Volume 18, Number 4   2016      ISSN: 1930-9325 

 
CONTENTS 

 
Research Articles 

Associations of Adversity to Indicators of Child Well Being in a High Quality Early 
Education Context 

Shannon Guss, Brenda Jones-Harden, Amanda Stein, Noreen Yazejian, and Nina 

Forestieri……………………………………………………………………………………... 

 

1 

Digital Media and Preschoolers: Implications for Visual Spatial Development    
Kathleen Keefe-Cooperman……………………………...………………………………….. 24 

“The Opportunity to Get Ready”:  Early Head Start Program Innovation 
Anita S. Charles and Mary Anne Peadoby……………………………..……………………. 43 

Effects of a Culturally Responsive Interactive Book-Reading Intervention on the 
Language Abilities of Preschool Dual Language Learners: A Pilot Study                

Carol Scheffner Hammer and Brook Sawyer ………………..……………………………… 

 

59 

Scaffolded Dialogic Reading Professional Development for Transitional Kindergarten 
Teachers of Dual Language Learners 

Carola Matera, Elvira Armas and Magaly Lavadenz………………..…….………………… 80 

 

Research-to-Practice Summaries 

Addressing Adversity to Support Family and Child Well Being 
Shannon Guss, Brenda Jones-Harden, Amanda Stein, Noreen Yazejian, Serenity Weeden 

and Jennifer Ladner…………………………………………………………………………... 105 

   

Preschooler Digital Usage and Visual Spatial Performance: Implications for the 
Classroom  

Kathleen Keefe-Cooperman…..……………………………………...………………………. 111 

Readiness Opportunities for Highly Vulnerable Families 
Anita S. Charles and Mary Anne Peadoby……………………………..……………………. 117 

Development of a Culturally Responsive Book Reading Intervention for Latina Mothers 
and their Head Stat Children  

Carol Scheffner Hammer and Brook Sawyer ………………..……………………………… 
123 

Professional Development for Transitional Kindergarten Teachers of Dual Language 
Learners: Learning and Applying Scaffolded Dialogic Reading 

Carola Matera, Elvira Armas and Magaly Lavadenz………………..…….………………… 129 

 



(continued from previous page) 

 

Dialog from the Field 

Tailored Teaching: Emerging Themes from the Literature on Teachers’ Use of 
Ongoing Child Assessment to Individualize Instruction 

 

Lauren Akers, Patricia Del Grosso, Emily Snell, Sally Atkins-Burnett, Barbara A. Wasik,    

Judith Carta, Kimberley Boller and Shannon Monahan…………………………………… 91