Walpole, & K. Conradi (Eds) Promoting early reading: research, resources and best practices. New York: Guilford Press.

Painter, C. (1999). Preparing for school: developing a semantic style for educational knowledge. In F. Christie (Ed.), Pedagogy and the shaping of consciousness (pp. 66 – 87). London: Cassell.

Painter, C. (2003). Developing attitude: An ontogenetic perspective on appraisal. Text - the Hague Then Amsterdam Then Berlin, 23(2), 183 – 210.

Scull, J., & Bremner, P. (2013). From conversation to oral composition Supporting Indigenous students ’ language for literacy. BABEL, 48(1), 20–29.

Shanahan, T. & Lonigan, C. (n.d.) The Role of Early Oral Language in Literacy Development. In Language Magazine, retrieved on 3 May 2015 from http://languagemagazine.com/?page_id=5100.

Tomasello, M. (2000a). First steps toward a usage-based theory of language acquisition. Cognitive Linguistics, 11(1/2), 61–82.

Tomasello, M. (2000b). The item-based nature of children’s early syntactic development. Trends in Cognitive Sciences, 4(4), 153 – 163.

Wells, G. (2003). Children talk their way into literacy. In J. R. Garcia (Ed.), Ensenar a escribir sin prisas … pero con sentido. Sevilla: Publicaciones M.C.E.P.

Wells, G. (2009). The meaning makers: Learning to talk and talking to learn (2nd Edition). Bristol, UK: Multilingual Matters.

VOCABULARY DEVELOPMENT

Fernald, A., Marchman, V. A., & Weisleder, A. (2013). SES differences in language processing skill and vocabulary are evident at 18 months. Developmental Science, 16(2), 234–48. doi:10.1111/desc.12019

Hart, B., & Risley, T. R. (1995). Meaningful differences in the everyday experience of young American children. Baltimore: Paul H. Brookes Publishing Company.

McKeown, M. G, Beck, I. L., & Sandora, C. (2012). Direct and rich vocabulary instruction needs to start early. In E. J. Kame’enui & J. F. Baumann, Vocabulary instruction: research to practice (2nd edition). New York: Guilford Press.

Schwanenflugel, P. J., Hamilton, C. E., Bradley, B. A., Ruston, H. P., Neuharth-Pritchett, S., & Restrepo, M. A. (2005). Classroom Practices for Vocabulary Enhancement in Prekindergarten: Lessons From PAVEd for Success. In E. H. Hiebert & M. L. Kamil (Eds), Teaching and learning vocabulary: bringing research to practice (pp. 155 - 178). Mahwah, NJ: Lawrence Erlbaum Associates.

Stahl, K. A. & Stahl, S. A. (2012). Young word wizards!: fostering vocabulary development in preschool and primary education. In E. J. Kame’enui & J. F. Baumann, Vocabulary instruction: research to practice (2nd edition). New York: Guilford Press.

READ ALOUDS AND EARLY COMPREHENSION

Bus, A. G. (2001). Parent-child book reading through the lens of attachment theory. In L. Verhoeven & Snow (Eds.), Literacy and motivation: reading engagement in individuals and groups (pp. 39–54). Mahwah, NJ: Lawrence Erlbaum Associates.

Coyne, M. D., Capozzoli-Oldham, A. & Simmons, D. C. (2012). Vocabulary instruction for young children at risk of reading difficulties: teaching word meanings during shared storybook readings. In E. J. Kame’enui & J. F. Baumann, Vocabulary instruction: research to practice (2nd edition). New York: Guilford Press.

Ezell, H. K. & Justice, L. M. (2005) Shared storybook reading: building young children’s language and emergent literacy skills. Baltimore: Brookes.

Justice, L. (2013). Promoting Young Children’s Knowledge about Print: Designing Systematic Early Literacy Interventions. Presented to the University of Washington College of Education. Retrieved on 4 May 2015 from https://youtu.be/jROaG8NtusA

Justice, L. M., Pence, K. L., Beckman, A. R., Skibbe, L. E. & Wiggins, A. K. (2005). Scaffolding with storybooks: a guide for enhancing young children’s language and literacy achievement. Newark, DE: International Reading Association.

Morrow, L. M., Freitag, E. & Gambrell, L. B. (2009) Using children’s literature in preschool to develop comprehension: understanding and enjoying books (2nd edition). Newark, DE: International Reading Association.

