David K. Dickinson

140 Commonwealth Ave.

Lynch School of Education, Boston College

Chestnut Hill, MA 02467                                                                                                         

e-mail: David.Dickinson@BC.Edu

Harvard University, School of Education, 1976-1982

Temple University, 1972-1976; Philadelphia, PA

Oberlin College, 1967-1971; Oberlin, OH

2002 - Boston College, Lynch School of Education, Associate Professor

1995 - 2002     Education Development Center, Research Scientist

1988 - 1992     Department of Education, Clark University

1983-  1988     Assistant Professor, Tufts University

1982-  1983     Visiting Assistant Professor, School of Education, Boston University

1972-  1976     Classroom teacher, grades 1 – 6; Philadelphia area schools

BOOKS & ASSESSMENT TOOLS

Dickinson, D.K. & Neuman, S. (Eds.),  (in preparation).  Handbook of early literacy research: Vol II.  New York: Guilford Publications.

Smith, M.W., Dickinson, D.K. with Sangeorge, A. & Anasatopoulos, A. (2002).  Toolkit for Assessing Early Literacy in Classrooms.  Baltimore, MD: Brookes Publishing.

Dickinson, D.K. & Tabors, P.O. (Eds.) (2001). Beginning literacy with language: Young children learning at home and school.  Baltimore, MD: Brookes Publishing.

Neuman, S. B. & Dickinson, D. K. (Eds.),  (2001).  Handbook of early literacy research.  New York: Guilford Publications.

Dickinson, D.K. (1994).  Bridges to literacy: Children, families and schools . Cambridge, MA:

       Basil Blackwell.

SELECTED ARTICLES AND CHAPTERS:

Dickinson, D.K., McCabe, A. & Clark-Chiarelli, N. (in press).  Preschool-based prevention of

reading disability: Realities vs. possibilities.  In A. Stone & E. Silliman (Eds.), Handbook of learning disabilities.  Hillsdale, NJ: Erlbaum

Dickinson, D.K., St. Pierre, R., & Weyl, J. (in press).  High quality classrooms: A Key ingredient

to family literacy programs.  In B. Wasik (Ed.), Handbook of family literacy, New York, NY: Guilford.  

Dickinson, D.K., McCabe, A., Anastasopoulos, L., Peisner-Feinberg, Poe, M.  (in press). The

Comprehensive Language Approach to Early Literacy:  The Interrelationships Among Vocabulary, Phonological Sensitivity, and  Print Knowledge Among Preschool-aged Children. The Journal of Educational Psychology.

Dickinson, D.K. (in press). Toward More Effective Support for Language and Literacy

in Preschool Classrooms Serving Low-Income Populations. In monograph for the National Center for Family Literacy.

Dickinson, D.K., & McCabe, A. (2003).  A Framework For Examining Book Reading in Early

Childhood Classrooms. In van Kleeck, Bauer, & Stahl (Eds.), On Reading Books to Children: Parents and Teachers. Hillsdale, NJ: Lawrence Earlbaum.

Dickinson, D.K. & McCabe, A. & Sprague, K.  (2003).  Teacher rating of oral language and

literacy development (TROLL): Individualizing early literacy instruction with a standards-based rating tool. The Reading Teacher, 554 – 569.

Dickinson, D.K. (2002). Shifting Images of Developmentally Appropriate Practice As Seen

Through Different Lenses.  Educational Researcher, 31 (1), 26-32.

Dickinson, D.K. & Tabors, P.O. (2002).  Fostering language and literacy in classrooms and

homes. Young Children, March, 10 – 18. 

Dickinson, D.K.  & McCabe, A..  (2001).  Bringing it all together: The multiple origins, skills and environmental supports of early literacy.  Learning Disabilities Research and Practice, 16, 4, 186-202. 

Dickinson, D.K. & Sprague, K. (2001). The Nature and Impact of Early Childhood Care Environments on the Language and Early Literacy Development of Children from Low-Income Families.  In Neuman, S. & Dickinson, D.K. (Eds.), Handbook of early literacy (pp. 263-292).  New York, NY: Guilford.

Dickinson, D.K., DeTemple, J. (1998).  Putting parents in the picture:  Maternal reports of preschooler’s literacy as a predictor of early reading.  Early Childhood Research Quarterly, 13 (2), 241 - 263.

Dickinson, D.K. & Digisi, L. (March, 1998).  The many rewards of a literacy-rich classroom.  Educational Leadership,  55 (6) 23 - 26.

Dickinson, D.K., Hao, W., & He, Z. (1995).  Pedagogical and classroom factors related to how teachers read to three- and four-year old children.  In D. J. Leu (Ed.), NRC Yearbook.

Dickinson, D.K. (1994). Features of early childhood classrooms that support development of language and literacy. In J. Duchan, L. Hewitt & R. Sonnenmeier (Ed.). Pragmatics: From theory to practice (pp.185-201).  Englewood Cliffs, NJ: Prentice Hall.

Dickinson, D.K., & Smith, M.W. (1994).  Long-term effects of preschool teachers' book readings on low-income children's vocabulary and story comprehension.  Reading Research Quarterly, 29 (2), 104-122.

Dickinson, D.K. & Smith, M. W. (1991).  Preschool talk: Patterns of teacher-child interaction in early childhood classrooms. Journal of Research in Childhood Education, 6, 20-29.

Dickinson, D.K. & Tabors, P. (1991). Early literacy: Linkages between home, school, and literacy achievement at age five.  Journal of Research in Childhood Education, 6, 30-46.

Snow, C.E. & Dickinson, D.K. (1991).  Skills that aren't basic in a new conception of literacy.  In A. Purves & E. Jennings (Eds.), Literate systems and individual lives: Perspectives on literacy and schooling.  Albany, NY: SUNY Press.

Dickinson, D. K., & Keebler, R. (1989).  Variation in preschool teachers' book reading styles.  Discourse Processes, 12, 353-376.

Dickinson, D. K., & Snow, C. E. (1987).  Interrelationships among prereading and oral language skills in kindergartners from two social classes.  Early Childhood Research Quarterly, 2, 1-25.

Dickinson, D. K. (1984).  First impressions:  Children's knowledge of words after a single exposure.  Journal of Applied Psycholinguistics, 5, 359-373.