Family Literacy: An Annotated Bibliography
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Family Literacy: An Annotated Bibliography

(August 2000)

Part B: Conceptual Issues, Programs, and Research Related to Family Literacy

Adams, M. J. (1990). Learning to read: Thinking and learning about print. Cambridge, MA: MIT Press.

Arnold, D. S., Lonigan, C. J., Whitehurst, G. J., & Epstein, J. N. (1994). Accelerating language development through picture-book reading: Replication and extension to a videotape training format. Journal of Educational Psychology, 86, 235–243.

Barnhart, J. E., & Wham, M. A. (1994). Read to Me: A program designed to enhance children's attitudes toward reading through teacher and parent read alouds. In E. G. Sturtevant & W. M. Linek (Eds.), Pathways for literacy (pp. 251–257). Pittsburg, KS: The College Reading Association.

Behrman, R. E. (Ed.). (1993). Home visiting. The Future of Children, 3(3).

Behrman, R. E. (Ed.). (1995). Long term outcomes of early childhood programs. The Future of Children, 5(3).

Behrman, R. E. (Ed.). (1997). Children and poverty. The Future of Children, 7(2).

Benasich, A. A., Brooks-Gunn, J., & Clewell, B. C. (1992). How do mothers benefit from early intervention programs? Journal of Applied Developmental Psychology, 13, 311–362.

Berlin, L. J. (Ed.). (1998). Opening the black box: What makes early child and family development programs work? Zero to Three, 18(4).

Bialystok, E. (1997). Effect of bilingualism and biliteracy on children's emerging concepts of print. Developmental Psychology, 33, 429–440.

Bowey, J. A. (1995). Socioeconomic status differences in preschool phonological sensitivity and first-grade reading achievement. Journal of Educational Psychology, 87, 476–487.

Bradley, L. & Bryant, P. E. (1983). Categorizing sounds and learning to read--A causal connection. Nature, 301, 419–421.

Bryant, D., & Maxwell, K. (1997). The effectiveness of early intervention for disadvantaged children. In M. J. Guralnick (Ed.), The effectiveness of early intervention (pp. 23–46). Baltimore: Paul H. Brookes.

Bryant, P. E., MacLean, M., Bradley, L. L., & Crossland, J. (1990). Rhyme and alliteration, phoneme detection, and learning to read. Developmental Psychology, 26, 429–438.

Burchinal, M. R., Campbell, F. A., Bryant, D. M., Wasik, B. H., & Ramey, C. T. (1997). Early intervention and mediating processes in cognitive performance of children of low-income African-American families. Child Development, 68, 935–954.

Burgess, S. R., & Lonigan, C. J. (1998). Bidirectional relations of phonological sensitivity and prereading abilities: Evidence from a preschool sample. Journal of Experimental Child Psychology, 70, 117–141.

Bus, A.G., Belsky, J., & van Ijzendoorn, M. H. (1997). Attachment and bookreading patterns: A study of mothers, fathers, and their toddlers. Early Childhood Research Quarterly, 12, 81–98.

Bus, A. G., & van Ijzendoorn, M. H. (1988). Mother-child interactions, attachment and emergent literacy: A cross-sectional study. Child Development, 59, 1262–1272.

Bus, A. G., & van Ijzendoorn, M. H. (1997). Affective dimension of mother-infant picturebook reading. Journal of School Psychology, 35, 47–60.

Byrne, B. & Fielding-Barnsley, R. F. (1991). Evaluation of a program to teach phonemic awareness to young children. Journal of Educational Psychology, 82, 805–812.

Byrne, B. & Fielding-Barnsley, R. F. (1993). Evaluation of a program to teach phonemic awareness to young children: A one year follow-up. Journal of Educational Psychology, 85, 104–111.

Cairney, T. (1997). Acknowledging diversity in home literacy practices: Moving towards partnerships with parents. Early Child Development and Care, 127–128, 61–73.

Carger, C. L. (1996). Of borders and dreams: A Mexican-American experience of urban education. New York: Teachers College Press.

Chase-Lansdale P. L., & Brooks-Gunn, J. (Eds.). (1995). Escape from poverty: What makes a difference for children? New York: Cambridge University Press.

Clay, M. M. (1993). An observation survey of early literacy achievement. Portsmouth, NH: Heinemann Educational Books.

Consortium for Longitudinal Studies. (1983). As the twig is bent. Lasting effects of preschool programs. Hillsdale, NJ: Lawrence Erlbaum.

Cost, Quality and Child Outcomes Study Team (1995). Cost, quality, and child outcomes in child care centers. Denver: Economics Department, University of Colorado at Denver.

