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This concise, accessible book explores the connection between language acquisition and emergent literacy skills, and how this sets the stage for later literacy development. Chapters address formative early experiences such as speaking and listening, being read to, and talking about print concepts and the alphabet. Written for early childhood professionals, reading specialists, and speech–language pathologists, the book describes effective assessment and instructional approaches for fostering language learning and emergent literacy in typically developing children and those at risk for language delays. Vivid case examples illustrate specific ways to collaborate with parents to give all children a strong foundation for school readiness and success.
Widely recognized as a leading text in its field, this popular guide explores literacy development beginning in infancy and through fourth grade. The latest edition continues to prepare teachers to create and implement literacy-rich curricula in early childhood classrooms, while providing updates to federal legislation and highlighting the impact of state standards on educational settings. Recent technology is integrated into activities used to enhance literacy competencies. Throughout the book, the author’s approach to reflective teaching empowers teachers to become effective decision makers and thoughtful mediators in children’s transactions with literacy. A conceptual and theoretical foundation for describing reading and writing processes is followed by research-based descriptions of the signs of emergent literacy and developmentally appropriate instructional strategies. The emphasis on linguistic and cultural diversity includes an array of approaches for supporting English language learners. Chapter extension activities challenge readers to apply concepts through observation, research, curriculum development, and discussion. Sample observation and assessment forms assist in determining children’s progress in developing literacy.
NOTE: Used books, rentals, and purchases made outside of Pearson If purchasing or renting from companies other than Pearson, the access codes for the Enhanced Pearson eText may not be included, may be incorrect, or may be previously redeemed. Check with the seller before completing your purchase. This package includes the Enhanced Pearson eText and the loose-leaf version. An integrated language arts approach to literacy development, by renowned author Lesley Mandel Morrow, Literacy Development in the Early Years, 8/e integrates perspectives about how children learn literacy skills in grades pre-K through three that gives pre-service and in-service teachers a wealth of valuable information for making children active participants in the process of literacy development. Now in print for 25 years, this widely popular text was one of the first books on the topic of early literacy. Author Lesley Mandel Morrow utilizes her own research and the research of others as well as her experiences as a classroom teacher, reading specialist, mother, and grandmother to consider historical theories and philosophies about how children learn, policy changes in teaching reading, new laws and challenges in the area of testing and assessment, the place of diversity in today's classrooms, teaching English language learners, and more. The text has a wealth of valuable information for both pre- and in-service teachers, prompting them to involve children as active participants in the process of their literacy development. The book discusses constructivist problem-solving teaching and more explicit systematic instruction, encouraging teaching reading, writing, listening, thinking, and viewing at the same time while using each skill to develop the others. The Enhanced Pearson eText features embedded video and assessments. Improve mastery and retention with the Enhanced Pearson eText* The Enhanced Pearson eText provides a rich, interactive learning environment designed to improve student mastery of content. The Enhanced Pearson eText is: Engaging. The new interactive, multimedia learning features were developed by the authors and other subject-matter experts to deepen and enrich the learning experience. Convenient. Enjoy instant online access from your computer or download the Pearson eText App to read on or offline on your iPad® and Android® tablet.* Affordable. Experience the advantages of the Enhanced Pearson eText along with all the benefits of print for 40% to 50% less than a print bound book. * The Enhanced eText features are only available in the Pearson eText format. They are not available in third-party eTexts or downloads. *The Pearson eText App is available on Google Play and in the App Store. It requires Android OS 3.1-4, a 7" or 10" tablet, or iPad iOS 5.0 or later. 0133831019 / 9780133831016 Literacy Development in the Early Years: Helping Children Read and Write, Loose-Leaf Version with Enhanced Pearson eText -- Access Card Package Package consists of: 0133574296 / 9780133574296 Literacy Development in the Early Years: Helping Children Read and Write, Loose-Leaf Version 0133824683 / 9780133824681 Literacy Development in the Early Years: Helping Children Read and Write, Enhanced Pearson eText -- Access Card
Barbara Walker believes that struggling readers, like their more proficient counterparts, are active learners in search of meaning. In this revised and expanded edition of Supporting Stuggling Readers, she suggests that teachers can build on these children's strengths -- the things they can already do -- to help them broaden the strategies they use to make sense of text. The book examines the phases of literacy and expands on the instructional strategies and assessment techniques that support children's reading development during each phase. To draw together the practical teaching techniques that made the original edition of Supporting Struggling Readers so popular, Dr. Walker has added a chapter that explains how to incorporate these techniques into a framework of effective instruction that supports struggling readers as they progress through the developmental phases of literacy.
The authors lucidly explain how we develop our abilities to read and write and offer a unified theory of literacy development that places cognitive development within a sociocultural context of literacy practices.
Kindergarten is a time for playful and enriching learning activities that support children's literacy emergence while enhancing their social and cognitive development. The routines of a busy, engaged, productive kindergarten classroom are vividly brought to life in this information-packed book. Demonstrated are whole-class and small-group strategies for helping children acquire concepts about print and the alphabet, build phonological and phonemic awareness, learn to read sight words, develop their listening comprehension and writing abilities, and much more.
An indispensable course text and practitioner resource, this teacher-friendly book puts the needs of English language learners (ELLs) front and center. Leading authorities connect current research to effective instructional practices for elementary students with varying degrees of English proficiency. Key components of literacy instruction are addressed, including phonemic awareness, phonics, fluency, vocabulary, and comprehension. Chapters also explore how linguistic, sociocultural, psychological, and educational factors shape ELL literacy development, highlighting practical implications for the classroom. Reflection questions and a wealth of illustrative examples enhance the utility of this engaging, tightly edited work.
This book addresses a significant gap in the research literature on transitions across the school years: the continuities and discontinuities in school literacy education and their implications for practice. Across different curriculum domains, and using social semiotic, ethnographic, and conversation-analytic approaches, the contributors investigate key transition points for individual students' literacy development, elements of literacy knowledge that are at stake at each of these points, and variability in students' experiences. Grounding its discussion in classroom voices, experiences and texts, this book reveals literacy-specific curriculum demands and considers how teachers and students experience and account for these evolving demands. The contributors include a number of established names (such as Freebody, Derewianka, Myhill, Rowsell, Moje and Lefstein), as well as emerging scholars gaining increasing recognition in the field. They draw out implications for how literacy development is theorized in school curriculum and practice, teacher education, further research and policy formation. In addition, each section of the book features a summary from an international scholar who draws together key ideas from the section and relates these to their current thinking. They deploy a range of different theoretical and methodological approaches in order to bring rich yet complementary perspectives to bear on the issue of literacy transition.
