Handbook of Early Literacy Research. (vol. 2)
David K. Dickinson and Susan B. Neu-man, eds. New York: Guilford Publications, 2005. Pp. 468. $65.00, cloth. ISBN: 1-59385-184-7. TEL: 212-431-9800, ext. 257 • FAX: 212-966-6708

Research as it currently will be found in the field of literacy is increasingly highlighting the role of early literacy in the development of our young children. That research also facilitates the growth of practices and policies which are in a position to be able to promote success among all learners.

Volume 1 of this work, which was published in the year 2001, will be found to have covered the following major concepts in this field: Ways of Conceptualizing Early Literacy Development, Strands of Early Literacy Development, Home and Community Influences, Schooling Influences: the Preschool Years, Instructional Materials and Classroom Practices, and Special Intervention Efforts.

The more recently published Volume 2 of this handbook will be found to address the following new topics in the field of early literacy research: Cognitive and Linguistic Building Blocks for the Area of Early Literacy Development, Phonemic Awareness and Letter Knowledge, Families and Relationships: Socioemotional and Linguistic Supports, Cultural and Linguistic Diversity, Supporting Literacy in Classrooms at the Preschool Level, Programmatic Interventions During the Course of the Preschool Years, and a section directed Toward Effective Primary Grade Instruction.

The theoretical and empirical perspectives which are represented in this volume are definitely diverse in their nature. Nevertheless, all of the chapters presented in this second volume of the work share a focus on the subject of helping young children to be able to build important foundational language and print skills.

Topics which the reader will find to be new in this second volume include the transition to school, the teacher-child relationship, socio-dramatic play, vocabulary development, neural imaging work, Vygotskian theory, and findings from a number of international studies. Several of the chapters to be found here also address the impact of standards-based instruction and early Reading First initiatives.