Center for Early Literacy Learning

The major goal of this Center was to conduct research syntheses and produce evidence-based assessment and intervention practices based on the results of the syntheses to improve the behavioral and developmental outcomes of infants, toddlers, and preschoolers with identified disabilities or developmental delays. The Center was funded, in part, but the U.S. Department of Education, Office of Special Education Programs (H324K010005).

 

Journal Articles

Dunst, C. J., Trivette, C. M., & Williams, L. (2013). Meta-analysis of inferential shared book-reading interventions and young children's comprehension and expressive language skills. Manuscript submitted for publication.

Dunst, C. J., Trivette, C. M., & Hamby, D. W. (2012). Meta-analysis of studies incorporating the interests of young children with autism spectrum disorders into early intervention practices. Autism Research and Treatment, 2012, 1-10.

Dunst, C. J., & Shue, P. (2005). Creating literacy rich natural learning environments for infants, toddlers, and preschoolers. Young Exceptional Children, 7, 15-30.

 

Book Chapters

Dunst, C. J., Trivette, C. M., & Raab, M. (in press). Utility of implementation and intervention performance checklists for conducting research in early childhood education. In O. Saracho (Ed.), Handbook of research methods in early childhood education. Charlotte, NC: Information Age Publishing.

 

Web-Based Publications

Trivette, C. M., Hamby, D. W., Dunst, C. J., & Gorman, E. (2013). Emergent writing among young children from twelve to sixty months of age. CELLreviews, 6(2), 1-18. Available at http://earlyliteracylearning.org/cellreviews/cellreviews_v6_n2.pdf.

Dunst, C. J., Valentine, A., Raab, M., & Hamby, D. W. (2013). Relationship between child participation in everyday activities and early literacy and language development. CELLreviews, 6(1), 1-16. Available at http://earlyliteracylearning.org/cellreviews/CELLreviews_v6_n1.pdf.

Trivette, C. M., Dunst, C. J., & Hamby, D. W. (2013). Influences of different types of writing activities on the emergent writing abilities of toddlers and preschoolers. CELLreviews, 6(3), 1-18. Available at http://earlyliteracylearning.org/cellreviews/cellreviews_v6_no3.pdf.

Dunst, C. J., Trivette, C. M., Williams, L., Simkus, A., & Hamby, D. W. (2012). Relationships between inferential book reading strategies and young children's language and literacy competence. CELLreviews, 5(10) 1-10. Available at http://earlyliteracylearning.org/cellreviews/cellreviews_v5_n10.pdf

Dunst, C. J., Gorman, E., & Hamby, D. W. (2012). Effects of motionese on infant and toddler visual attention and behavioral responsiveness. CELLreviews, 5(9), 1-9. Available at http://earlyliteracylearning.org/cellreviews/cellreviews_v5_n9.pdf.

Dunst, C. J., Gorman, E., & Hamby, D. W. (2012). Child-directed motionese with infants and toddlers with and without hearing impairments. CELLreviews, 5(8), 1-11. Available at http://www.earlyliteracylearning.org/cellreviews/cellreviews_v5_n8.pdf.

Dunst, C. J., Trivette, C. M., & Hamby, D. W. (2012). Effect of interest-based interventions on the social-communicative behavior of young children with autism spectrum disorders. CELLreviews, 5(6), 1-10. Available at http://www.earlyliteracylearning.org/cellreviews/cellreviews_v5_n6.pdf.

Dunst, C. J., Trivette, C. M., & Hamby, D. W. (2012). Assistive technology and the communication and literacy development of young children with disabilities. CELLreviews, 5(7), 1-13. Available at http://www.earlyliteracylearning.org/cellreviews/cellreviews_v5_n7.pdf.

Dunst, C. J., Gorman, E., & Hamby, D. W. (2012). Preference for infant-directed speech in preverbal young children. CELLreviews, 5(1), 1-13. Available at http://www.earlyliteracylearning.org/cellreviews/cellreviews_v5_n1.pdf.

Dunst, C. J., Simkus, A., & Hamby, D. W. (2012). Children's story retelling as a literacy and language enhancement strategy. CELLreviews, 5(2), 1-14. Available at http://www.earlyliteracylearning.org/cellreviews/cellreviews_v5_n2.pdf.

Dunst, C. J., Simkus, A., & Hamby, D. W. (2012). Effects of reading to infants and toddlers on their early language development. CELLreviews, 5(4), 1-7. Available at http://www.earlyliteracylearning.org/cellreviews/cellreviews_v5_n4.pdf.

Dunst, C. J., Simkus, A., & Hamby, D. W. (2012). Relationship between age of onset and frequency of reading and infants' and toddlers' early language and literacy development. CELLreviews, 5(3), 1-10. Available at http://earlyliteracylearning.org/cellreviews/cellreviews_v5_n3.pdf.

