Literacy Matters Vol. 23 Winter 2023

Martinez, G. (2007). Partnering for reading readiness: a case study of Maryland public librarians. Children and Libraries, 5(1), 32-39. https://doi.org/info:doi/

Rowe, D. W., &Wilson, S. J. (2015). The development of a descriptive measure of early childhood writing: Results from theWrite Start! writing assessment. Journal of Literacy Research, 47(2), 245-292. https://doi.org/10.1177/1086296X15619723

McGill, J. (2003). Public library – nursery relationships: an investigation into their value and impact. MA Thesis University of Sheffield. Retrieved June 15, 2022 from http://dagda.shef.ac.uk/dissertations/2002-03/External/McGill_Jenny_MALib.pdf

Snow, C. E. (2004). Preventing reading difficulties in young children. The Great Curriculum Debate: How Should We Teach Reading and Math? , 229.

National Center on Improving Literacy. (n.d.). Retrieved March 20, 2022, from https://improvingliteracy.org/

Steiner, L. M. (2014). A family literacy intervention to support parents in children’s early literacy learning. Reading Psychology , 35 (8), 703-735. https://doi.org/10.108 0/02702711.2013.801215 Stinchcomb, S. (2017, November 7). Resources to Support Family Literac y. Literacy Now. Retrieved from https://www.literacyworldwide.org/blog/literacy now/2017/11/02/resources-to-support-family-literacy Tichnor-Wagner, A., Garwood, J. D., Bratsch-Hines, M., & Vernon-Feagans, L. (2015). Home literacy environments and foundational literacy skills for struggling and nonstruggling readers in rural early elementary schools. Learning Disabiliīies Research & Practice , 31 (1), 6–21. https://doi.org/10.1111/ldrp.12090 Weigel, D. J., Martin, S. S., & Bennett, K. K. (2006). Contributions of the home literacy environment to preschool-aged children’s emergent literacy and language skills. Early Development and Care, 176, 357–378. doi:10.1080/03004430500063747.

Neuman, S. B., Kaefer, T., & Pinkham, A. M. (2018). A double dose of disadvantage: Language experiences for low-income children in home and school. Journal of Educational Psychology , 110 (1), 102–118. https://doi.org/10.1037/edu0000201 Niklas, F., Wirth, A., Guffler, S., Drescher, N., & Ehmig, S. C. (2020). The home literacy environment as a mediator between parental attitudes toward shared reading and children’s linguistic competencies. Frontiers in Psychology , 11 , 1628. https://doi.org/10.3389/fpsyg.2020.01628 Helping wiīh reading: Project Appleseed . Project Appleseed. (n.d.). Retrieved March 30, 2022, from https://www.projectappleseed.org/ways-parents-help-with reading Rashid, F.L., Morris, R.D., & Sevick, R. A (2005). Relationship between home literacy environment and reading achievement in children with reading disabilities. Journal of learning disabilities, 38(1), 2-11. Read aloud. (n.d). Retrieved March 20, 2022, from https://readaloud.org/index.html Rodriguez, E. T., & Tamis-LeMonda, C. S. (2011). Trajectories of the home learning environment across the first 5 years: Associations with children’s vocabulary and literacy skills at prekindergarten. Child development, 82(4), 1058-1075. https:// doi.org/10.1111/j.1467-8624.2011.01614.x

Literacy Matters General Articles

Whitehurst, G. J., Falco, F. L., Lonigan, C. J., Fischel, J. E., DeBaryshe, B.

D., Valdez-Menchaca, M. C., & Caulfield, M. (1988). Accelerating language development through picture book reading. Development Psychology, 24(4), 552–559. https://doi: 10.1037/0012-1649.24.4.552

Whitehurst, G. J., and Lonigan, C. J. (2001). Emergent literacy: development from Prereaders to readers. Handb. Early Lit. Res. 1, 11–29. Guilford Press.

S LaurenWhitley is a South Carolina native that now calls Newnan, Georgia home. During my ten years as an educator I have had the privilege of serving many children from ages four to eight years old. I recently completed my masters program in Elementary Education with a Reading Endorsement. One of my biggest passions as a teacher is early literacy development. Dr. Andrea Crenshaw is an Assistant Professor and Director of Undergraduate Programs in the Department of Early Childhood through Secondary Education at the University of West Georgia. Prior to working in higher education, she worked in K12 as a teacher and administrator in which she was committed to an interdisciplinary approach of inquiry and advocacy in urban contexts. Additionally, she is committed to embedding relevant issues of diversity, equity, and inclusion into her practice, scholarship, and service to K12 and higher education.

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