References

Alstad, G.T., & Kulbrandstad, L.I. (2017). Linguistic diversity and literacy practices in early childhood education in Norway. In C. J. McLachlan & A. W. Arrows (Eds.), Literacy in the Early Years (pp. 43-57). Singapore: Springer Science + Business Media.

Amato, P. R., Patterson, S., & Beattie, B. (2015). Single-parent households and children’s educational achievement: A state-level analysis. Social Science Research,53, 191-202. doi:10.1016/j.ssresearch.2015.05.0122.

Anderson, J. Anderson, A. Friedrich, N. Teichert, L. (2017). ‘You guys should offer the program more often!’: Some perspectives from working alongside immigrant and refugee families in a bilingual family literacy program. In C. J. McLachlan & A. W. Arrows (Eds.), Literacy in the Early Years (pp. 63-75). Singapore: Springer Science + Business Media.

Baker, S. K., Smolkowski, K., Katz, R., Seeley, J. R., Kame'enui, E. J., & Beck, C. T. (2008). Reading Fluency as a Predictor of Reading Proficiency in Low-Performing, High-Poverty Schools. School Psychology Review,37(1), 18-37.

Barnett, W. S. (2007). Preschool education for economically disadvantaged children: Effects on reading achievement and related outcomes. In D. K. Dickinson & S. B. Neuman (Eds.), Handbook of Early Literacy Research (Vol. 3, pp. 421-439). New York: Guilford Press.

Begeny, J. C. (2011). Effects of the Helping Early Literacy with Practice Strategies (HELPS) Reading Fluency Program When Implemented at Different Frequencies. School Psychology Review,40 (1).

Berridge, D. (2017). The education of children in care: Agency and resilience. Children and Youth Services Review,77, 86-93. doi:10.1016/j.childyouth.2017.04.0043

Biemiller, A. (2006). Vocabulary development and instruction: A prerequisite for school learning. In D. K. Dickinson & S. B. Neuman (Eds.), Handbook of early literacy research (Vol. 2, pp. 41-51). New York: Guilford Press.

Burgess, Stephen R. (2017). The development of phonological sensitivity. In C. J. McLachlan & A. W. Arrows (Eds.), Literacy in the Early Years (pp. 90-98). Singapore: Springer Science + Business Media.

Children's Bureau. (2018, April 27). Child and Family Services Reviews Aggregate Report. Retrieved from https://www.acf.hhs.gov/sites/default/files/cb/cfsr_aggregate_report.pdf

Children's Home Society of Virginia. (2017). The Possibilities Project. Retrieved from https://chsva.org/possibilities-project/

Child Welfare Information Gateway. (2013, February). How the Child Welfare System Works. Retrieved from https://www.childwelfare.gov/pubs/factsheets/cpswork/

Crawford, E., & Torgesen, J. (2007). Teaching all students to read: Practices from "Reading First" schools with strong intervention outcomes. Complete Report. Florida Center for Reading Research.

Cummins, J. (1986). Empowering minority students: A framework for intervention. Harvard educational review, 56(1), 18-37.

Cunningham, A. E., & Zibulsky, J. (2011). Tell me a story: Examining the benefits of shared reading. In D. K. Dickinson & S. B. Neuman (Eds.), Handbook of early literacy research (Vol. 3, 396-411). New York: Guilford Press.

Dickinson, D. K., & Sprague, K. E. (2007). The nature and impact of early childhood care environments on the language and early literacy development of children from low-income families. In D. K. Dickinson & S. B. Neuman (Eds.), Handbook of Early Literacy Research (Vol. 3, pp. 263-280). New York: Guilford Press.

Dynia, J. M., Bean, A., Justice, L. M., & Kaderavek, J. N. (2019). Phonological awareness emergence in preschool children with autism spectrum disorder. Autism & Developmental Language Impairments, 4(1), 1-15.