Cronan, T. A., Cruz, S. G., Arriaga, R. I., & Sarkin, A. J. (1996). The effects of a community-based literacy program on young children's language and conceptual development; Project PRIMER. American Journal of Community Psychology, 24, 251–272.

Cunningham, A. E., & Stanovich, K. E. (1991). Tracking the unique effects of print exposure in children: Associations with vocabulary, general knowledge, and spelling. Journal of Educational Psychology, 83, 264–274.

Cunningham, A. E., & Stanovich, K. E. (1998). Early reading acquisition and its relation to reading experience and ability 10 years later. Developmental Psychology, 33, 934–945.

De Temple, J. M., & Beals, D. E. (1991). Family talk: Sources of support for the development of decontextualized language skills. Journal of Research in Childhood Education, 6, 11–19.

De Temple, J M., & Tabors, P. O. (1995). Styles of interaction during a book reading task: Implications for literacy intervention with low-income families. In K. Hinchman, D. J. Leu, & C. Kinzer (Eds.), Perspectives on literacy: Research and Practice, Forty-fourth yearbook of the National Reading Conference (pp. 265–271). Chicago: National Reading Conference.

Delgado-Gaitan, C. (1993). Parenting in two generations of Mexican American families. International Journal of Behavioral Development, 16, 409–427.

Delgado-Gaitan, C., & Allexsaht-Snider, M. (1992). Mediating school cultural knowledge for the children: The parent's role. In J. H. Johnston & K. M. Borman (Eds.), Effective schooling for economically disadvantaged students: School-based strategies for diverse student populations (pp.81–100). Norwood, NJ: Ablex Publishing Corporation.

Delgado-Gaitan, C., & Ruiz, N. T. (1992). Parent mentorship: Socializing children to school culture. Educational Foundations, 6(2), 45–69.

Dickinson, D. K. (Ed.). (1994). Bridges to literacy: Children, families, and schools. Cambridge, MA: Blackwell Publishers.

Dickinson, D. K., Cote, L., & Smith, M. W. (1993). Learning vocabulary in preschool: Social and discourse contexts affecting vocabulary growth. New Directions for Child Development, 61, 67–78.

Dickinson, D. K., & Smith, M. W. (1991). Preschool talk: Patterns of teacher-child interaction in early childhood classrooms. Journal of Research in Childhood Education, 6, 20–29.

Dickinson, D. K., & Smith, M. W. (1994). Long-term effects of preschool teachers' book readings on low-income children's vocabulary and story comprehension. Reading Research Quarterly, 29, 105–122.

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

Duncan, G. J., & Brooks-Gunn, J. (Eds.). (1997). Consequences of growing up poor. New York: Russell Sage Foundation.

Dunning, D. B., Mason, J. M., & Stewart, J. P. (1994). A response to Scarborough and Dobrich (1994) and recommendations for future research. Developmental Review, 14, 324–339.

Edwards, P. A. (1995). Empowering low-income mothers and fathers to share books with young children. The Reading Teacher, 48, 558–564.

Evans, R. (Ed.). (1997). Perspectives on family literacy. Early Child Development and Care, 127–128.

Feitelson, D. (1987). Reconsidering the effects of school and home for literacy in a multicultural cross-language context: The case of Israel. In D. Wagner (Ed.), The future of literacy in a changing world. Oxford: Pergamon Press.

Ferdman, B. (1990). Literacy and cultural identity. Harvard Educational Review, 60, 181–204.

Ferdman, B. M., Weber, R. M., & Ramìrez, A. G. (Eds.). (1994). Literacy across languages and cultures. Albany, NY: SUNY Press.

Fitzgerald, J., Spiegel, D. L., & Cunningham, J. W. (1991). The relationship between parental literacy level and perceptions of emergent literacy. Journal of Reading Behavior, 23, 191–213.

Gadsden, V. L. (1993). Literacy, education, and identity among African Americans: The communal nature of learning. Urban Education, 27, 352–369.

Gadsden, V. L. (1994). Literacy and poverty: Intergenerational issues within African-American families. In H. E. Fitzgerald, B. M. Lester, & B. Zuckerman (Eds.), Children of poverty: Research, health, and policy issues (pp. 85–119). New York: Garland.

Gadsden, V. L. (1994). Literacy in the midst of poverty: Intergenerational issues within African-American families. In H. E. Fitzerald, B. M. Lester, & B. Zuckerman (Eds.), Children of poverty. (pp.85–119). New York: Garland.

