References

Chapter 1

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Chapter 2

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Chapter 3

Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Harvard University Press.

Bronfenbrenner, U., & Morris, P. A. (2006). The bioecological model of human development. In R. M. Lerner & W. Damon (Eds.), Handbook of child psychology: Theoretical models of human development (pp. 793–828). John Wiley & Sons Inc.

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Chapter 4

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Garrett-Peters, P. T., Mokrova, I., Vernon-Feagans, L., Willoughby, M., Pan, Y., & Family Life Project Key Investigators (2016). The role of household chaos in understanding relations between early poverty and children’s academic achievement. Early Childhood Research Quarterly, 37, 16–25. https://doi.org/10.1016/j.ecresq.2016.02.004

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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

Hammer, C. S., Hoff, E., Uchikoshi, Y., Gillanders, C., Castro, D., & Sandilos, L. E. (2014). The language and literacy development of young dual language learners: A critical review. Early Childhood Research Quarterly, 29(4), 715–733. https://doi.org/10.1016/j.ecresq.2014.05.008

Hirsh-Pasek, K., Adamson, L. B., Bakeman, R., Owen, M. T., Golinkoff, R. M., Pace, A.,Yust, P.K.S., & Suma, K. (2015). The contribution of early communication quality to low-income children’s language success. Psychological Science, 26, 1071–1083.

Hoff, E. (2013). Interpreting the early language trajectories of children from low-SES and language minority homes: Implications for closing achievement gaps. Developmental Psychology, 49(1), 4–14.

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Lehne, M., Engel, P., Rohrmeier, M., Menninghaus, W., Jacobs, A. M., and Koelsch, S. (2015). Reading a suspenseful literary text activates brain areas related to social cognition and predictive inference. PLoS One, 10(5), 10:e0124550. https://doi:10.1371/journal.pone.0124550

Manz, P., Hughes, C., Barnabas, E., Bracaliello, C., & Ginsburg-Block, M. (2010). A descriptive review and meta-analysis of family-based emergent literacy interventions: To what extent is the research applicable to low-income, ethnic-minority or linguistically-diverse young children? Early Childhood Research Quarterly, 25, 409–431. https://doi:10.1016/j.ecresq.2010.03.002

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

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Myrtil, M. J., Justice, L. M., & Jiang, H. (2019). Home-literacy environment of low-income rural families: Association with child- and caregiver-level characteristics. Journal of Applied Developmental Psychology, 60, 1–10.

Raviv, T., Kessenich, M., & Morrison, F. (2004). A mediational model of the association between socioeconomic status and three-year-old language abilities: The role of parenting factors. Early Childhood Research Quarterly, 19. 528–547. https://doi: 10.1016/j.ecresq.2004.10.007

Rivalland, J. (2004). Oral language development and access to school discourses. Australian Journal of Language and Literacy, 27(2),142–158.

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Saracho, O. (2017) Literacy and language: new developments in research, theory, and practice, Early Child Development and Care, 187(3-4), 299–304. https://doi:10.1080/03004430.2017.1282235

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Waldrep, D. (2005). Ecological influences of the home and the child-care center on preschool-age children’s literacy development. Childhood Education, 82(1), 56.

Wasik, B. H. (2012). Handbook of family literacy (2nd ed.). Routledge.

Wells, (1985). Preschool literacy related activities and success in school. In D. Olsen, N.Torrence, & A. Hillyard (Eds.), Literacy, Language and Learning. Cambridge University Press, (pp. 229–255).

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Whitehurst, G. J., Falco, F. L., Lonigan, C. J., Fischel, J. E., DeBaryshe, B. D., Valdez-Menchaca, M. C., & Caulfield, M. (1988). Accelerating language development through picture book reading. Development Psychology, 24(4), 552–559. https://doi: 10.1037/0012-1649.24.4.552

Chapter 5

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

Chapter 6

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

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/

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

Chapter 7

American Speech, Language and Hearing Association (n.d.). Acquiring English as a second language: What’s normal and what’s not.    https://www.asha.org/public/speech/development/easl/

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.edu/files/resources/reports-and-policy-briefs/FPG_CECER-DLL_ResearchInformingPolicyPaper.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.

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Chapter 10

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Massachusetts Curriculum Frameworks (2017). English Language Arts and Literacy Standards. https://www.doe.mass.edu/frameworks/ela/2017-06.pdf

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.

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