Sources of Information About Everyday Early Literacy Activities

Journal Articles

Anderson, A. B., Teale, W. H., & Estrada, E. (1980). Low-income children's preschool literacy experiences: Some naturalistic observations. Quarterly Newsletter of the Laboratory of Comparative Human Cognition, 2, 59-65.

Anderson, J. (1995). How parents' perceptions of literacy acquisition relate to their children's emerging literacy knowledge. Reading Horizon, 35, 209-228.

Baker, L., & Scher, D. (2002). Beginning readers' motivation for reading in relation to parental beliefs and home reading experiences. Reading Psychology, 23, 239-269.

Baker, L., Sonnenschein, S., Serpell, R., Scher, D., Fernandez-Fein, S., Munsterman, K., Hill, S., Goddard-Truitt, V., & Danesco, E. (1996). Early literacy at home: Children's experiences and parents' perspectives. Reading Teacher, 50, 70-72.

Beals, D. E. (1993). Explanatory talk in low-income families' mealtime convesations. Applied Psycholinguistics, 14, 489-513.

Britto, P. R. (2001). Family literacy environments and young children's emerging literacy skills. Reading Research Quarterly, 36, 346-347.

Cairney, T., & Ashton, J. (2002). Three families, multiple discourses: Parental roles, constructions of literacy and diversity of pedagogic practice. Linguistics and Education, 13, 303-345.

Cairney, T. H. (2000). Beyond the classroom walls: The rediscovery of the family and community as partners in education. Educational Review, 52, 163-174.

Cairney, T. H. (2002). Bridging home and school literacy: In search of transformative approaches to curriculum. Early Child Development and Care, 172, 153-172.

Chow, B. W.-Y., & McBride-Chang, C. (2003). Promoting language and literacy development through parent-child reading in Hong-Kong preschoolers. Early Education and Development, 14 (2), 234-248.

Dearing, E., McCartney, K., Weiss, H. B., Kreider, H., & Simpkins, S. (2004). The promotive effects of family educational involvement for low-income children's literacy. Journal of School Psychology 42, 445-460.

de Jong, P. F., & Leseman, P. P. M. (2001). Lasting effects of home literacy on reading achievement in school. Journal of School Psychology, 39, 389-414.

Dickinson, D. K., De Temple, J. M., Hirschler, J. A., & Smith, M. W. (1992). Book reading with preschoolers: Coconstruction of text at home and at school. Early Childhood Research Quarterly, 7, 323-346.

Dickinson, D. K., & DeTemple, J. (1998). Putting parents in the picture: Maternal reports of preschoolers, literacy as a predictor of early reading. Early Childhood Research Quarterly, 13, 241-261.

Dickinson, D. K., & Tabors, P. O. (1991). Early literacy: Linkages between home, school and literacy achievement at age five. Journal of Research in Childhood Education, 6, 30-46.

Dickinson, D. K., & Tabors, P. O. (2002). Fostering language and literacy in classrooms and homes. Young Children, 57(2), 10-18.

Dodici, B. J., Draper, D. C., & Peterson, C. A. (2003). Early parent-child interactions and early literacy development. Topics in Early Childhood Special Education, 23, 124-136.

Dunst, C. J., Hamby, D., Trivette, C. M., Raab, M., & Bruder, M. B. (2000). Everyday family and community life and children's naturally occurring learning opportunities. Journal of Early Intervention, 23, 151-164.

Evans, M. A., Moretti, S., Shaw, D., & Fox, M. (2003). Parent scaffolding in children's oral reading. Early Education and Development , 14, 363-388.

Feiler, A. (2003). Early literacy and home visiting during the reception year: Supporting "difficult to reach" families. European Journal of Special Needs Education, 18, 251-261.

Goin, R. P., V. M. Nordquist, & Twardsoz, S. (2004). Parental accounts of home-based literacy processes: Contexts for infants and toddlers with developmental delays. Early Education and Development 15, 187-214.

Gregory, E. (2001). Sisters and brothers as language and literacy teachers: Synergy between siblings playing and working together. Journal of Early Childhood Literacy, 1, 301-322.

Hansen, C. C. (2004). Teacher talk: Promoting literacy development through response to story. Journal of Research in Childhood Education 19, 115-129.

Hildebrand, V. L., & Bader, L. A. (1992). An exploratory study of parents' involvement in their child's emerging literacy skills. Reading Improvement, 26, 163-170.

Hill-Clarke, K. Y., & Cooley, S. M. (2002). Promoting early literacy in the natural environment. Dimensions of Early Childhood, 30(4), 10-16.

