Whatever happened to developmentally appropriate practice in early literacy?

Young Children

Volumn 60, Issue 4, 2005, Pages 22-26

  Neuman, Susan B ^a   Roskos, Kathleen ^b  

^a UNIVERSITY OF MICHIGAN   (United States)

^b JOHN CARROLL UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 28844440884     PISSN: 00440728     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Review

References (9)

1. International Reading Association (IRA) & NAEYC. 1998. Learning to read and write: Developmentally appropriate practices for young children. A joint position statement of the International Reading Association and the National Association for the Education of Young Children. Young Children 53 (4): 30-46. Online: www.naeyc.org/about/positions/pdf/PSREAD98.PDF.
2. Lee, V., & D. Burkam. 2002. Inequality at the starting gate: Social background differences in achievement as children begin school. Washington, DC: Economic Policy Institute.
3. NAEP (National Assessment of Educational Progress). 2004. Percentage of students, by reading achievement level, grade 4: 1992-2003. Online: http://nces.ed.gov/nationsreportcard/reading/results2003/natachieve-g4.asp.
4. Neuman, S.B. In press. The knowledge gap: Implications for early education. In Handbook of early literacy research, eds. D. Dickinson & S.B. Neuman. New York: Guilford.
5. Neuman, S.B., S. Bredekamp, &C. Copple. 2000. Learning to read and write: Developmentally appropriate practice. Washington, DC: NAEYC.
6. Neuman, S.B., & K. Roskos. 1992. Literacy objects as cultural tools: Effects of children's literacy behaviors in play. Reading Research Quarterly 27 (1): 202-25.
7. Neuman, S.B., & K. Roskos. 1993. Access to print for children of poverty: Differential effects of adult mediation and literacy-enriched play settings on environmental and functional print tasks. American Educational Research Journal 30 (3): 95-122.
8. Piaget, J. [1952] 1992. The origins of intelligence in children. Trans. M. Cook. Guilford, CT: International Universities Press.
9. Snow, C., M.S. Burns, & P. Griffin, eds. 1998. Preventing reading difficulties. Washington, DC: National Academies Press.