Trivette, C. M., Simkus, A., Dunst, C. J., & Hamby, D. W. (2012). Repeated book reading and preschoolers' early literacy development. CELLreviews, 5(5), 1-13. Available at http://www.earlyliteracylearning.org/cellreviews/cellreviews_v5_n5.pdf.

Dunst, C. J. (2011). Development of nursery rhyme knowledge in preschool children. CELLpapers, 6(1), 1-7. Available at http://www.earlyliteracylearning.org/cellpapers/cellpapers_v6n1.pdf.

Dunst, C. J., Jones, T., Johnson, M., Raab, M., & Hamby, D. W. (2011). Role of children's interests in early literacy and language development. CELLreviews, 4(5), 1-18. Available at http://www.earlyliteracylearning.org/cellreviews/cellreviews_v4_n5.pdf.

Dunst, C. J., Meter, D., & Hamby, D. W. (2011). Influences of sign and oral language interventions on the speech and oral language production of young children with disabilities. CELLreviews, 4(4). Available at http://www.earlyliteracylearning.org/cellreviews/cellreviews_v4_n4.pdf.

Dunst, C. J., & Gorman, E. (2011). Nursery rhymes and the early communication, language and literacy development of young children with disabilities. CELLreviews, 4(3), 1-11. Available at http://www.earlyliteracylearning.org/cellreviews/cellreviews_v4_n3.pdf.

Dunst, C. J., & Gorman, E. (2011). Tactile and object exploration among young children with visual impairments. CELLreviews, 4(2), 1-9. Available at http://www.earlyliteracylearning.org/cellreviews/cellreviews_v4_n2.pdf.

Dunst, C.J., Meter, D., Hamby, D.W. (2011). Relationship between young children’s nursery rhyme experiences and knowledge and phonological and print-related abilities. CELLreviews, 4(1). Available at http://www.earlyliteracylearning.org/cellreviews/cellreviews_v4_n1.pdf.

Dunst, C.J., Gorman, E., Hamby, D.W., (2010). Effects of adult verbal and vocal contingent responsiveness on increases in infant vocalizations. CELLreviews, 3(1). Available at http://www.earlyliteracylearning.org/cellreviews/cellreviews_v3_n1.pdf.

Dunst, C. J., Masiello, T., Meter, D., Swanson, J., & Gorman, E. (2010). Technical assistance providers’ evaluation of the Center for Early Literacy Learning practices guides. CELLpapers, 5(3). Available at http://www.earlyliteracylearning.org/cellpapers/CELLpapers_v5n3.pdf.

Dunst, C. J., Meter, D., Trivette, C. M., & Masiello, T.L. (2010). Development and readability of the Center for Early Literacy Learning parent practice guides. CELLpapers, 5(2). Available at http://www.earlyliteracylearning.org/cellpapers/CELLpapers_v5n2_ParentPractice.pdf.

Dunst, C. J., Trivette, C. M., Gorman, E., & Hamby, D. W. (2010). Further evidence for the social validity of the Center for Early Literacy Learning practice guides. CELLpapers, 5(1). Available at http://www.earlyliteracylearning.org/cellpapers/CELLpapers_v5n1_SocialValidity.pdf.

Trivette, C. M., Dunst, C. J., Gorman, E. (2010). Effects of parent-mediated joint book reading on the early language development of toddlers and preschoolers. CELLreviews, 3(2). Available at http://www.earlyliteracylearning.org/cellreviews/cellreviews_v3_n2.pdf.

Dunst, C. J., Meter, D., Trivette, C. M., & Masiello, T.L. (2010). Readability of the Center for Early Literacy Learning practices guides with adaptations. CELLpapers, 5(5). Available at http://earlyliteracylearning.org/cellpapers/cellpapers_v5n5.pdf.

Trivette, C. M., Dunst, C. J., & Hamby, D. W. (2010). Acceptability and importance of adaptations to literacy learning practices for young children with disabilities. CELLpapers, 5(4). Available at http://earlyliteracylearning.org/cellpapers/cellpapers_v5n4.pdf.

Dunst, C. J., & Gorman, E. (2009). Development of infant and toddler mark making and scribbling. CELLreviews, 2(2), 1-16. Available at http://www.earlyliteracylearning.org/cellreviews/cellreviews_v2_n2.pdf.

Dunst, C. J., & Gorman, E. (2009). Research informing the development of infant finger drawing. CELLreviews, 2(1), 1-6. Available at http://www.earlyliteracylearning.org/cellreviews/cellreviews_v2_n1.pdf.

