Christina Cassano


Professional Details

Title Associate Professor
Department Childhood Education and Care
Office Sullivan Building 205B
Phone 978.542.7427
Email christina.cassano@salemstate.edu
Resume Christina Cassano

Recent and Upcoming Courses

EDC 736 Early Childhood Pre-practicum
EDU 250A Language and Literacy Development
EDU 308 Teaching Strategies in the Multicultural Classroom
EDU 725 Introduction to Literacy Development
EDU 727 Literacy Learning: History, Theory & Research
EDU 742A Reading, Writing, and Child Development in Early Childhood
EEC 207 Supporting Dual Language Learners and Their Families in Early Childhood
EEC 250 Emergent Literacy and Language Development
EEC 311 Risk Factors in Childhood
EEC 410 Capstone Seminar in Early Education and Care
EEC 808 Supporting Dual Language Learners and Their Families in Early Childhood
EEC 811 Risk Factors That Affect Children and Families

Professional Biography

Christina Cassano graduated from Boston University with a degree in literacy and language development. Her research interests include early literacy and language development with an emphasis on fostering receptive and expressive vocabulary knowledge in early childhood. Prior to coming to Salem State, Christina was a K-8 literacy specialist. She also has more than 10 years of experience as an early childhood teacher (preschool – second grade.)  

Professional Interests

Early literacy development

Oral vocabulary development 

Supporting dual language learners in preschool

 

Selected Publications

Cassano, C.M. & Schickedanz, J.A. (2015). Examining the relations between vocabulary and phonological awareness in early childhood. In C. Kuby et al., (Eds.) Literacy Research: Theory, Method, and Practice. Literacy Research Association, Inc: Oak Creek, Wisconsin.

O’Brien, L., Paratore, J.R., Leighton, C., Cassano, C.M., Krol-Sinclair, B., Green, J. (In Press). Examining Differential Effects of a Family Literacy Program on Language and Literacy Growth of English Language Learners with Varying Vocabularies. Journal of Literacy Research.

Hoffman, J. & Cassano, C.M. (2013).The Beginning: Reading with Babies and Toddlers.  In J.A. Schickedanz & M.F. Collins (Authors) So Much More than the ABCs. New York: NAEYC.

Paratore, J.M., Cassano, C.M. & Schickedanz, J.A. (2011). Supporting Early (and Later) Literacy Development at Home and at School: The Long View. In M. Kamil, P.D. Pearson, E. Moje, & P. Afflerbach (Eds.) Handbook of Reading Research, Volume IV.New York: Routledge.

Selected Presentations

Schickedanz, J.A. & Cassano, C.M. (2015). Guiding preschool writers: What purposes (CCSS) should writing and drawing serve? In L. Morrow, J.A. Schickedanz, and D. Lapp's (Chairs) Best Practices for Children in All Areas of Early Literacy Instruction: Pre-conference Institute. International Literacy Association, St. Louis: MO. 

Cassano, C.M. (2014). Fostering Vocabulary of ELLs through Science Explorations in Head Start. A poster presented at the Literacy Development of Young Children Research Symposium at the International Reading Association Conference. New Orleans, LA.

Hoffman, J., Cassano, C.M., Collins, M.F., Crandell, J.D., Paciga, K., & Schickedanz, J.A. (2012) Syntheses of Research Related to Literacy Development in Infants, Toddlers, and Preschoolers. A symposium presented at the 2012 Literacy Research Association Annual Convention, San Diego, California.

O’Brien, L.M., Paratore, J.R., Cassano, C.M., Leighton, C., Krol-Sinclair, B., & Greif Green, J.  (2012). Family Literacy and Differential Effects:  The Role of Vocabulary Knowledge.  Poster presented at the Annual Meeting of the American Education Research Association, Vancouver, British Columbia.

Paratore, J.R., Cassano, C.M, Leighton, C.M., O’Brien, L.M., et al. (2012) Effects of Family Literacy Program on Literacy Uses of Parents and on Their Children’s Literacy Uses and Abilities. A paper presented at the 2012 Literacy Research Association Annual Convention, San Diego, California.

Schickedanz, J.A. & Cassano, C.M. (2012). “Where are the baby ducks?”  “They haven’t hatched yet.”  “But I saw them.”:  The Role of Science Content Knowledge in Pre K and K Children’s Comprehension of Picture Storybooks and Informational Texts. Roundtable presented at the Literacy Development of Young Children Research Symposium at the International Reading Association Conference.