This review examines patterns found in early (preschool-grade 3) literacy research appearing in English-language publications during the period from 2006 through 2015. It focuses on studies related to early literacy learning and teaching in home and school/school-like environments. The review sought to answer two questions: (1) What has early literacy research focused on over the past decade? and (2) What has that body of research contributed to our enhanced understanding of early literacy development, teaching, and learning? The results report on patterns of publishing early literacy research found in scholarly journals, topics researched, ages of children researched, characteristics of the populations researched, and designs used in early literacy research. In addition, qualitative analyses report on the content and trends of the research for a sample of studies for each of seven facets of early literacy research: phonics, phonological awareness, reading fluency, vocabulary, reading comprehension, writing, and digital literacies, as well as for the umbrella terms emergent literacy/early literacy/beginning reading. The results found from these analyses are discussed through an historical lens which identified four patterns characterizing early literacy research of 2006–2015: accretion, the influence of "scientifically valid" research, limited response to increasingly diverse student populations, and increased research focus on younger children.

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This research presents reflections from focus group discussions with childcare providers and parents of preschoolers in one African American community situated within a large Midwestern city in the United States. The purpose of this study was to examine parents' and childcare providers' conceptions of literacy and language related to school readiness. During these conversations it became clear that both parents and providers engage in a number of practices to prepare children to use the standard variety of English privileged by mainstream schooling. Participants verbalize the dual importance of encouraging all language development for young children while explicitly teaching the uses of language as situated in a larger social context. Both parents and providers discuss the need to build a bridge for children between the English varieties used at home and the standard English valued by schools. In light of these findings, the authors problematize common conceptions of 'school readiness' as unidirectional and discuss implications for children entering school settings where language varieties are undervalued.

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Using a convergent parallel mixed methods design, this study considered the early literacy and language environments actualized by childcare providers and parents of young children (ages 3-5) living in one large urban community in the United States of America. Both childcare providers and parents responded to questionnaires and participated in focus groups held at various community sites within the neighborhood. Using snowball sampling, 77 childcare providers and 149 parents responded to surveys that asked about their individual roles in children's emergent literacy development. Subsequently, several focus groups were held, ensuring childcare provider and parent representation from both center and home-based early childcare sites. Study questions considered the consistencies and inconsistencies in beliefs and actions by members of both community groups regarding early literacy development. Consistencies and inconsistencies were identified through a descriptive comparative analysis within and across survey and focus group data to guide the implementation of practical, ecological, research-based community learning that can be used as a model for other communities seeking to create similar communities of practice.