Trivette, C. M., Dunst, C. J., Masiello, T., Gorman, E., & Hamby, D. W. (2009). Social validity of the Center for Early Literacy Learning parent practice guides. CELLpapers, 4(1), 1-4. Available at http://www.earlyliteracylearning.org/cellpapers/cellpapers_v4n1.pdf.

Dunst, C. J., Trivette, C.M., McInerney, M., Holland-Coviello, R., Masiello, T., Helsel, F., Robyak, A. (2008). Measuring training and practice fidelity in capacity-building scaling-up initiatives. CELLpapers, 3 (1). Available at http://earlyliteracylearning.org/cellpapers/cellpapers_v3_n1.pdf.

Trivette, C. M., Morgan, K., Masiello, T., Robyak, A., & Dunst, C. J. (2007). Desired versus actual literacy learning practices in early intervention and preschool special education. CELLpapers, 2(2). Available at http://www.earlyliteracylearning.org/cellpapers/cellpapers_v2_n2.pdf.

Dunst, C. J., & Bruder, M. B. (2007). Practitioner confidence and competence in early literacy learning practices. CELLpapers, 2(1). Available at http://www.earlyliteracylearning.org/cellpapers/cellpapers_v2_n1.pdf.

Trivette, C. M., Dunst, C. J., & Hamby, D. W. (2007). Predictors of and interventions associated with later literacy accomplishments. CELLreviews, 1(3), 1-12. Available at http://www.earlyliteracylearning.org/cellreviews/cellreviews_v1_n3.pdf.

Trivette, C. M., & Dunst, C. J. (2007). Relative effectiveness of dialogic, interactive, and shared reading interventions. CELLreviews, 1(2), 1-12. Available at http://www.earlyliteracylearning.org/cellreviews/cellreviews_v1_n2.pdf.

Robyak, A., Masiello, T., Trivette, C. M., Roper, N., & Dunst, C. J. (2007). Mapping the contemporary landscape of early literacy learning. CELLreviews, 1(1), 1-11. Available at http://www.earlyliteracylearning.org/cellreviews/cellreviews_v1_n1.pdf.

Trivette, C. M., & Dunst, C. J. (2007). Children's active participation in reading and storytelling can enhance early literacy learning. CELLnotes, 1(2), 1-2. Available at http://www.earlyliteracylearning.org/cellpapers/cellnotes_v1_n2.pdf.

Masiello, T. L. (2007). Early literacy learning can be promoted through experiences with print and language. CELLnotes, 1(1), 1-2. Available at http://www.earlyliteracylearning.org/cellpapers/cellnotes_v1_n1.pdf.

Dunst, C. J., Trivette, C. M., Masiello, T., & McInerney, M. (2006). Scaling up early childhood intervention literacy learning practices. CELLpapers, 1(2), 1-10. Available at http://earlyliteracylearning.org/cellpapers/cellpapers_v1_n2.pdf.

Dunst, C. J., Trivette, C. M., Masiello, T., Roper, N., & Robyak, A. (2006). Framework for developing evidence-based early literacy learning practices. CELLpapers, 1(1), 1-12. Available at http://www.earlyliteracylearning.org/cellpapers/cellpapers_v1_n1.pdf.

 

Presentations

Trivette, C. M., & Dunst, C. J. (2012). Getting evidence-based practices into early intervention: Implementation with fidelity in Part C. Presentation made at the 2012 Conference on Research Innovations in Early Intervention (CRIEI), San Diego, CA. Available at http://utilization.info/presentations.php.

Dunst, C. J. (2012, February). Framework for conceptualizing the relationship between evidence-based implementation and intervention practices. Presentation made at the Conference on Research Innovations in Early Intervention, San Diego, CA. Available at http://puckett.org.

Trivette, C. M. (2012). Center on Everyday Child Language Learning. Presentation made at the Division for Early Childhood 28th Annual International Conference on Young Children with Special  Needs and Their Families, Minneapolis, MN. Available at http://puckett.org.

Smith, B., Fox, L., & Trivette, C. M. (2011, November). Linking practices to promote language literacy, and social development. Presentation made at the DEC 27th Annual International Conference on Young Children with Special Needs and their Families, National Harbor, MD.

Trivette, C. M. (2011, November). Transformative linkages between implementation and early childhood intervention evidence-based practices. Presentation made at the DEC 27th Annual International Conference on Young Children with Special Needs and their Families, National Harbor, MD.

Trivette, C. M. (2011, November). Relationship between practitioner self-reflection and transformative early childhood intervention practices. Presentation made at the DEC 27th Annual International Conference on Young Children with Special Needs and their Families, National Harbor, MD.

Trivette, C. M. & Kavulic, C. (2011, November). Transforming practices to support language development. Presentation made at the DEC 27th Annual International Conference on Young Children with Special Needs and their Families, National Harbor, MD.