Hodge, T. and J. Downie (2004). Together we are heard: Effectiveness of daily "language" groups in a community preschool. Nursing and Health Sciences 6, 101-107.

Howes, C., & Wishard, A. G. (2004, September). Linking shared meaning to emergent literacy: Looking through the lens of culture. Zero to Three, 24 (7), 10-14.

Hughes, M. T., Schumm, J. S., & Vaughn, S. (1999). Home literacy activities: Perceptions and practices of Hispanic parents of children with learning disabilities. Learning Disability Quarterly, 22, 224-235.

Isbell, R., Sobol, J., Lindauer, L., & Lowrance, A. (2004). The effects of storytelling and story reading on the oral language complexity and story comprehension of young children. Early Childhood EducationJournal 32, 157-163.

Janes, H., & Kermani, H. (2001). Caregivers' story reading to young children in family literacy programs: Pleasure or punishment? Journal of Adolescent and Adult Literacy, 44, 458-466.

Katims, D. S., & Pierce, P. L. (1995). Literacy-rich environments and the transition of young children with special needs. Topics in Early Childhood Special Education, 15, 219-234.

Keith, L., Morrison, G. S., & Brown, K. (2002, Winter). Getting preschoolers ready to read and write. Texas Child Care, 16-21.

Lawhon, T. (2000). Creating language and print awareness environments for young children [Electronic version]. Contemporary Education, 71(3), 5-9.

Lawhon, T., & Cobb, J. B. (2002). Routines that build emergent literacy skills in infants, toddlers, and preschoolers. Early Childhood Education Journal, 30, 113-118.

Leseman, P. P. M., & de Jong, P. F. (1998). Home literacy: Opportunity, instruction, cooperation and social-emotional quality predicting early reading achievement. Reading Research Quarterly, 33, 294-318.

Majsterek, D. J., Schorr, D. N., & Erion, V. L. (2000). Promoting early literacy through rhyme detection activities during head start circle-time. Child Study Journal, 30, 143-151.

Marvin, C. (1994). Home literacy experiences of preschool children with single and multiple disabilities. Topics in Early Childhood Special Education, 14, 436-454.

Marvin, C., & Mirenda, P. (1993). Home literacy experiences of preschoolers enrolled in Head Start and special education programs. Journal of Early Intervention, 17, 351-367.

Marvin, C. A. (1995). The family car as a "vehicle" for children's use of distant time referents. Early Childhood Research Quarterly, 10, 185-203.

Marvin, C. A., & Ogden, N. J. (2002). A home literacy inventory: Assessing young children's contexts for emergent literacy. Young Exceptional Children, 5(2), 2-10.

Marvin, C. A., & Wright, D. (1997). Literacy socialization in the homes of preschool children. Language, Speech, and Hearing Services in School, 28, 154-163.

McCathren, R. B. & Allor, J. H. (2002). Using storybooks with preschool children: Emergent literacy and emergent literacy. Young Exceptional Children, 5 (4), 3-10.

Miller, W. H. (1969). Home prereading experiences and first-grade reading achievement. Reading Teacher, 22, 641-645.

Moon, C., & Wells, G. (1979). The influence of home on learning to read. Journal of Research in Reading, 2, 53-62.

Morrow, L. M. (1983). Home and school correlates of early interest in literature. Journal of Educational Research, 76, 221-230.

Phillips, L. B., & Twardosz, S. (2003). Group size and storybook reading: Two-year-olds children's verbal and nonverbal participation with books. Early Education and Development, 14, 453-478.

Purcell-Gates, V. (1996). Stories, coupons, and the TV Guide: Relationships between home literacy experiences and emergent literacy knowledge. Reading Research Quarterly, 31, 406-428.

Neuman, S. B., & Roskos, K. (1993). Access to print for children of poverty: Differential effects of adult mediation and literacy-enriched play settings on environmental and functional print tasks. American Educational Research Journal , 30, 95-122.

Rosenkoetter, S., & Barton, L. R. (2002, (February/March)). Bridges to literacy: Early routines that promote later school success. Zero to Three, 22(4), 33-38.

Rosenkoetter, S. E. and J. Knapp-Philo (2004). Learning to read the world: Literacy in the first 3 years. Zero to Three. 24(7), 4-9.

Roskos, K., & Christie, J. (2001). Examining the play-literacy interface: A critical review and future directions. Journal of Early Childhood Literacy, 1, 59-89.

Saracho, O. N. (2000). Literacy development in the family context. Early Childhood Development and Care, 163, 107-114.