Evans, M. A., & Ennis, K. P. (2017). Child shyness and reading ability in encounters with difficult words during shared book reading. In C. J. McLachlan & A. W. Arrows (Eds.), Literacy in the Early Years (pp. 111-132). Singapore: Springer Science + Business Media.

Evans, R., Brown, R., Rees, G., & Smith, P. (2017). Systematic review of educational interventions for looked‐after children and young people: Recommendations for intervention development and evaluation. British Educational Research Journal, 43(1), 68–94.

Erickson, K. (2006). Literacy and persons with developmental disabilities: Why and how. Paper commissioned for the EFA Global Monitoring Report, 2006.

Federal Interagency Forum on Child and Family Statistics. America's children: Key national indicators of well-being, 2017. Childstats.

Fernald, A., Marchman, V.A., & Weisleder, A. (2013). SES differences in language processing skill and vocabulary are evident at 18 months. Developmental Science, 16(2), 234-248.

Foorman, B. R., Petscher, Y., Lefsky, E. B., & Toste, J. R. (2010). Reading First in Florida: Five Years of Improvement. Journal of Literacy Research, 42(1), 71–93.

Forsman, H., & Vinnerljung, B. (2012). Interventions aiming to improve school achievements of children in out-of-home care: A scoping review. Children and Youth Services Review, 34(6), 1084–1091. https://doi-org.ezproxy.rice.edu/10.1016/j.childyouth.2012.01.037

Harris, J., Golinkoff, R. M., & Hirsh-Pasek, K. (2011). Lessons from the crib for the classroom: How children really learn vocabulary. In D. K. Dickinson & S. B. Neuman (Eds.), Handbook of Early Literacy Research (Vol. 3, pp. 322-336). New York: Guilford Press.

Hjetland, H. N., Lervåg, A., Lyster, S.-A. H., Hagtvet, B. E., Hulme, C., & Melby-Lervåg, M. (2018, December 13). Pathways to Reading Comprehension: A Longitudinal Study From 4 to 9 Years of Age. Journal of Educational Psychology.

Irish, L. (2016, April 13). Foster children get K-12 champions through Pima County pilot program. Retrieved from https://azednews.com/foster-children-get-k-12-champions-through-pima-county-pilot-program-part-2/

Juel, C. (2006). The impact of early school experiences on initial learning. In D. K. Dickinson, & S. B. Neuman (Eds.), Handbook of Early Literacy Research (Vol. 2, pp. 410-26). New York: Guilford Press.

Kaiser, A. P., Roberts, M. Y., & McLeod, R. H. (2011). Young children with language impairments: Challenges in transition to reading. In D. K. Dickinson & S. B. Neuman (Eds.), Handbook of Early Literacy Research (Vol. 3, pp. 153-169). New York: Guilford Press.

Knight, E., Blacher, J., & Eisenhower, A. (2018). Predicting reading comprehension in young children with autism spectrum disorder. School Psychology Quarterly, 1(1).

Korat, O., Bahar, E., & Snapir, M. (2002). Sociodramatic play as opportunity for literacy development: The teacher's role. The Reading Teacher, 56(4), 386-393.

Korat, Ofra. (2010). Reading electronic books as a support for vocabulary, story comprehension and word reading in

kindergarten and first grade. Computers and Education, 55 (1).

Landry, S. H. and Smith, K. E. (2017). The influence of parenting on emerging literacy skills. In C. J. McLachlan & A. W. Arrows (Eds.), Literacy in the Early Years (pp. 135-148). Singapore: Springer Science + Business Media.

Lederberg, A. R., Schick, B., & Spencer, P. E. (2013). Language and literacy development of deaf and hard-of-hearing children: Successes and challenges. Developmental Psychology, 49(1), 15-30. doi:10.1037/a0029558

Lin, W. (2004). A study on cross-cultural barriers in reading of English. Asian EFL Journal, 6(2), 1-10.

Mashburn, A. J., Justice, L. M., Downer, J. T., & Pianta, R. C. (2009). Peer effects on children’s language achievement during pre‐kindergarten. Child development, 80(3), 686-702.