Gadsden, V. L. (1997). Intergenerational discourses: Life texts of African American mothers and daughters. In J. Flood, S. B. Heath, & D. Lapp (Eds.), A handbook for literacy educators: Research on teaching the communitive and visual arts. New York: MacMillian.

Gadsden, V. L. (1998). Family culture and literacy learning. In J. Osborn, & F. Lehr (Eds.), Literacy for all: Issues in teaching and learning (pp. 32–50). New York: The Guildford Press.

Gadsden, V. L., & Wagner, D. A. (1995). Literacy among African-American youth: Issues in learning, teaching, and schooling. Cresskill, NJ: Hampton Press.

Goelman, H., Oberg, A., & Smith, F. (Eds.). (1984). Awakening to literacy. Portsmouth, NH: Heinemann Educational Books.

Goldenberg, C., Reese, L., & Gallimore, R. (1992). Effects of literacy materials from school on Latino children's home experiences and early reading achievement. American Journal of Education, 100, 497–536.

Goldman, S. R., & Trueba, H. T. (Eds.). (1987). Becoming literate in English as a second language. Norwood, NJ: Apex.

Good, R. H., III, & Kaminski, R. A. (1996). Assessment for instructional decisions: Toward a proactive/prevention model of decisionmaking for early literacy skills. School Psychology Quarterly, 11, 326–336.

Gueron, J. M., & Pauly, E. (1991). Summary: From welfare to work. NewYork: Publications Department: Manpower Demonstration Research Corporation.

Hannon, P. (1995). Literacy, home and school. Washington, DC: The Falmer Press.

Harding, N. (1996). Family journals: The bridge from school to home and back again. Young Children, 51, 27–30.

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

Holdaway, D. (1979). The foundations of literacy. Portsmouth, NH: Heinemann.

International Reading Association and National Association for the Education of Young Children. (1998). Learning to read and write: Developmentally appropriate practices for young children. Young Children, 53(4), 30–46.

Jackson, G. B. (1990). Measures for adult literacy programs. Washington DC: American Institutes for Research and Association for Community Based Education.

Kamhi, A. G., Pollack, K. E., & Harris, J. L. (Eds.). (1996). Communication development and disorders in African-American children: Research, assessment, and intervention. Baltimore: Paul H. Brookes.

Kamil, M. L., Mosenthal, P. B., Pearson, P. D., & Barr, R. (Eds.). Handbook of reading research: Volume III. Mahwah, NJ: Lawrence Erlbaum.

Lancy, D. F. (Ed.). (1994). Children's emergent literacy: From research to practice. Westport, CT: Praeger Publishers.

Lazar, I., Darlington, R., Murray, H., Royce, J., & Snipper, A. (1982). Lasting effects of early education: A report from the Consortium for Longitudinal Studies. Monographs of the Society for research in Child Development, 47 (2–3, Serial No. 195).

Lesar, S., Espinosa, L., & Diaz, R. (1997). Maternal teaching behaviors of preschool children in Hispanic families: Does a home intervention program make a difference? Journal of Research in Childhood Education, 11(2), 163–170.

Lonigan, C. J. (1994). Reading to preschoolers exposed: Is the emperor really naked? Developmental Review, 14, 303–323.

Lonigan, C. J., Anthony, J. L., Bloomfield, B., Dyer, S. M., & Samwel, C. (in press). Effects of two preschool shared reading interventions on the emergent literacy skills of children from low-income families. Journal of Early Intervention.

Lonigan, C. J., Bloomfield, B. G., Anthony, J. L., Bacon, K. D., Samwel, C. S., & Phillips, B. M. (1999). Relations between emergent literacy skills, behavioral problems, and social competence in preschool children: A comparison of at risk and typically developing children. Topics in Early Childhood Special Education, 19(1), 40–53.

Lonigan, C. J., Burgess, S. R., Anthony, J. L., & Barker, T. A. (1998). Development of phonological sensitivity in 2- to 5-year-old children. Journal of Educational Psychology, 90, 294–311.

Lytle, S. L., Belzer, A., & Reumann, R. (1992). Invitations to inquiry: Rethinking staff development in adult literacy education. (Tech. Rep. TR92–2). Philadelphia: University of Pennsylvania, National Center on Adult Literacy.

MacLean, M., Bryant, P., & Bradley, L. (1987). Rhymes, nursery rhymes, and reading in early childhood. Merrill-Palmer Quarterly, 33, 255–282.

Madrigal, P., Cubillas, C., Yaden, D., Tam, A., & Brassell, D. (1999). Creating a book loan program for inner-city Latino families (Tech. Rep. No. 2–003). Ann Arbor: University of Michigan School of Education, Center for the Study of Early Reading Achievement.

