Literacy for Young Children

A Guide for Early Childhood Educators

Author: Priscilla L. Griffith

Publisher: Corwin Press

ISBN:

Category: Education

Page: 256

View: 161

This research-based guidebook offers PreK and kindergarten teachers easy-to-implement activities to develop oral language, phonological and print awareness, emergent writing, and comprehension skills in diverse classrooms.

Literacy for Young Children

Author: Terry S. Salinger

Publisher: Prentice Hall

ISBN:

Category: Education

Page: 336

View: 592

For one-semester, junior/graduate-level courses in Early Childhood Reading/Language Arts or Developmental Reading/Literacy. Drawing upon the author's own research and work with teachers, this text combines theory, a strong research base, and practical applications for literary instruction in pre-kindergarten through grade three classes. It emphasizes what children do as they explore reading, writing, speaking, and listening and how teachers can strengthen children's natural exploration of literacy behaviors. The text is designed to stimulate extensive personal reflection, additional reading in the professional literature, field experiences, and discussion among students.

Developing Language and Literacy with Young Children

Author: Marian R Whitehead

Publisher: SAGE

ISBN:

Category: Education

Page: 143

View: 789

The author reasserts the importance of children's relationships and communications with people who care about them, spend time with them, and share in the excitement of their developing languages and their investigations of literacy.

Literacy and Young Children

Research-based Practices

Author: Diane M. Barone

Publisher: Guilford Press

ISBN:

Category: Education

Page: 318

View: 707

One of two parents' guides based on the revised National Curriculum, this book is intended as an introduction to Key Stages 1 and 2. The need for parents to be involved in their children's education has taken root in recent years. To be able to make choices, however, parents need to be informed. This book is intended to enable them to get to grips with the elements of the National Curriculum and topical issues.

Beginning Literacy with Language

Young Children Learning at Home and School

Author: David K. Dickinson

Publisher: Brookes Pub

ISBN:

Category: Business & Economics

Page: 409

View: 841

Beginning literacy with language : young children learning at home & school.

Helping Young Children Learn Language and Literacy

Birth Through Kindergarten

Author: Carol Vukelich

Publisher: Allyn & Bacon

ISBN:

Category: Education

Page: 267

View: 214

The unique focus of this book integrates constructivist learning, diversity, and instruction-based assessment, and helps translate principles into practice for teachers of early literacy. The book begins with a brief overview of the recent key national policies and initiatives that have had a significant impact on the teaching of reading and writing at the preschool level. Renowned and respected authors Vukelich, Christie, and Enz describe a continuum of approaches to reading instruction, ranging from emergent literacy to Scientifically-Based Reading Research. They also present their vision of a “blended” approach to teaching literacy that includes the best elements of these diverging views. The authors end this introduction with a set of principles to guide the effective teaching of literacy in preschool and kindergarten classrooms. A Letter to Students from the Authors Dear Student, Helping Young Children Learn Language and Literacy, 2ndedition, is about teaching the language arts –about facilitating reading, writing, speaking, and listening development for children, ages birth through kindergarten. It is intended for preservice and inservice preschool and kindergarten teachers and administrators. The first edition of our book was written in late 1990s and was heavily influenced by the emergent literacy perspective that was dominant at the time. This constructivist view maintains that the best way to teach early literacy is to provide settings and experiences that provide rich, meaningful experiences with language and print. Key emergent literacy strategies include extended classroom discourse, print-rich environments, shared reading, shared writing, and literacy-enriched play. We still believe that these strategies form the core of an effective early literacy program. However, over that past decade, a series of significant national educational events have impacted early literacy education, including the standards movement,No Child Left Behindlegislation, and the use of scientifically-based reading research to make curricular and instructional decisions. The new second edition of our book reflects these important new trends and explains how this new skills-based approach to literacy instruction can be integrated with the earlier constructivist perspective. We advocate blending scientifically-based reading research with the emergent literacy perspective to create a ‘value added’ approach to language and literacy teaching and learning. The second edition contains new content focusing on the “core” knowledge and skills that young children must have to become successful readers: oral vocabulary, phonological awareness, and alphabet knowledge. Vignettes demonstrate how these skills are directly and systematically taught to young children. We also provide examples of how emergent literacy strategies such as shared reading and shared writing are being used in these same classrooms. We believe that this type of balanced approach to early literacy instruction is the best way to prepare young children to become successful readers and writers. We think that you will find our book to be very user friendly. We provide definitions for key terms and study questions at the beginnings of each chapter and concise summaries at the end. We provide many vignettes, case studies, and “trade secret” examples from master teachers to make learning and teaching come to life. Each chapter ends with a “Linking Knowledge to Practice” feature that helps connect research and theory with the practices that you will observe in preschool and kindergarten classrooms. We hope our text finds its way into your professional library and will become a helpful resource for you as you develop or continue your development as a professional educator. Sincerely, Carol, Jim, and Billie

Developing Literacy

Young Children's Use of Language

Author: International Reading Association, Newark, DE.