Scarborough, H. S., Dobrich, W., & Hager, M. (1991). Preschool literacy experience and later reading achievement. Journal of Learning Disabilities, 24, 508-511.

Senechal, M., & LeFevre, J.-A. (2002). Parents involvement in the development of children's reading skill: A five-year longitudinal study. Child Development, 73, 445-460.

Senechal, M., LeFevre, J.-A., Thomas, E. M., & Daley, K. E. (1998). Differential effects of home literacy experiences on the development of oral and written language. Reading Research Quarterly, 33, 96-116.

Serpell, R., Sonnenschein, S., Baker, L. & Ganapathy, H. (2002). Intimate culture of families in the early socialization of literacy. Journal of Family Psychology, 16 (4), 391-405.

Sonnenschein, S., & Munsterman, K. (2002). The influence of home-based reading interactions on 5-year-olds' reading motivations and early literacy development. Early Childhood Research Quarterly, 17, 318-337.

Stainthorp, R., & Hughes, D. (2000). Family literacy activities in the homes of successful young readers. Journal of Research in Reading, 23, 41-54.

Stuart, M., Dixon, M., Masterson, J., & Quinland, P. (1998). Learning to read at home and at school. British Journal of Educational Psychology, 68, 3-14.

Tell us a story: Careful preparation is needed in order to get the most out of planned and spontaneous storytelling. (2004, January). Nursery World, 18-19.

Trivette, C. M., Dunst, C. J., & Hamby, D. (2004). Sources of variation in and consequences of everyday activity settings on child and parenting functioning. Perspectives in Education, 22(2), 17-35.

Watson, R., & Shapiro, J. (1988). Discourse from home to school. Applied Psychology: An International Review, 37, 395-409.

Weinberger, J. (1996). A longitudinal study of children's early literacy experiences at home and later literacy development at home and school. Journal of Research in Reading, 19, 14-24.

West, L., & Egley, E. (1998). Children get more than a hamburger: Using labels and logos to enhance literacy. Dimensions of Early Childhood, 26(3/4), 43-46.

Wood, C. (2002). Parent-child pre-school activities can affect the development of literacy skills. Journal of Research in Reading, 25, 241-258.

Yarosz, D. J., & Barnett, W. S. (2001). Who reads to young children?: Identifying predictors of family reading activities. Reading Psychology, 22, 67-81.

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Bowman, B. (Ed.). (2002). Love to read: Essays in developing and enhancing early literacy skills of African American children. Washington, DC : National Black Child Development Institute.

Cairney, T. H., & Ruge, J. (1998). Community literacy practices and schooling: Towards effective support for students. Canberra, Australia: Commonwealth of Australia, Department of Employment, Training and Youth Affairs.

Dickinson, D. K. (Ed.). (1994). Bridges to literacy: Children, families, and schools. Oxford, England: Blackwell.

Dickinson, D. K., & Tabors, P. O. (Eds.). (2001). Beginning literacy with language: Young children learning at home and school. Baltimore: Brookes.

Hall, N., & Robinson, A . (2003). Exploring writing and play in the early years (2nd ed.). London, UK: Fulton.

Sandall, S. R., & Schwartz, I. S. (2002). Embedded learning opportunities. In S. R. Sandall & I. S. Schwartz (Eds.), Building blocks for teaching preschoolers with special needs. Baltimore: Brookes.

van Kleeck, A., Stahl, S. A., & Bauer, E. B. (Eds.). (2003). On reading books to children: Parents and teachers. Mahwah, NJ: Erlbaum.

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Book Chapters

Baker, L., Serpell, R., & Sonnenschein, S. (1995). Opportunities for literacy learning in the homes of urban preschoolers. In L. M. Morrow (Ed.), Family literacy: Connections in schools and communities (pp. 236-252). Newark, DE: International Reading Association.

Beals, D. E. (2001). Eating and reading: Links between family conversations with preschoolers and later language and literacy. In D. K. Dickinson & P. O. Tabors (Eds.), Beginning literacy with language: Young children learning at home and school. Baltimore: Brookes.

Bryan, J. K. (1996). Kindergarten children's uses of oral language and social interaction in literacy activities during unstructured play. In E. G. Sturtevant & W. M. Linek (Eds.), Growing Literacy: The eighteenth yearbook: A peer reviewed publication of the College Reading Association, 1996 (pp. 2-16). Harrisonburg, VA: College Reading Association.

Cairney, T. H. (2003). Literacy within family life. In N. Hall, J. Larson, & J. Marsh (Eds.), Handbook of early childhood literacy (pp. 85-98). London: Sage.