Mantzicopoulos, P.Y. (1997). The relationship of family variables to Head Start Children's Preacademic Competence. Early Education and Development, 8(4) 357–75.

McBride-Chang, C., & Manis, F. R. (1996). Structural invariance in the associations of naming speed, phonological awareness, and verbal reasoning in good and poor readers: A test of the double deficit hypothesis. Reading and Writing, 8, 323–339.

McCleaf-Nespeca, S. (1995). Parental involvement in emergent literacy skills of urban Head Start children. Early Child Development and Care, 111, 153–180.

McLoyd, V. C. (1998). Children in poverty: Development, public policy, and practice. In W. Damon (Series Ed.) & I. E. Sigel & K. A. Renniger (Vol. Eds.), Handbook of child psychology: Vol. 4. Child Psychology in practice (5th ed. pp. 135–208). New York: Wiley.

Morrow, L. M. (1992). The impact of a literature-based program on literacy achievement, use of literature, and attitudes of children from minority backgrounds. Reading Research Quarterly, 27, 250–275.

Murnane, R., & Levy, F. (1993). Why today's high-school-educated males earn less than their fathers did: The problem and assessment of responses. Harvard Educational Review, 63, 1–19.

National Center on Adult Literacy. (1995). Adult literacy: The next generation. (Tech. Report TR95–01, NCAL White Paper). Philadelphia: University of Pennsylvania, National Center on Adult Literacy.

National Research Council. (1998). Preventing reading difficulties in young children. Washington, DC: National Academy Press.

National Research Council. (1999). Starting out right: A guide to promoting children's reading success. Washington DC: National Academy Press.

Newman, A. P., & Beverstock, C. (1990). Adult literacy: Contexts & challenges. Newark, DE: International Reading Association.

Newman, S. B. (1996). Children engaging in storybook reading: The influence of access to print resources, opportunity, and parental interaction. Early Childhood Research Quarterly, 11, 495–513.

Neuman, S. B., & Gallagher, P. (1994). Joining together in literacy learning: Teenage mothers and children. Reading Research Quarterly, 29, 382–401.

Neuman, S. B., Hagedorn, T., & Celano, D. (1995). Toward a collaborative approach to parent involvement in early education: A study of teenage mothers in an African-American community. American Educational Research Journal, 32, 801–827.

Notari-Syverson, A., O'Conner, R. E., & Vadsey, P. F. (1998). Ladders to literacy: A preschool activity book. Baltimore: P.H. Brookes.

Paris, S., & Parecki, A. (1993). Metacognitive aspects of adult literacy. (NCAL Tech Report TR93–9). Philadelphia: University of Pennsylvania, National Center on Adult Literacy.

Paris, S. G., & Wixson, K. K. (1987). The development of literacy: Access, acquisition, and instruction. In D. Bloome (Ed.), Literacy and Schooling (pp. 33–54). Norwood, NJ: Ablex.

Payne, A. C., Whitehurst, G. J., & Angell, A. L. (1994). The role of home literacy environment in the development of language ability in preschool children from low-income families. Early Childhood Research Quarterly, 9, 427–440.

Pellegrini, A. (1991). A critique of the concept of at risk as applied to emergent literacy. Language Arts, 68, 380–385.

Rasinski, T.V. (1994, November). Fast Start: A parental involvement reading program for primary grade students. Paper presented at the Annual Meeting of the College Reading Association, New Orleans, LA. (ERIC Document Reproduction Service No. ED 3788544).

Raz, I. S., & Bryant, P. (1990). Social background, phonological awareness and children's reading. British Journal of Developmental Psychology, 8, 209–225.

Rhodes, L. K. (Ed.). (1993). Literacy assessment: A handbook of instruments. Portsmouth, NH: Heinemann.

Rhodes, L. K., & Shanklin, N. L. (1993). Windows into literacy: Assessing learners K–8. Portsmouth, NH: Heinemann.

Roscow, L. (1991). How schools perpetuate illiteracy. Educational Leadership, 49, 41–44.

Roskos, K., & Neuman, S. B. (1993). Descriptive observations of adults' facilitation of literacy in young children's play. Early Childhood Research Quarterly, 8, 77–97.

Roskos, K., & Neuman, S. B. (1998). Play as an opportunity for literacy. In O.N. Saracho & B. Spodek (Eds.), Multiple perspectives on play in early childhood education. Albany, NY: SUNY.

Saracho, O. N. (1997). Using the home environment to support emergent literacy. Early Childhood Development and Care, 127–128, 201–216.

