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The unique focus of this second edition of Helping Young Children Learn Language and Literacy: Birth through Kindergarten integrates constructivist learning, diversity, and instruction-based assessment, and helps translate principles into practice for emergent literacy teachers.
Why Reviewers Can’t Put This Book Down:
“This text provides far more examples of real children’s language and literacy acquisition than other texts do. It grounds theory in practice, and its strong emphasis on using children’s literature to support language and literacy acquisition make it a valuable resource for instructors and students alike.”
–Jennifer Geringer, University of Northern Colorado
“The philosophical base for this book is absolutely right on target. Constructivism, respect for diversity, and instruction-based assessment are essential for any effective Early Childhood program. The authors did an excellent job keeping these threads throughout the book.”
–Mary Medo, University of Wisconsin—Milwaukee
“I love the organization of the text! It will be a great help for students who may not be motivated to read because of the vignettes, questions, and term definitions at the start of the chapters and the summaries at the end. This is SQ4R in action! This is also a good model for the students as future teachers.”
–Diane S. Maletta, Purdue University North Central
Unlike any other book on the market for ages birth—kindergarten, Helping Young Children Learn Language and Literacy blends a constructivist/emergent literacy perspective with science-based instructional practices that have proven successful in supporting young children’s reading, writing, and speaking development. 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 advocate a combination of meaningful engagements with print and age-appropriate instruction on core literacy skills. There is also extensive coverage of working with children from diverse backgrounds, family literacy, and assessment strategies that can be used to inform instruction.
What’s NEW TO THIS EDITION?
|ch. 1||Foundations of Language and Literacy||1|
|ch. 2||Oral Language Development||15|
|ch. 3||Facilitating Oral Language Learning||40|
|ch. 4||The Beginnings of Reading and Writing||66|
|ch. 5||Sharing Good Books with Young Children||91|
|ch. 6||Building a Foundation for Literacy Learning||120|
|ch. 7||Teaching Writing and Reading in a Balanced Literacy Program||143|
|ch. 8||Ongoing Assessment and Adapting Instruction to Meet the Needs of Diverse Students||166|
|ch. 9||Organizing the Curriculum and Classroom Environment||195|
|ch. 10||Helping Families Facilitate Language and Literacy Development||219|
|App. A||Quality Literature for Young Children||249|
|App. B||Literature for Hispanic Children: Preschool and Kindergarten Level||256|
|App. C||Caldecott Medal Books||258|
|App. D||Internet Resources for Children's Book Authors, Illustrators, and Storytellers||260|
|App. E||Childrens Literature Cited||262|
Posted July 12, 2008
Ok, so most people read textbooks because they have to, but this is one you will want to read. It is full of useful, up to date information on language and literacy and has creative ideas that beginning or experienced teachers and administrators can use in a classroom.Was this review helpful? Yes NoThank you for your feedback. Report this reviewThank you, this review has been flagged.