Vocabulary is foundational for reading and strongly linked to emergent bilingual (EB) students' academic achievement. Given the few syntheses on vocabulary interventions that are focused on emergent bilinguals, this literature review appraises the existing research and thoroughly accounts for methodological characteristics across studies relating…

Fifteen toddlers (2- to 3-years old, nine boys and six girls) in a university preschool classroom were observed for 7 months while spending time with books during transition time, between story time and lunch. This qualitative case study investigated the ways that teachers can facilitate toddlers' reading habits by providing literacy opportunities…

The Teacher & Principal School Report series showcases the results of a national survey of more than 4,700 public school Pre-K-12 educators on critical issues affecting schools and districts across the country. With two in-depth reports, Scholastic has explored equity in education as well as literacy, each with a special look at factors from…

The purpose of this current study is to build on the previous body of emergent literacy research by investigating the necessity of assessing book knowledge (e.g., print knowledge, interpretive knowledge, and letter identification) in toddlerhood to set up successful literacy development by providing independent storybook reading opportunities.…

This research synthesis examines whether the association between print exposure and components of reading grows stronger across development. We meta-analyzed 99 studies (N = 7,669) that focused on leisure time reading of (a) preschoolers and kindergartners, (b) children attending Grades 1-12, and (c) college and university students. For all…