Literacy Matters - Vol 21 - Winter 2021

Neuman, S. B., & Cunningham, L. (2009). The impact of professional development and coaching on early language and literacy instructional practices. American Educational Research Journal, 46, 532–566. https://doi. org/10.3102/0002831208328088.

Schachter, R. E., Spear, C. F., Piasta, S. B., Justice, L. M., & Logan, J. A. R. (2016). Early childhood educators’knowledge, beliefs, education, experiences, and children’s language- and literacy-learning opportunities: What is the connection? Early Childhood Research Quarterly, 36 , 281–294. https://doi.org/10.1016/j. ecresq.2016.01.008. Scott-Little, C., Kagan, S. L., & Frelow, V. (2003). Standards for preschool children’s learning and development: Who has standards, how were they developed and how are they used. Tallahassee, FL: SERVE. Shepard, L., Kagan, S. L., &Wurtz, E. (Eds.). (1998). Principles and recommendations for early childhood assessments . Washington, DC: National Education Goals Panel.

Opper, Isaac M. (2019). Teachers matter: Understanding teachers’ impact on student achievement. Santa Monica, CA: RAND Corporation.

Literacy Matters Reading Matters

Petersen, S., Jones, L., McGinley, K. A. (2008). Early learning guidelines for infants and toddlers: Recommendations for states. Washington, DC: Zero to Three.

Teressa Sumrall is an Assistant Professor in the Department of Family and Child Studies at Appalachian State University where she currently serves as the Director of the Child Development: Family and Child Studies Program. She received her B.S. and M.A. in Child Development from Appalachian State University and her Ph.D. from the Department of Human Development and Family Studies at the University of North Carolina at Greensboro. Prior to joining the faculty at ASU, she worked as an Education Coordinator with Head Start and Migrant Head Start programs in North Carolina and in higher education at Victoria University in Melbourne, Australia. Her research interests include Early Learning and Development Standards, Early Childhood Teacher Preparation, and Emergent Literacy. Dr. Sumrall can be contacted at sumralltc@appstate.edu . Piasta, S. B., Connor, C. M., Fishman, B. J., & Morrison, F. J. (2009). Teachers’ knowledge of literacy concepts, classroom practices, and student reading growth. Scientific Studies of Reading, 13 (3), 224-248. doi:10.1080/10888430902851364. Piasta, S. B., Farley, K. S., Mauck, S. A., Soto Ramirez, P., Schachter, R. E., O’Connell, A. A., …Weber-Mayrer, M. (2018). At-scale, state-sponsored language and literacy professional development: Impacts on early childhood classroom practices and children’s outcomes. Journal of Educational Psychology, 112 (2), 329-343. http://dx.doi.org/10.1037/edu0000380. Puliatte, A., & Ehri, L. C. (2018). Do 2nd and 3rd grade teachers’linguistic knowledge and instructional practices predict spelling gains in weaker spellers? Reading and Writing, 31 , 239–266. https://doi.org/10.1007/s11145-017-9783-8. Risko, V.J., Roller, C.M., Cummins, C., Bean, R.M., Block, C.C., Anders, P.L., & Flood, J. (2008). A critical analysis of research on reading teacher education. Reading Research Quarterly, 43 (3), 252-288.

Snow, C. E., Burns, M. S., & Griffin, P. (Eds.). (1998). Preventing reading difficulties in young children. Washington, DC: National Academy Press.

South Carolina Early Learning Standards Interagency Stakeholder Group. (2017). South Carolina Early Learning Standards. Columbia: Author.

VanHoorn, J., Nourot, P.M., Scales, B., & Alward, K.R. (2015). Play at the Center of the Curriculum. (6th ed.). London, England: Pearson.

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Massachusetts: Harvard University Press.

Whitehurst, G. J., & Lonigan, C. J. (2001). Emergent literacy: Development from prereaders to readers. In S. B. Newman & D. K. Dickinson (Eds.), Handbook of early literacy research (pp. 11-29). New York, NY: Guilford.

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Rebecca Jordan is an Assistant Professor in the Department of Reading Education and Special Education at Appalachian State University. She currently serves on two advisory committees to the Board of Governors, as a Literacy Fellow and as a member of the Educator Preparation Advisory Group. She received her M.Ed. from the University of North Carolina at Greensboro and her Ph.D. from the University of North Carolina at Chapel Hill. Prior to joining the faculty at Appalachian State University, she was an elementary school teacher, reading specialist, and instructional coach. Her research interests include teacher knowledge, skills, and beliefs, and reading and writing development and instruction, particularly for students with developmental disabilities. Dr. Jordan maybe contacted at paynejordanrl@appstate.edu .

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