Gallimore, R., & Goldenberg, C. (1993). Activity settings of early literacy: Home and school factors in children's emergent literacy. In E. A. Forman, N. Minick, & C. A. Stone (Eds.), Contexts for learning: Sociocultural dynamics in children's development (pp. 315-335). New York: Oxford University Press.

Hess, R. D., Holloway, S., Price, G. G., & Dickson, W. P. (1982). Family environments and the acquisition of reading skills. In L. M. Laosa & I. E. Sigel (Eds.), Families as learning environments for children (pp. 87-113). New York: Plenum Press.

Hohepa, M., & McNaughton, S. (2002). Indigenous literacies: The case of Maori literacy. In L. Makin & C. J. Diaz (Eds.), Literacies in early childhood: Changing views challending practice (pp. 197-214). Sydney, Australia: MacLennan and Petty.

Leichter, H. J. (1984). Families as environments for literacy. In H. Goelman, A. A. Oberg, & F. Smith (Eds.), Awakening to literacy: The university of Victoria's symposium on children's response to a literate environment. Literacy before schooling (pp. 38-50). London: Heinemann.

Marsh, J. (2003). Early childhood literacy and popular culture. In N. Hall, J. Larson, & J. Marsh (Eds.), Handbook of early childhood literacy (pp. 112-125). London: Sage.

Meyer, L. A., & Wardrop, J. L. (1994). Home and school influences on learning to read in kindergarten through second grade. In F. Lehr & J. Osborn (Eds.), Reading, language, and literacy: Instruction for the twenty-first century (pp. 165-184). Hillsdale, NJ: Erlbaum.

Miller, P., Nemoianu, A., & DeJong, J. (1986). Early reading at home: Its practice and meanings in a working-class community. In B. B. Schieffelin & P. Gilmore (Eds.), The acquisition of literacy: Ethnographic perspectives (pp. 3-15). Norwood, NJ: Ablex.

Miller, P., Nemoianu, A., & DeJong, J. (1986). Early reading at home: Its practice and meanings in a working-class community. In B. B. Schieffelin & P. Gilmore (Eds.), The acquisition of literacy: Ethnographic perspectives (pp. 3-15). Norwood, NJ: Ablex.

Snow, C. E., & Kurland, B. F. (1996). Sticking to the point: Talk about magnets as a context for engaging in scientific discourse. In D. Hicks (Ed.), Discourse, learning, and schooling (pp. 188-220). New York: Cambridge University Press.

Sonnenschein, S., Brody, G., & Munsterman, K. (1996). The influence of family beliefs and practices on children's early reading development. In L. Baker, P. Afflerbach, & D. Reinking (Eds.), Developing engaged readers in school and home communities (pp. 3-20). Mahwah, NJ: Erlbaum.

Spreadbury, J. (2002). Building on home and community experiences in early childhood education. In L. Makin & C. J. Diaz (Eds.), Literacies in early childhood: Changing views challenging practice (pp. 157-174). Sydney, Australia: MacLennan and Petty.

Teale, W. H. (1986). Home background and young children's literacy development. In W. H. Teale & E. Sulzby (Eds.), Emergent literacy: Writing and reading (pp. 173-206). Norwood, NJ: Ablex.

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Miscellaneous Papers

Baker, L., Sonnenschein, S., Serpell, R., Fernandez-Fein, S., & Scher, D. (1994). Contexts of emergent literacy: Everyday home experiences of urban pre-kindergarten children (Research Report #24). Athens, GA: Universities of Georgia and Maryland, National Reading Research Center.

Dunst, C. J., F. Acuff, F., Roberts, K., & Trivette, C. M. (2004). Let your child shine! A young child's special interests add sparkle to early literacy. Morganton, NC, Orelena Hawks Puckett Institute.

Giordano, T. (1997). The relationship between the home literacy environment and the frequency of literacy interactions which occur there. Unpublished master's thesis, Kean College of New Jersey, Union, New Jersey. (ERIC Document Reproduction Service No. ED405549).

Nord, C. W., Lennon, J., Liu, B., & Chandler, K. (1999). Home literacy activities and signs of children's emerging literacy 1993 and 1999. (NCES No. 2000-026). Washington, DC: U.S. Department of Education.

Snow, C., & Tabors, P. (n.d.). Intergenerational transfer of literacy. In L. A. Benjamin & J. Lord (Eds.), Family literacy: Directions in research and implications for practice: Summary of papers of a national symposium. (pp. 73-80). Washington, DC: U.S. Department of Education.

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