ISBN-10:
0135019613
ISBN-13:
9780135019610
Pub. Date:
08/10/2012
Publisher:
Pearson
Developing Literacy: Reading and Writing To, With, and By Children / Edition 1

Developing Literacy: Reading and Writing To, With, and By Children / Edition 1

by Timothy G. Morrison, Brad G Wilcox

Paperback

View All Available Formats & Editions
Current price is , Original price is $82.0. You
Select a Purchase Option (New Edition)
  • purchase options
    $20.35 $82.00 Save 75% Current price is $20.35, Original price is $82.0. You Save 75.1829268292683%.
    • Free return shipping at the end of the rental period details
    • Textbook Rentals in 3 Easy Steps  details
    icon-error
    Note: Access code and/or supplemental material are not guaranteed to be included with textbook rental or used textbook.
  • purchase options
    $71.75 $82.00 Save 12% Current price is $71.75, Original price is $82. You Save 12%.
  • purchase options
    $44.57 $82.00 Save 46% Current price is $44.57, Original price is $82. You Save 46%.
    icon-error
    Note: Access code and/or supplemental material are not guaranteed to be included with textbook rental or used textbook.
  • purchase options

Product Details

ISBN-13: 9780135019610
Publisher: Pearson
Publication date: 08/10/2012
Edition description: New Edition
Pages: 384
Sales rank: 1,022,860
Product dimensions: 7.90(w) x 9.90(h) x 0.50(d)

About the Author

Timothy G. Morrison and Brad Wilcox are associate professors in the Department of Teacher Education at Brigham Young University, where they teach undergraduate and graduate courses in reading, language arts, and children’s literature. They both earned their BA and MEd degrees at Brigham Young University. Tim received his PhD at the University of Illinois at Urbana-Champaign, and Brad at the University of Wyoming.

Prior to joining the faculty at BYU, Tim served as a faculty member at Boise State University and California State University-Fresno. Early in their careers, Tim taught grades four, five, and six in Pocatello, Idaho and third grade in Springville, Utah, and Brad taught sixth grade in Provo, Utah. More recently, they have both done extensive consulting throughout the U.S., as well as in Central America, Australia, and Europe. They have directed BYU’s New Zealand Study Abroad Program, living in Auckland, where they taught and supervised teacher candidates in practicum settings.

Morrison and Wilcox’s research and professional writing focuses on literacy, teacher education, and children’s literature. They have served as editors for the professional publications of the Association of Literacy Educators and Researchers (ALER) and have published articles in many professional journals including Literacy Research and Instruction, Reading Psychology, The Journal of Adolescent and Adult Literacy, and The Reading Teacher.

Tim and his wife, Carol, are the parents of three grown sons and four grandchildren. Brad and his wife, Debi, have four children and three grandchildren.

Table of Contents

Inside Front and Back Covers

Matrix of Common Core and IRA Standards

Foreword

Preface

Purpose

Organization

Part I: Foundations of Literacy

Chapter 1. Understanding Literacy Contexts

Vignette

Historical Overview

Colonial Period

Early American History

Early 1900s

Late 1900s

2000s

Literacy Theories

Bottom-Up

Top-Down

Interactive

Summary

Self-check

Chapter 2. Understanding the Needs of All Learners

Vignette

Culture

Language Minorities

Second Language Acquisition

Pre-production

Early Production

Speech Emergence

Intermediate Fluency

Advanced Fluency

School Assistance

Special Services

Instructional Support

Poverty

Urban and Rural Education

Urban

Rural

Learning Disabilities

Summary

Self-check

Chapter 3. Teaching for Learning

Vignette

Impact of Teachers

Learning and Teaching

Key Behaviors of Effective Teaching

Variety

Clarity

Task Orientation

Engagement

Success Rate

Components of Literacy

Elements of Reading

Phonological Awareness

Phonics

Vocabulary

Fluency

Comprehension

Traits of Writing

Voice

Organization

Ideas

Conventions

Word Choice

Sentence Fluency

Presentation

Linking Reading and Writing

Literacy Processes

Reading Process

Pre-reading

Reading

Responding

Exploring

Applying

Writing Process

Pre-writing

Drafting

Seeking a Response

Revising

Editing

Publishing

Linking Reading and Writing

Instruction

Approaches

Core Literacy Programs

Reading and Writing Workshops

Literature Units

Self-regulated Strategy Development

Genre Writing

Essential Elements

Time to Learn

Time to Do

Time to Share

Motivation and Literacy

Perceived Requirements

Perceived Expectations

Sincere Desires

Progressing Through Levels

Summary

Self-check

Part II: Components of Literacy

Chapter 4 Emergent Literacy

Vignette

Oral Language Development

Phonology

Semantics

Syntax

Pragmatics

Schema Theory

Insufficient Text Clues

Limited Schema

Mismatched Schema

LiteracyDevelopment

Emergent

Beginning

Fluent

Awareness of Sounds and Letters

Recognition of Language Sounds

Phonemic Awareness

Phonological Awareness

Word Play

Written Language Development

Developmental Stages

Drawing and Scribbling

Letter Stringing

Letter Name/Alphabetic Writing

Transitional Writing

Conventional Writing

Developmental Journal Writing

Combining Spoken and Written Language

Picture Books

Language Experience Approach (LEA)

