Handbook on the Science of Early Literacy (Paperback)

Synthesizing the best current knowledge about early literacy, this comprehensive handbook brings together leading researchers from multiple disciplines. The volume identifies the instructional methods and areas of focus shown to be most effective for promoting young children's (PreK-2) growth in reading, writing, oral language, and the connections among them. In 33 chapters, the Handbook covers conceptual foundations; development and instruction of both code- and meaning-related literacy skills; professional development and family engagement; supporting equity across populations; and learning beyond traditional boundaries, including digital and out-of-school contexts. Highlighted throughout are issues around access to high-quality instruction, working with multilingual populations, and data-based decision making and interventions.

Sonia Q. Cabell, PhD, is Associate Professor in the School of Teacher Education and the Florida Center for Reading Research at Florida State University. Her research focuses on early language and literacy instruction, with a particular interest in the prevention of reading difficulties. Dr. Cabell has authored approximately 80 publications, including peer-reviewed articles, books, book chapters, and early childhood language and literacy curricula. She has served as Principal Investigator or co-Principal Investigator on numerous federally funded grant projects. Dr. Cabell has been an advisor or consultant for a variety of national organizations and state departments of education. She was the 2021 recipient of the International Literacy Association's Diane Lapp & James Flood Professional Collaborator Award (with Tricia Zucker). Previously, Dr. Cabell worked as a second-grade teacher and literacy coach in Oklahoma and Virginia.

Susan B. Neuman, EdD, is Professor of Teaching and Learning at New York University. Previously, she was Professor at the University of Michigan and served as the U.S. Assistant Secretary for Elementary and Secondary Education, in which role she established the Early Reading First program and the Early Childhood Educator Professional Development Program, and was responsible for all activities in Title I of the Elementary and Secondary Act. Dr. Neuman has served on the Board of Directors of the International Literacy Association and as coeditor of Reading Research Quarterly. Dr. Neuman has received two lifetime achievement awards for research in literacy development and is a member of the Reading Hall of Fame and a Fellow of the American Educational Research Association. She has published over 100 articles and numerous books.

Nicole Patton Terry, PhD, is the Olive and Manuel Bordas Professor of Education in the School of Teacher Education and Director of the Florida Center for Reading Research (FCRR) at Florida State University. She is the founding director of The Urban Child Study Center at Georgia State University and The Village at FCRR, two research entities where researchers collaborate with school and community partners to promote student success. Dr. Patton Terry’s work focuses on young learners who are vulnerable to experiencing difficulty with language and literacy achievement in school, in particular, African American children, children growing up in poverty, and children with disabilities. A former special education teacher, she currently serves as president of the Society for the Scientific Study of Reading and is a Fellow of the American Speech–Language–Hearing Association and the American Educational Research Association (AERA). Dr. Patton Terry is the recipient of AERA's 2026 Exemplary Contributions to Practice-Engaged Research Award.