Developing Early Comprehension: Laying the Foundation for Reading Success

How does early comprehension develop in young children, and how can we better prepare preschoolers to become successful readers? This important volume compiles today's best research on the often-overlooked topic of prereader comprehension: what we know about it now, and what we need to know to build a stronger foundation for children’s future reading skills. More than two dozen literacy experts clearly describe theoretical models of early comprehension, demystify current research, recommend effective practices for boosting comprehension, and identify critical research priorities for the near future. An essential text and reference for reading specialists, program administrators, SLPs, preservice professionals, and researchers, this volume is key to helping children develop the early comprehension skills that support later reading success. KEY TOPICS COVERED: the importance of teaching all young children comprehension strategies connections between vocabulary development and listening comprehension the relationship of academic talk to reading comprehension how social pretend play helps children cultivate skills essential for comprehension development of executive function skills important for academic success assessment of comprehension skills in prereaders how young children become literate in a digital society the benefits of using academic talk and informational texts in pre-K classrooms ways to support early comprehension for multilingual students and those with special needs parents’ and teachers’ complementary roles in developing children’s comprehension

About the Author :
Andrea DeBruin-Parecki is nationally recognized for her work in the field of family literacy. She developed the Adult–Child Interactive Reading Inventory (ACIRI), a reliable and valid tool that measures the interactive reading skills of an adult and a child during storybook reading (available from Paul H. Brookes Publishing Co.). She has designed family literacy programs and has acted as a consultant across the country. In addition to the ACIRI, she created the Early Literacy Skills Assessment, a comprehensive, reliable, and valid tool in the form of a children's storybook that measures phonological awareness, the alphabetic principle, comprehension, and concepts about print. She has expertise in the areas of emergent literacy, assessment, literacy within at-risk and minority populations, and the motivation of at-risk populations. She was a Fulbright Senior Specialist in Guatemala. Her work related to literacy development in young children and families has been published and presented at national, regional, and state conferences. Dr. Anne van Kleeck's research focuses on language and emerging literacy skills in children who are language impaired as well as the broader group of children who are at risk academically. Some specific areas of interests include (a) parents’ language socialization processes in the home that provide their young children with foundations for later literacy and academic success, and (b) issues related to language assessment in the preschool population. Her most recent work focuses on what she refers to as the academic talk register in preschoolers, and it’s importance to later academic achievement. Dr. van Kleeck’s previous publications include several edited books, nearly 50 peer-reviewed journal articles, and 25 book chapters. She has given several hundred invited and peer-reviewed presentations nationally and internationally. Dr. Sabra Gear teaches special education core courses: educational and diagnostic assessment, instructional methods, individual education programming, directed field experience, collaboration, and transitions. Before teaching at ODU, she taught diverse learners in grades PreK-12th, general and special education in public school, treatment programs, home-based instruction, as well as adult basic education. She has authored and co-authored book chapters and articles; presented at international, national, and regional conferences; is a member of the Council for Exceptional Children, including special interest divisions, and a member of the National Head Start Association. She is a reviewer for the National Head Start Association Dialog. She is a contributing author and researcher for the Virginia Early Childhood Policy Center, and the Teacher Immersion Residency Program at ODU. Her research goals include teacher and parent education to improve outcomes for children with disabilities.

Review :
"Rich in food for thought--and action--for researchers, educators, and policymakers interested in understanding and supporting childrenâ (TM)s early language and literacy development." --Margaret G. McKeown, Ph.D.