Burns, M. Susan, Peg Griffi th and Catherine E. Snow, eds. Starting Out Right: A
Guide to Promoting Children’s Reading Success. Washington, DC: National
Academies Press, 1999.
This is a very readable, well-researched book geared for family literacy practitioners, teachers and parents. It is based on a major report of the National Research Council (NRC) entitled Preventing Reading Diffi culties in Young Children, prepared by the Committee on the Prevention of Reading Diffi culties in Young Children. Both books may be read online or ordered from www.nap.edu.
Fox, Mem. Reading Magic: Why Reading Aloud to Our Children Will Change
Their Lives Forever. New York, NY: Harcourt, Inc., 2001
This internationally renowned educator and children’s author presents a very opinionated, yet compelling argument for reading regularly to children.
International Reading Association (IRA) and the National Association for the
Education of Young Children (NAEYC). “Learning to Read and Write:
Developmentally Appropriate Practices for Young Children.” Young
Children. Vol. 53, no. 4 (1998), pp. 30-46.
This joint position statement of the IRA and the NAEYC, adopted in 1998, is another must-read for family literacy practitioners. They emphasize the responsibility of teachers of young children to promote children’s literacy development based on the most current professional knowledge and research. A continuum of reading and writing development is presented as a useful tool in establishing goals and expectations for children’s achievement that are age-appropriate and measurable.
Wasik, Barbara Hanna, ed. Handbook of Family Literacy. Mahwah, NJ:
Lawrence Erlbaum Associates, Publishers, 2004.
This up-to-date resource has several sections with many articles worth reading carefully for information on relevant program content, especially:
II Children and early childhood education within family literacy programs
III Parenting and parent education
IV Adult education
V The home environment and home services