Teaching Language and Literacy: Preschool Through the Elementary Grades / Edition 4

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"The third edition of Teaching Language and Literacy: Preschool through the Elementary Grades integrates a constructivist/emergent literacy perspective with science-based instructional practices. This unique focus on theories and techniques that have proven to be successful helps pre-service and in-service teachers translate principles into classroom practice." Perfect for any course with a focus on language, the book covers the development and teaching of both oral and written language in preschool through elementary grades. Its emphasis on diversity includes special features that describe how teachers can adjust instruction to meet the needs of second-language and bilingual learners. In addition, the third edition focuses on scientifically-based reading research (SBRR) throughout, blending these findings with other perspectives in a "value added" approach to language and literacy teaching and learning.
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Editorial Reviews

From the Publisher
"The text is thoughtfully designed and easy to navigate with useful and relevant information based on research." - Susan Langwell, Moraine Valley Community College

"I really like the thoroughness of this book. It is written at the student’s level: it introduces key concepts in descriptive yet clear ways and walks students through complex processes of learning in comprehendible ways." - Cindy Lassonde, SUNY College at Oneonta

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Product Details

  • ISBN-13: 9780137057627
  • Publisher: Pearson
  • Publication date: 4/9/2010
  • Series: MyEducationLab Series
  • Edition description: Older Edition
  • Edition number: 4
  • Pages: 432
  • Sales rank: 837,008
  • Product dimensions: 7.00 (w) x 9.10 (h) x 0.80 (d)

Meet the Author

James Christie is a professor of Social and Family Dynamics at Arizona State University, where he teaches courses in Family and Human Development. His research interests include early literacy development and children's play. Dr. Christie has co-authored Helping Young Children Learn Language and Literacy, 3rd ed. (2008) and Play, Development, and Early Education (2005). He has served as co-director of Early Reading First projects in San Luis and Somerton, AZ; Bullhead City, AZ; and Gallup, NM.

Billie Jean Enz is an emeritus professor of early childhood education at Arizona State University, where she taught and served as an administrator for 25 years. She has co-authored several texts on mentorship and new teacher development and is the founder of the Beginning Educator Support Team (BEST) program. Her research interests include language and literacy development and family literacy. Dr. Enz has co-authored Helping Young Children Learn Language and Literacy, 4th ed. (2011) and Assessing Preschool Literacy Development (International Reading Association, 2009). She also served as the founding executive director for Educare Arizona.

Carol Vukelich is the L. Sandra and Bruce L. Hammonds Professor in Teacher Education, Director of the Delaware Center for Teacher Education, and Deputy Dean of the College of Education and Human Development at the University of Delaware. Her research and teaching interests include children’s early literacy development and teachers’ professional development, specifically coaching strategies. Dr. Vukelich has served as President of the Association for Childhood Education International and the International Reading Association’s Literacy Development in Young Children Special Interest Group. She was a founder of the Delaware Writing Project, and serves as one of its co-directors. In addition to this book, other books by Dr. Vukelich include Helping Young Children Learn Language and Literacy, 3rd ed. (2012); Building a Foundation for Preschool Literacy: Effective Instruction for Children’s Reading and Writing Development, 2nd ed., (2009); and Achieving EXCELLENCE in Preschool Literacy Instruction (edited with Laura M. Justice, 2008). She has served as a co-director of three Early Reading First projects.

Kathleen Roskos is a professor of educationat John Carroll University, where she teaches courses in reading assessment and instruction. Formerly an elementary classroom teacher, Dr. Roskos has served in a variety of educational roles, including director of federal programs in the public schools, department chair in higher education and Director of the Ohio Literacy Initiative at the Ohio Department of Education from 2000-2002. She has developed and coordinated numerous educational grants, most recently Early Reading First projects in Lorain, OH and Akron, OH. Dr. Roskos studies early literacy development, teacher learning and reading curriculum, and has published articles, chapters and books on these topics. Her current research examines the use of ebooks in early childhood literacy education. She was one of the lead writers of the 2010 Educator Professional Standards of the International Reading Association. Other recent books by Dr. Roskos include The Early Literacy Materials Selector (co-authored with Lisa Lenhart and Brandi Noll), Nurturing Knowledge (co-authored with Susan B. Neuman), and Designing Professional Development in Literacy (co-authored with Catherine Rosemary and Leslie Landreth).

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Table of Contents

Ch. 1 Foundations of language and literacy 1
Ch. 2 Oral language development 34
Ch. 3 Facilitating early language learning 71
Ch. 4 Building a foundation for literacy learning 113
Ch. 5 Teaching early reading and writing 166
Ch. 6 Reading : expanding the foundation for ongoing literacy learning 207
Ch. 7 Embedded within a balanced reading program : teaching meaning and skills 238
Ch. 8 Teaching writing the workshop way 268
Ch. 9 Embedded within writing workshop : teaching skills and meeting special needs 323
Ch. 10 Assessment : determining what children know and can do 362
Ch. 11 Parents as partners in literacy education 398
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