Literacy Bibliography

Bruce, T. McNair, L. and Whinnett, J.(Eds.) (2020) Putting Storytelling at the Heart of Early Childhood Practice. Routledge: London.

Carroll, J., Holliman, A., Weir, F. and Baroody, A. (2019) Literacy interest, home literacy

environment and emergent literacy skills in pre-schoolers. Journal of Research in Reading:

42(1) 150-161.

Cremin T, Flewitt R, Mardell B, and Swan, J. (eds) (2017) Storytelling in Early Childhood: Language, Literacy, and Culture. London and New York: Routledge.

Critten, S., Holliman, A.J., Hughes, D.J. et al. (2020) A longitudinal investigation of prosodic sensitivity and emergent literacy. Reading and Writing (https://doi.org/10.1007/s11145-020-10077-7

Dyson, A. H. (2013) Rewriting the Basics: Literacy Learning in Children’s Cultures. New York: Teachers College Press.

Flewitt, R., Nind, M. and Payler, J. (2009). `If she’s left with books she’ll just eat them’: Considering inclusive multimodal literacy practices. Journal of Early Childhood Literacy, 9(2), 211-233.

Kindle, K. (2013). Interactive Reading in Preschool: Improving Practice through Professional Development. Reading Improvement, 50(4), 175-188.

Kucirkova, N., Messer, D., Sheehy, K. and Flewitt, R. (2013). Sharing Personalised Stories on iPads: A Close Look at One Parent-Child Interaction. Literacy, 47(3), 115-122.

Dyson, A. H. (2013) Rewriting the Basics: Literacy Learning in Children’s Cultures. New York: Teachers College Press.

Flewitt, R., Nind, M. and Payler, J. (2009). `If she’s left with books she’ll just eat them’: Considering inclusive multimodal literacy practices. Journal of Early Childhood Literacy, 9(2), 211-233.

Kindle, K. (2013). Interactive Reading in Preschool: Improving Practice through Professional Development. Reading Improvement, 50(4), 175-188.

Kucirkova, N., Messer, D., Sheehy, K. and Flewitt, R. (2013). Sharing Personalised Stories on iPads: A Close Look at One Parent-Child Interaction. Literacy, 47(3), 115-122.

Kumpulainen, K., Sintonen, S., Vartiainen, J., Sairanen, H., Nordström, A., Byman, J. and Renlund, J. (2018). Playful Parts: The Joy of Learning Multiliteracies. Available at https://helda.helsinki.fi/bitstream/handle/10138/298481/Kurittomat_palaset_eng_www.pdf?sequence=1&isAllowed=y.

Lancaster, L. (2014) The Emergence of Symbolic Principles: The Distribution of Mind in Early Sign Making. Biosemiotics, 7, 29–47.

Levy, R. (2011) Young Children Reading at Home and at School. London: Sage.

Marsh, J., Plowman, L., Yamada-Rice, D., Bishop, J.C., Lahmar, J., Scott, F., Davenport, A., Davis, S., French, K., Piras, M., Thornhill, S., Robinson, P. and Winter, P. (2015) Exploring Play and Creativity in Pre-Schoolers’ Use of Apps: Final Project Report. Accessed at: www.techandplay.org.

Neumann, M., Summerfield, K. and Neumann, D. (2015) Visual Attention to Print-Salient and Picture-Salient Environmental Print in Young Children. Reading and Writing: An Interdisciplinary Journal, 28(4), 423-437.

Torgerson, C., Brooks, G., Gascoine, L. and Higgins, S. (2019) Phonics: Reading policy and the evidence of effectiveness from a systematic “tertiary” review. Research Papers in Education, 34 (2), 208-238.

Towell J.L., Bartram L, Morrow S, Brown S.L. (2019) Reading to babies: Exploring the beginnings of literacy. Journal of Early Childhood Literacy doi:10.1177/1468798419846199

Wohlwend, K. (2013) Literacy Playshop: New literacies, popular media and Play in the Early Childhood Classroom. New York: Teacher College Press. Worthington, M. and van Oers, B. (2015). ‘Children’s social literacies: Meaning making and the emergence of graphical signs and texts in pretence’. Journal of early childhood literacy. 17(2), 147–175.