McKeown, M. G., & Beck, I. L. (2006). Encouraging young children's language interactions with stories. In D. K. Dickinson & S. B. Neuman (Eds.), Handbook of Early Literacy research (Vol. 2, pp. 281-294). New York: Guilford Press.

Morrow, L. M., & Schickedanz, J. A. (2006). The relationships between sociodramatic play and literacy development. In D. K. Dickinson & S. B. Neuman (Eds.), Handbook of Early Literacy Research (Vol. 2, pp. 269-280). New York: Guilford Press.

Nelson, K. E., Welsh, J. A., Trup, E. M. V., & Greenberg, M. T. (2011). Language delays of impoverished preschool children in relation to early academic and emotion recognition skills. First Language, 31(2), 164-194. http://doi.org/10.1177/0142723710391887

Neuman, S. B. (2006). The knowledge gap: Implications for early education. In D. K. Dickinson & S. B. Neuman (Eds.), Handbook of early literacy research (Vol. 2, pp. 29-40). New York: Guilford Press.

O’Higgins, A., Sebba, J., & Gardner, F. (2017). What are the factors associated with educational achievement for children in kinship or foster care: A systematic review. Children and Youth Services Review, 79, 198–220. https://doi-org.ezproxy.rice.edu/10.1016/j.childyouth.2017.06.004

Ouellette, G., Rodney, D., Senechal, M. (2017). The misunderstood giant: On the predictive role of early vocabulary to future reading. In C. J. McLachlan & A. W. Arrows (Eds.), Literacy in the Early Years (pp. 173-180). Singapore: Springer Science + Business Media.

Parlakian, R., & Sánchez, S. (2006). Cultural Influences on Early Language and Literacy Teaching Practices. Zero to Three, 52-57.

Place of Hope. (2016). The System of Foster Care. Palm Beach Gardens, FL: Place of Hope. Retrieved from https://www.placeofhope.com/the-system-of-foster-care/

Pugh, K. R., Sandak, R., Frost, S. J., Moore, D. L., & Mencl, W. E. (2007). Neurobiological investigations of skilled and impaired reading. In D. K. Dickinson & S. B. Neuman (Eds.), Handbook of Early Literacy Research (Vol. 2, pp.64-73). New York: Guilford Press.

Pratt, M. E., McClelland, M. M., Swanson, J., & Lipscomb, S. T. (2016). Family risk profiles and school readiness: A person-centered approach. Early Childhood Research Quarterly,36, 462–474. https://doi-org.ezproxy.rice.edu/10.1016/j.ecresq.2016.01.017

Purpura, D. J., Hume, L. E., Sims, D. M., & Lonigan, C. J. (2011). Early literacy and early numeracy: The value of including early literacy skills in the prediction of numeracy development. Journal of Experimental Child Psychology, 110, 647-658.

Rhode, L. (2015). The Comprehensive Emergent Literacy Model: Early Literacy in Context. SAGE Open, 5, 1-11.

Rodriguez, E.T., Tamis-LeMonda, C.S., Spellman, M.E., Pan, B.A., Raikes, H., Lugo-Gil, J., Luze, G. (2009). The formative role of home literacy experiences across the first three years of life in children from low-income families. Journal of Applied Developmental Psychology, 30(6), 677-694. doi.org/10.1016/j.appdev.2009.01.003

Saine, N. L., Lerkkanen, M., Ahonen, T., Tolvanen, A., & Lyytinen, H. (2011). Computer-Assisted Remedial Reading Intervention for School Beginners at Risk for Reading Disability. Child Development,82(3), 1013-1028.

Silverman, R., Young-Suk, K., Hartranft, A., Nunn, S., McNeish, D. (2017). Effects of a Multimedia Enhanced

Reading Buddies Program on Kindergarten and Grade 4 Vocabulary Comprehension. Journal of Literary

Research, 110(4), 391-404.