Scarborough, H. S., & Dobrich, W. (1994). On the efficacy of reading to preschoolers. Developmental Review, 14, 245–302.

Schuele, C. M., Roberts, J. E., Fitzgerald, F., & Moore, P. L. (1993). Assessing emergent literacy in preschool classrooms. Day Care and Early Education, 21(2), 13–21.

Sénéchal, M., LeFevre, J., Hudson, E., & Lawson, E. P. (1996). Knowledge of storybooks as a predictor of young children's vocabulary. Journal of Educational Psychology, 88, 520–536.

Sénéchal, M., LeFevre, J., Thomas, E. M., & Daley, K. E. (1998). Differential effects of home literacy experiences on the development of oral and written language. Reading Research Quarterly, 13, 96–116.

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Shockley, B., Michalove, B., & Allen, J. (1995). Engaging families. Portsmouth, NH: Heinemann.

Smith, S. (Ed.) (1995). Two-generation programs: A new intervention strategy and directions for future research. In P. L. Chase-Lansdale & J. Brooks-Gunn (Eds.), Escape from poverty: What makes a difference for children? (pp. 299–312). New York: Cambridge University Press.

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Snow, C. E. (1983). Literacy and language: Relationships during the preschool years. Harvard Educational Review, 53, 165–189.

Snow, C. E. (1991). The theoretical basis for relationships between language and literacy in development. Journal of Research in Childhood Education, 6, 5–10.

Snow, C. E., Barnes, W. S., Chandler, J., Goodman, J. F., & Hemphill, L. (1991). Unfulfilled expectations: Home and school influences on literacy. Cambridge, MA: Harvard University Press.

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Snow, C. E., Tabors, P. O., Nicholson, P. A., & Kurland, B. F. (1995). SHELL: Oral language and early literacy skills in kindergarten and first-grade children. Journal of Research in Childhood Education, 10, 37–48.

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Stahl, S. A., & Murray, B. A. (1994). Defining phonological awareness and its relationship to early reading. Journal of Educational Psychology, 86, 221–234.

Stanovich, K. E. (1988). Explaining the differences between the dyslexic and the garden-variety poor reader: The phonological-core variable-difference model. Journal of Learning Disabilities, 21, 590–612

Sticht, T. G. (1995). Adult education for family literacy. Adult Learning, 7, 23–24.

Sticht, T. G., & Armstrong, W. B. (1994). Adult literacy in the United States: A compendium of quantitative data and interpretive comments. San Diego, CA: San Diego Community College. (ERIC Document Reproduction Service No. ED 371 241).

Strickland, D. S., & Morrow, L. M. (1990). Family literacy: Sharing good books. The Reading Teacher, 43, 518–519.

Teale, W. H., & Sulzby, E. (1986). Emergent literacy: Writing and reading. Norwood, NJ: Ablex.

Torgesen, J. K., & Burgess, S. R. (1998). Consistency of reading-related phonological processes throughout early childhood: Evidence from longitudinal-correlational and instructional studies. In J. L. Metsala & L. C. Ehri (Eds.), Word recognition in beginning literacy (pp. 161–188). Mahwah, NJ: Erlbaum.

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Wagner, D. A. (1992). Life-span and life-space literacy: Research and policy in national and international perspective. (Occasional Paper OP92–1). Philadelphia: University of Pennsylvania, National Center on Adult Literacy.

Wagner, D. A. (1993). Myths and misconceptions in adult literacy: A research and development perspective (Policy Brief 93–1). Philadelphia: National Center on Adult Literacy.

Wagner, R. K., & Torgesen, J. K. (1987). The natural of phonological processing and its causal role in the acquisition of reading skills. Psychological Bulletin, 101, 192–212.

Wagner, R. K., Torgesen, J. K., & Rashotte, C. A. (1994). Development of reading-related phonological processing abilities: New evidence of bidirectional causality from a latent variable longitudinal study. Developmental Psychology, 30, 73–87.

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Whitehurst, G. L., & Lonigan, C. J. (1998). Child development and emergent literacy. Child Development, 69(3), 848–872.

Wright, D., Hausken, E. G., & West, J. (1994). Family-child engagement in literacy activities: Changes in participation between 1991–1993. Washington, DC: National Center for Educational Statistics.

Yaden, D. B. (1993). Evaluating early literacy knowledge by analyzing children's responses to storybooks during home read-alouds. In A. Carrasquillo & C. Hedley (Eds.), Whole language and the bilingual learner (pp.132–150). Norwood, NJ: Ablex.

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Contents | Title | Preface | Acknowledgements | Sections 1 | 2 | 3 | 4 | 5 | 6 | Appendix A | B | Note

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