Publisher: International Reading Assn

ISBN:

Category: Education

Page: 189

View: 541

Recognizing that language itself is not an isolated entity but part of a larger social, cultural, and cognitive context, the papers in this book investigate the relationships among all aspects of language--reading, writing, speaking, and listening. Literacy is dealt with as the development of language in young children. Issues related to this theme are explored from many different viewpoints--the researcher, the teacher, the psychologist, and the anthropologist--and studies from several countries are analyzed and synthesized to form theoretical constructs. Guiding principles, or models, based on these constructs are presented that suggest ways in which older people can help young children become literate. The following papers are included: "Adult Assistance to Language Development: Scaffolds, Models, and Direct Instruction" (C. B. Cazden); "Thinking and Experience: The Cognitive Base for Language Experience" (I. Athey); "Language Development and Learning to Write: Theory and Research Findings" (R. P. Parker); "Children's Use of Language and Learning to Read" (J. Tough); "Beginning Reading Development: Strategies and Principles" (Y. M. Goodman); "Creating Minds, Created Texts: Writing and Reading (J. Birnbaum and J. Emig); "Writing: What For?" (N. Martin); "The Reading Transaction: What For?" (L. M. Rosenblatt); "Schooling and the Growth of the Mind" (R. P. Parker); "Developing Literacy: Observation, Analysis, and Mediation in Schools" (F. A. Davis); and "Reading and Writing in the Real World: Explorations into the Culture of Literacy" (D. M. Smith). (HTH)

Make Way for Literacy!

Teaching the Way Young Children Learn

Author: Gretchen Owocki

Publisher: Heinemann

ISBN:

Category: Education

Page: 210

View: 447

In this book, Owocki offers effective guidelines for creating a classroom community that supports children's developing literacies.

Family Literacy

Young Children Learning to Read and Write

Author: Denny Taylor

Publisher: Heinemann Drama

ISBN:

Category: Education

Page: 132

View: 986

Family Literacy presents the stories of six families, each having a child considered by the parents to be a successful reader and writer.

Spotlight on Young Children

Exploring Language & Literacy

Author: Amy Shillady

Publisher: Spotlight on Young Children

ISBN:

Category: Language arts (Early childhood)

Page: 112

View: 947

Support language and literacy development

Research in Young Children's Literacy and Language Development

Language and literacy development for different populations

Author: Olivia N. Saracho

Publisher: Routledge

ISBN:

Category: Education

Page: 502

View: 915

The importance of the early years in young children’s lives and the rigid inequality in literacy achievement are a stimulating backdrop to current research in young children’s language and literacy development. This book reports new data and empirical analyses that advance the theory of language and literacy, with researchers using different methodologies in conducting their study, with both a sound empirical underpinning and a captivating analytical rationalization of the results. The contributors to this volume used several methodological methods (e.g. quantitative, qualitative) to describe the complete concept of the study; the achievement of the study; and the study in an appropriate manner based on the study’s methodology. The contributions to this volume cover a wide range of topics, including dual language learners; Latino immigrant children; children who have hearing disabilities; parents’ and teachers’ beliefs about language development; early literacy skills of toddlers and preschool children; interventions; multimodalities in early literacies; writing; and family literacy. The studies were conducted in various early childhood settings such as child care, nursery school, Head Start, kindergarten, and primary grades, and the subjects in the studies represent the pluralism of the globe – a pluralism of language, backgrounds, ethnicity, abilities, and disabilities. This book was originally published as a special issue of Early Child Development and Care.

Literature for Young Children

Supporting Emergent Literacy, Ages 0-8

Author: Cyndi Giorgis

Publisher: Allyn & Bacon

ISBN:

Category: Education

Page: 302

View: 901

In the new edition of this widely popular guide, Literature for Young Children: Supporting Emergent Literacy, Ages 0-8, early childhood teachers and child-care professionals get the help they need to recognize high-quality children's literature and to learn to use it effectively to support emerging literacy development in infants, toddlers, preschoolers, and primary-age children. The authors, widely known as authorities in this field, explain how to use children's literature as a teaching tool and provide readers with a number of developmentally appropriate strategies for sharing literature with young children.