Skwarchuk, S., Sowinski, C., & Lefevre, J. (2014). Formal and informal home learning activities in relation to children’s early numeracy and literacy skills: The development of a home numeracy model. Journal of Experimental Child Psychology,121, 63-84.

Sonnenschein, S., Baker, L. & Serpell, R. (2010). The Early Childhood Project: A 5-Year Longitudinal Investigation of Children’s Literacy Development in Sociocultural Context. In Dorit, A. and Ofra, K. Literacy Development and Enhancement Across Orthographies and Cultures (pp.85-96)

Sonnenschein, Susan & Baker, Linda & Serpell, Robert & Schmidt, Diane. (2000). Reading is a source of entertainment: The importance of the home perspective for literacy. In K. Roskow, J. Christie (Eds.), Play and Literacy in Early Childhood (pp. 107-124). New Jersey: LEA.

Stone, S. (2007). Child maltreatment, out-of-home placement and academic vulnerability: A fifteen-year review of evidence and future directions. Children and Youth Services Review, 29(2), 139–161. https://doi-org.ezproxy.rice.edu/10.1016/j.childyouth.2006.05.001

Strickland, D. S. (2001). Early intervention for African American children considered to be at risk. In D. K. Dickinson & S. B. Neuman (Eds.), Handbook of early literacy research (Vol. 1, pp. 322-332). New York: Guilford Press.

Suggate, S., Schaughency, E., McAnally, H., & Reese, E. (2018). From infancy to adolescence: The longitudinal links between vocabulary, early literacy skills, oral narrative, and reading comprehension. Cognitive Development, 47, 82-95.

Taberno, R. & Calvo, V. (2019). Children with autism and picture books: extending the reading experiences of autistic learners of primary age. Literacy, 0(0).

Tabors, P. O., & Snow, C. E. (2001). Young bilingual children and early literacy development. In D. K. Dickinson & S. B. Neuman (Eds.), Handbook of Early Literacy Research (Vol. 1, pp. 159-178). New York: Guilford Press.

The Indiana Youth Institute (IYI). (2010). Foster Youth: 2010 Foster Care Statistics. Indianapolis, IN: IYI.

Uccelli, P., Demir‐Lira, Ö. E., Rowe, M. L., Levine, S., & Goldin‐Meadow, S. (2018). Children's Early Decontextualized Talk Predicts Academic Language Proficiency in Midadolescence. Child development. doi: 10.1111/cdev.13034

U.S. Department of Health and Human Services. (2012, December 1). 2012 HHS POVERTY GUIDELINES. Retrieved April 19, 2019, from Office of the Assistant Secretary for Planning and Evaluation: https://aspe.hhs.gov/2012-hhs-poverty-guidelines

U.S. Department of Health and Human Services, Administration for Children and Families, Administration on Children, Youth and Families, Children'sBureau. (2018, November 8). The AFCARS Report. https://www.acf.hhs.gov/cb/resource/afcars-report-25

Van den Broek, P., Kendeou, P., Lousberg, S., & Visser, G. (2011). Preparing for reading comprehension: Fostering text comprehension skills in preschool and early elementary school children. International Electronic Journal of Elementary Education,4 (1), 259-268.

Vaughn, S., Linan-Thompson, S., Pollard-Durodola, S. D., Mathes, P. G., Cardenas-Hagan, E., Cultural and linguistic diversity (pp. 185-197).

Vernon-Feagans et al. (2001). Early language and literacy skills in low income African American and Hispanic children. Handbook of Early Literacy Research. New York: The Guilford Press.

Werfel, K. (2017). Emergent literacy skills in preschool children with hearing loss who use spoken language: Initial findings from the early language and literacy acquisition (ELLA) study. Language, Speech, and Hearing Services in Schools, 49(4), 249-259. doi:10.1044/2017_LSHSS-17-0023

Wolter, J. A., Wood, A., & D’zatko, K. W. (2009). The influence of morphological awareness on the literacy development of first-grade children. Language, Speech, and Hearing Services in Schools, 40, 286-298.