“What a delightful addition to the field of early literacy! There has been an explosion of knowledge about the emergence of literacy and the language abilities that support it. In this volume, leading scholars highlight and summarize seminal articles while situating them in relationship to conceptual advances and controversies in the field. Both new and senior scholars will find this highly readable volume enjoyable and illuminating. I will use it as a supplementary text for my course on language, literacy, and diversity.”

—David K. Dickinson, EdD, Margaret Cowan Chair of Education and Associate Dean for Research, Peabody College of Education, Vanderbilt University


“This is a welcome addition to my professional library. The book spans critical issues in early literacy—such as language development, literacy development and instruction, and home experiences—and serves as an invaluable reference for scholars and graduate students, as well as early literacy leaders. The editors' conceptual framework provides a historical perspective for each topic. Readers can dive right into these accessible chapters to explore the 'why' behind current practice as they unpack each topic’s research lineage.”

—Latisha Hayes, PhD, Director, McGuffey Reading Center; Associate Professor and Elementary Education Program Coordinator, Curry School of Education, University of Virginia


“A 'must read' for researchers and scholars in the field of early literacy. For those new to the field, this volume presents a clear, concise historical view of the path that has led to our present-day theories, research foci, and classroom practices. For veterans, it offers new insights into the key pivots in perspectives over the past several decades. The list of chapter authors is a virtual walk along the Hall of Fame of literacy research, and each has expertly curated the research in her or his respective area. The combination of coverage of seminal studies with authors' arguments regarding their pivotal nature makes this book a great choice for courses and professional learning in early literacy research.”

—Jessica L. Hoffman, PhD, instructional coach, Hamilton County Educational Service Center, Ohio