Bringing it all Together: The Multiple Origins, Skills, and Environmental Supports of Early Literacy

By David K. Dickinson, A. McCabe. 2001

348 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Occupational Therapy

View Paper: https://www.semanticscholar.org/paper/0cdb3c85f50909ab862b3236d9ba19a64cdfff85

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In Developmental and Educational Psychology

In Education

In Occupational Therapy

Citations in the corpus

The Importance of Early Vocabulary for Literacy Achievement in High-Poverty Schools (2008, background): “One tentative conclusion from longitudinal research is that early language skills may be stronger predictors of later, rather than beginning, literacy (Dickinson & McCabe, 2001; Griffin, Hemphill, Camp, & Wolf, 2004).”
Validity of the Dynamic Indicators for Basic Early Literacy Skills as an Indicator of Early Literacy for Urban Kindergarten Children (2006, background): “…contributes to the existing early childhood literature that underscores the significant relationships between children’s engagement in the classroom and the development of cognitive competencies (Dickinson & McCabe, 2001; Fantuzzo, Perry, & McDermott, 2004; McWayne, Fantuzzo, & McDermott, 2004).”
Mother-child conversations at 36 months and at pre-kindergarten: Relations to children's school readiness (2012, background): “Children who grow up in poverty encounter numerous risks that may adversely affect emerging literacy competencies, such as vocabulary size and oral discourse skills (e.g. Gassman-Pines and Yoshikawa, 2006; Fiorentino and Howe, 2004; Dickinson and McCabe, 2001; Snow et al., 1998).”
Early literacy interventions: The relative roles of storybook reading, alphabetic activities, and their combination (2006, background): “Research has shown that interventions that deepen the teachers’ expertise in discipline-specific knowledge gain more cooperation from the teachers and last longer (Dickinson & McCabe, 2001).”
Teacher Education, Book-Reading Practices, and Children's Language Growth Across One Year of Head Start (2009, background): “Recent longitudinal studies provide evidence that oral language—including receptive vocabulary—is an important component of reading achievement (Dickinson & McCabe, 2001; Dickinson, McCabe, & Sprague, 2003; Storch & Whitehurst, 2002).”
The Effects of a Language and Literacy Intervention on Head Start Children and Teachers (2006, background): “Data from longitudinal studies indicate that oral language is an essential precursor to learning to read (Dickinson & McCabe, 2001; Storch & Whitehurts, 2002).”
Starting small: Building preschool teacher knowledge that supports early literacy development (2009, background): “It has been demonstrated that reading success throughout elementary and middle school is significantly associated with emergent language and literacy skills ( Dickinson & McCabe, 2001 ; S ene ´chal & LeFevre, 2002).”
Effects of an Individualized Narrative Intervention on Children’s Storytelling and Comprehension Skills (2013, background): “Because narrative language is closely related to written language, narrative proficiency at preschool and in the early elementary school years is highly predictive of reading comprehension (Catts et al., 2002; Dickinson & McCabe, 2001; griffin et al., 2004).”
Promising Interventions for Promoting Emergent Literacy Skills (2003, background): “For most children, the bulk of this knowledge is acquired within the preschool years, prior to formal schooling (Dickinson & McCabe, 2001; Watkins & Bunce, 1996).”