Trivette, C. M. (2011, October). A practically perfect partnership: Family Centered Practices and Interest-Based Everyday Learning. Presentation made at Florida State University, Tallahassee, FL.

Trivette, C. M. & Fox, L. (2011, September). Linking practices to promote language, literacy, and social development. Presentation made for the Measuring and Improving Child and Family Outcomes Conference, New Orleans, LA.

Trivette, C. M. (2011, September). Learning to read and write: Supporting children’s early literacy and language development. Presentation made at the North Carolina Association for the Education of Young Children, 58th Annual Study Conference, Raleigh, NC.

Trivette, C. M. (2011, August). Practices and resources to promote language and early literacy leaning in young children. Presentation made at the Early Childhood Professional Development Summit, Staunton, VA.

Trivette, C. M. (2011, July). Intervention fidelity and its relationship to child outcomes in a field-test study of the Center for Early Literacy Learning Practices [PowerPoint presentation]. Presentation made at the Office of Special Education Programs Project Directors' Conference, Washington, DC. Available at http:/puckett.org.

Trivette, C. M. (2010, October). PALS: The Center for Early Literacy Learning’s model of intentional professional development. Presentation made at the Division for Early Childhood (DEC) Conference, Kansas City, MO.

Kavulic, C., Kaiser, A. P., Trivette, C. M., & Walker, D. (2010, October). Models of intentional naturalistic communication interventions for infants, toddlers, and preschool-aged children. Presentation made at the Division for Early Childhood (DEC) Conference, Kansas City, MO.

Trivette, C. M. (2010, May). Implementing professional development to promote literacy practices. Presentation made at the Tenth National Early Childhood Inclusion Institute, Chapel Hill, NC.

Trivette, C. M. (2010, May). Practices and resources to promote language and early literacy learning in young children. Presentation made at the Tenth National Early Childhood Inclusion Institute, Chapel Hill, NC.

Dunst, C.J., & Trivette, C.M. (2009, October). Interplay between evidence-based early literacy practice and adult learning practices. Presentation made at the Division for Early Childhood 25th Annual International Conference for Young Children with Special Needs and Their Families, Albuquerque, NM.

Trivette, C. M. (2009, July). Adaptations are key to early literacy learning. Presentation made at the Ninth National Early Childhood Inclusion Institute, Frank Porter Graham Child Development Institute, Chapel Hill, NC.

Dunst, C.J., & Trivette, C.M. (2008, December). Adapting literacy learning practices for young children with disabilities. Presentation made at the 2008 OSEP National Early Childhood Conference, Washington, DC.

Trivette, C.M., & Dunst, C.J. (2008, October). Center on Early Literacy Learning: Scaling up evidence-based practices. Presentation made at the 24th International Conference on Young Children with Special Needs and their Families, Minneapolis, MN.

Dunst, C.J. (2008, July). Measuring fidelity in early childhood scaling-up initiatives: A framework and recommendations. Presentation made at the “Fidelity: How Much Devotion is Enough? (and Other Methodological Virtues)” symposium, Office of Special Education Programs Project Director’s Conference, Washington, DC.

Trivette, C.M. & Dunst, C.J. (2008, July). Center for Early Literacy Learning: Achieving adoption and use of evidence-based early literacy learning practice with young children with disabilities. Presentation made at the Office of Special Education Programs Project Director’s Conference, Washington, DC.

Dunst, C. J., Trivette, C. M., McInerney, M., & Holland-Coviello, R. (2007, December). Early literacy in Part C and Part B (619) programs: How we are doing and how to move forward. Presentation made at the Office of Special Education Programs National Early Childhood Conference, Arlington, VA.

Dunst, C. J. (2005, November). Preschool early literacy development: Building on the best research evidence. Presentation made at the Fourth National Portugal Association of Early Intervention Conference, Coimbra.

 

Web-Based Products

Practice Guides for Parents (http://www.earlyliteracylearning.org/pgparents.php)

Practice Guides for Practitioners (http://www.earlyliteracylearning.org/pgpracts.php)

Practice Guides with Adaptation (http://www.earlyliteracylearning.org/pg_tier2.php)

Products for Technical Assistance Providers (http://www.earlyliteracylearning.org/train_coach1.php)

CELL Videos (http://www.earlyliteracylearning.org/ta_pract_videos1.php)

CELLcasts (http://www.earlyliteracylearning.org/ta_cellcasts1.php)

CELLtools (http://www.earlyliteracylearning.org/ta_pract_tools1.php)

CELLpops & CELLposters (http://www.earlyliteracylearning.org/ta_cell_pop1.php)

CELLreviews (http://earlyliteracylearning.org/productscr.php)

CELLnotes (http://www.earlyliteracylearning.org/productscellnotes.php)

 

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