v.3. I. Basic developmental processes. Early language experience is vital to developing fluency / Anne Fernald and Adriana Weisleder ; Self regulation and early literacy / Clancy Blair, John Protzko, and Alexandra Ursache ; Variability in language development: relation to socioeconomic status and environmental input / Marina Vasilyeva and Heidi Waterfall ; Lessons from the crib for the classroom: how children really learn vocabulary / Justin Harris, Roberta Michnick Golinkoff, and Kathy Hirsh-Pasek ; Lexical reorganization and the emergence of phonological awareness / Jamie L. Metsala
II. Development among diverse populations. Development of early literacy: evidence from major U.S. longitudinal studies / Margaret Burchinal and Nina Forestieri ; Emergent literacy environments: home and preschool influences on children's literacy development / Kathy Sylva, Lydia L. S. Chan, Edward Melhuish, Pam Sammons, Iram Siraj-Blatchford, and Brenda Taggart ; Beginning with language: Spanish-English bilingual preschoolers' early literacy development / Carol Scheffner Hammer, Shelley Scarpino, and Megan Dunn Davison
Supporting the language and early literacy skills of English language learners: effective practices and future directions / Mariela M. Páez, Kristen Paratore Bock, and Lianna Pizzo ; Young children with language impairments: challenges in transition to reading / Ann P. Kaiser, Megan Y. Roberts, and Ragan H. McLeod
III. Supporting code-related abilities. A model of the concurrent and longitudinal relations between home literacy and child outcomes / Monique Sénéchal
Home support of children in the writing process: contributions to early literacy / Dorit Aram and Iris Levin
Developing children's print knowledge through adult-child storybook reading interactions: print referencing as an instructional practice / Laura M. Justice and Shayne Piasta
Evidence-based computer interventions targeting phonological awareness to prevent reading problems in at-risk young students / Verna van der Kooy-Hofland, Cornelia A. T. Kegel, and Adriana Bus ; Developmental differences in early reading skills / Scott G. Paris ; Studying and modifying young children's visual attention during book reading / Mary Ann Evans and Jean Saint-Aubin ; Child characteristics-instruction interactions: implications for students' literacy skills development in the early grades / Carol McDonald Connor
IV. Interventions: curriculum and professional development. Fostering early development and school readiness in pediatric settings / Alan L. Mendelsohn, Bernard P. Dreyer, Carolyn A. Brockmeyer, Samantha B. Berkule-Silberman, and Leslie Mandel Morrow ; Improving the outcomes of coaching-based professional development interventions / Douglas R. Powell and Karen E. Diamond ; Effective teacher-child interactions and children's literacy: evidence for scalable, aligned approaches to professional development / Anne E. Henry and Robert C. Pianta ; Identifying critical components of an effective preschool language and literacy coaching intervention / Barbara A. Wasik and Annemarie H. Hindman ; Why are so few interventions really effective?: a call for fine-grained research methodology / David K. Dickinson, Jill B. Freiberg, and Erica M. Barnes ; The challenge of teaching vocabulary in early education / Susan B. Neuman
V. Social policy and early literacy. Assessment in early literacy research / Catherine E. Snow and Soojin S. Oh ; Tell me a story: examining the benefits of shared reading / Anne E. Cunningham and Jamie Zibulsky ; Language and literacy insights from research based on Early Head Start / Barbara Alexander Pan ; Professional development for early childhood educators: reviewing and revising conceptualizations / Martha Zaslow, Kathryn Tout, Tamara Halle, and Rebecca Starr
Preschool education's effects on language and literacy / W. Steven Barnett and Ellen C. Frede.