Handbook of Early Literacy Research

Author: Susan B. Neuman

Publisher: Guilford Press

ISBN:

Category: Education

Page: 467

View: 976

The field of early literacy has seen significant recent advances in theory, research, and practice. These volumes bring together leading authorities to report on current findings, integrate insights from different disciplinary perspectives, and explore ways to provide children with the strongest possible literacy foundations in the first 6 years of life. The Handbook first addresses broad questions about the nature of emergent literacy, summarizing current knowledge on cognitive pathways, biological underpinnings, and the importance of cultural contexts. Chapters in subsequent sections examine various strands of knowledge and skills that emerge as children become literate, as well as the role played by experiences with peers and families. Particular attention is devoted to the challenges involved in making schools work for all children, including members of linguistic and ethnic minority groups and children living in poverty. Finally, approaches to instruction, assessment, and early intervention are described, and up-to-date research on their effectiveness is presented.

Many Pathways to Literacy

Young Children Learning with Siblings, Grandparents, Peers, and Communities

Author: Eve Gregory

Publisher: Psychology Press

ISBN:

Category: Education

Page: 251

View: 191

Based on extensive research that proves that children actively make sense of literacy outside the official schooling and parental tuition they receive, this book examines how young children take literacy learning into their own hands.

Handbook of Early Literacy Research

Author: David K. Dickinson

Publisher: Guilford Publications

ISBN:

Category: Language Arts & Disciplines

Page: 468

View: 474

Current research increasingly highlights the role of early literacy in young children's development--and informs practices and policies that promote success among diverse learners. The Handbook of Early Literacy Research presents cutting-edge knowledge on all aspects of literacy learning in the early years. Volume 2 provides additional perspectives on important topics covered in Volume 1 and addresses critical new topics: the transition to school, the teacher-child relationship, sociodramatic play, vocabulary development, neuroimaging work, Vygotskian theory, findings from international studies, and more.

Language and Literacy Development in Early Childhood

Author: Robyn Ewing

Publisher: Cambridge University Press

ISBN:

Category: Education

Page: 250

View: 263

This book provides pre-service and practising teachers with an integrated approach to language and literacy learning in early childhood. Written by leading academics in the field, it explores how children learn to talk, play using language, become literate and make meaning - from birth through to the pre-school years. Emphasising the importance of imagination and the arts in language learning, this book addresses a wide range of contemporary issues, highlights the impact of diverse socioeconomic, language and cultural backgrounds on young children's language and literacy development, and shows how early childhood teachers can effectively partner with parents and caregivers to help children learn through and about language. Case studies, interviews, reflective questions, clear links to the Early Years Learning Framework and the Australian Curriculum, and a rich array of practical and creative activities for use in early childhood environments help students connect theory and current research to practice.

Handbook of Early Literacy Research

Author: Susan B. Neuman

Publisher: Guilford Publications

ISBN:

Category: Language Arts & Disciplines

Page: 494

View: 455

Current research increasingly highlights the role of early literacy in young children's development--and facilitates the growth of practices and policies that promote success among diverse learners. The Handbook of Early Literacy Research presents cutting-edge knowledge on all aspects of literacy learning in the preschool years. Volume 1 covers such essential topics as major theories of early literacy; writing development; understanding learning disabilities, including early intervention approaches; cultural and socioeconomic contexts of literacy development; and tutoring programs and other special intervention efforts.

Young Children's Literacy Development and the Role of Televisual Texts

Author: Naima Browne

Publisher: Routledge

ISBN:

Category: Education

Page: 224

View: 712

Explores and analyses the ways in which very young children's developing literacy can be supported by their experience of watching TV and videos. This book addresses ways teachers can use children's experience of watching stories on video or TV to feed back into their own story-writing, reading, story-telling and role-play in the classroom. Explores areas specifically highlighted in the National Curriculum for English, and will benefit teachers developing their literacy teaching in light of the government Literacy Hour initiative.

Thinking About Literacy

Young Children and Their Language

Author: Fred Sedgwick

Publisher: Routledge

ISBN:

Category: Education

Page: 192

View: 604

Thinking About Literacy discusses the literacy of children in the infant years. The author takes the view that the child is an active learner when he/she arrives in school, and that it is the school's job to build on what the child already knows. The book addresses issues such as spelling, writing, and children talking and writing about moral matters. It has an optimistic view of the potential of children to surprise us with their language and emphasises that literacy is for life, not just for an hour.