Opel, A., Ameer, S. S., & Aboud, F. E. (2009). The effect of preschool dialogic reading on vocabulary among rural Bangladeshi children. International Journal of Educational Research, 48(1), 12–20. doi:10.1016/j.ijer.2009.02.008

Robbins, C., & Ehri, L. C. (1994). Reading storybooks to kindergartners helps them learn new vocabulary words. Journal of Educational Psychology, 86(1), 54–64. doi:10.1037/0022-0663.86.1.54

Sénéchal, M. (1997). The differential effect of storybook reading on preschoolers’ acquisition of expressive and receptive vocabulary. Journal of Child Language, 24(1), 123–138. doi:10.1017/S0305000996003005

Shanahan, T., Collision, K., Carriere, C., Duke, N. K., Pearson, P. D., Schatschneider, C., & Torgesen, J. (2010). Improving reading comprehension in kindergarten through 3rd grade: A practice guide (NCEE 2010-4038). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Retrieved from whatworks.ed.gov/publications/practiceguides.

Zucker, T. A. & Landry, S. H. (2010). Improving the quality of preschool read-alouds: professional development and coaching that targets book-reading practices. In M.C. McKenna, S. Walpole, & K. Conradi (Eds) Promoting early reading: research, resources and best practices. New York: Guilford Press.

PHONOLOGICAL AND PHONEMIC AWARENESS

Adams, M. J., Foorman, B. R., Lunberg, I., & Beeler, T. (1988). Phonemic awareness in young children: a classroom curriculum. Baltimore: Paul H. Brookes Publishing Company.

Brummitt-Yale, J. (n.d.) Phonemic Awareness vs. Phonological Awareness. Retrieved on 25 April 2015 from K12 Reader: http://www.k12reader.com/phonemic-awareness-vs-phonological-awareness/

McGee, L. M, & Dail, A. R. (2010). Phonemic awareness instruction in preschool: research implications and lessons learned from Early Reading First. In M.C. McKenna, S. Walpole, & K. Conradi (Eds) Promoting early reading: research, resources and best practices. New York: Guilford Press.

See the Phonological and Phonemic Awareness Reading List for more recommendations ...

ALPHABETIC KNOWLEDGE

McKay, R. & Teale, W. H. (2015). No more teaching a letter a week. Portsmouth, NH: Heinemann.

Piasta, S. B., & Wagner, R. K. (2010). Developing early literacy skills: A meta‐analysis of alphabet learning and instruction. Reading Research Quarterly, 45(1), 8-38.

CONCEPT OF WORD / CONCEPT OF PRINT

Blackwell-Bullock, R., Invernizzi, M., Drake, E. A., & Howell, J. L. (2009). Concept of Word in text: an integral literacy skill. Reading In Virginia, 31, 30–35.

Flanigan, K. (2007). A concept of word in text: A pivotal event in early reading acquisition. Journal of Literacy Research, 39(1), 37–70. doi:10.1080/10862960709336757

Justice, L. (2013). Promoting Young Children’s Knowledge about Print: Designing Systematic Early Literacy Interventions. Presented to the University of Washington College of Education. Retrieved on 4 May 2015 from https://youtu.be/jROaG8NtusA

Morris, D. (1993). The Relationship Between Children’s Concept of Word in Text and Phoneme Awareness in Learning to Read: A Longitudinal Study. Research in the Teaching of English, 27(2), 133–154.

EMERGENT WRITING

Christ, T., Wang, X. C., & Chiu, M. M. (2011). Using story dictation to support young children’s vocabulary development: Outcomes and process. Early Childhood Research Quarterly, 26(1), 30–41.

Graham, S., Bollinger, A., Booth Olson, C., D’Aoust, C., MacArthur, C., Mccutcheon, D., & Olinghouse, N. (2012). Teaching elementary school students to be effective writers: A practice guide (NCEE 2012- 4058). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Retrieved from http://ies.ed.gov/ncee/ wwc/publications_reviews.aspx#pubsearch.

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.

McCarrier, A., Pinnell, G. S., & Fountas, I. C. (2000). Interactive Writing: How Language & Literacy Come Together, K-2. Portsmouth: Heinemann.

Pole, K. (2015). “Why downs you riot back to me?” Family letter writing in kindergarten. In The Reading Teacher, 69(1), 119-128.

Puranik, C. S., & Lonigan, C. J. (2014). Emergent Writing in Preschoolers: Preliminary Evidence for a Theoretical Framework. Reading Research Quarterly, 49(4), 453–467. doi:10.1002/rrq.79

Skibbe, L. E., Bindman, S. W., Hindman, A. H., Aram, D., & Morrison, F. J. (2013). Longitudinal Relations Between Parental Writing Support and Preschoolers’ Language and Literacy Skills. Reading research quarterly, 48(4), 387-401.