David K. Dickinson

David K. Dickinson

140 Commonwealth Ave.

Lynch School of Education, Boston College

Chestnut Hill, MA 02467��

e-mail: [email protected]

EDUCATION

Harvard University, School of Education, 1976-1982

Temple University, 1972-1976; Philadelphia, PA

Oberlin College, 1967-1971; Oberlin, OH

EMPLOYMENT

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.