Summary

Self-check

Chapter 5. Beginning Reading and Writing

Vignette

Word Identification

Phonics

Useful Generalizations

Instruction

Explicit

Implicit

Word Families

Instruction

Word Games

Hink Pink

I’m Thinking of a Word

Making Words

Sight Words

High Frequency Words

Instruction

Putting It All Together

Conventions of Written Language

Concepts About Print

Spelling

Handwriting

Grammar

Interactive Writing

Summary

Self-check

Chapter 6. Fluency

Vignette

Components of Fluency

Skills and Strategies

Rate and Accuracy

Repeated Reading

Neurological Impress

Echo Reading

Expression

Readers’ Theater

Puppet Shows

Oral Reading

Group Reading

Assessment

Transition to Silent Reading

Written Language

Sentence Fluency

Timed Writing

Conferencing for Content

Voice

Class Books

Classroom Post Office

Summary

Self-check

Chapter 7. Vocabulary

Vignette

Vocabulary and Reading

Size

Word Collections

Guiding Principles

Experience

Environment

Exposure

Engagement

Types of Words

Instruction

Key Word Prediction

Five Step Approach

Semantic Mapping

Vocabulary and Writing

Word Choice

Precise Language

Synonym Stacking

Good and Better

Powerful Language

Use Your Senses

Throw Out Your First Thought

Poetry

Summary

Self-Check

Chapter 8. Creating Meaning

Vignette

Foundational Meaning-making Abilities

Creating Meaning Through Reading

Reading Comprehension Strategies

Organizational Strategies

Identifying Main Ideas

Summarizing

Recognizing Text Structure

Narrative

Informational

Argumentative

Recognizing Stance

Inferential Strategies

Predicting Outcomes

Drawing Conclusions

Making Connections

Connections Outside Text

Connections Within Text

Creating Mental Images

Asking and Answering Questions

Question-Answer Relationships (QAR)

Questioning the Author (QtR)

Metacognitive Strategies

Comprehension Monitoring

Fixing-up

Multiple Strategies

Creating Meaning Through Writing

Ideas

Life Maps

Shared Stories

Writers’ Notebooks

Organization

Audience

Create a New Title

Pen Pals

Forms of Writing

Stories

Memoirs

Class Newspapers

Summary

Self-check

Chapter 9. Integrating Literacy with Content Areas

Vignette

Reading in Content Areas

Expository Text Structure

Description

Sequence

Comparison

Cause and Effect

Problem and Solution

Expository Text Features

Print Features

Organizational Aids

Graphic Aids

Study Strategies

SQ3R

Mnemonic Devices

Letters

Physical Spaces

Peg Lists

KWL

Study Guides

Graphic Organizers

Anticipation Guides

Internet Inquiries

Games

Writing in Content Areas

Writing without Revision

Learning Logs

Think-Write-Share

Note Taking/Note Making

Writing with Revision

Shared Writing

Small Groups

Expository Text

Reports

Alphabet Books

Argument Writing

Persuasive Papers

Advertisements

Summary

Self-check

Part III: Literacy Assessment and Instruction

Chapter 10. Assessing for Learning

Vignette

Types of Assessment

Summative

Norm-referenced

Criterion-referenced

Formative

Response to Intervention

Assessment for Learning

Performance-based

Performances

Portfolios

Projects

Reading Assessment

Individual Methods

Running Records

Informal Reading Inventories

Student-Text Matching

Readability Formulas

Lexile Framework

Advantage/TASA Open Standard (ATOS)

Text Levels

Cloze Procedure

Range of Text Complexity

Qualitative

Quantitative

Reader and Task Considerations

Writing Assessment

Large-scale

Classroom

On-going Assistance

Observing and Making Anecdotal Notes

Conferencing with Students

Using Checklists

Judging Writing

Holistic

Analytic

Informing Instruction

Summary

Self-check

Chapter 11. Reading and Writing to Children

Vignette

Reading to Children

Importance of Reading Aloud

Motivation

Vocabulary

Language and Print Concepts

Attention Span

Read Aloud Techniques

Expression

Illustrations

Questions

Book Selection

Narrative

Informational

Poetic

Writing to Children

Methods

Personal Notes

Morning Messages

Instructions

Classroom Labels

Dialogue Journals

Models

Author Visits

Teacher Modeling

Author’s Craft

Summary

Self-check

Chapter 12. Reading and Writing with Children- Whole Class Experiences

Vignette

Reading with Children- Whole Class

Shared Reading within Various Instructional Approaches

Core Literacy Programs

Reading Workshop

Literature Units

Whole Class Novel

Thematic Study

Reading Process

Before Reading

Schema

Attitude

Activity

During Reading

Round Robin Reading

Assigned Reading

Access to Print

Lead Readers

After Reading

Immediate Responses

Eight Ws

Student Survey

Answering Game

Deliberate Responses

Mirror Experiences

Curriculum Integration

Writing with Children- Whole Class

Shared Writing Within Various Instructional Approaches

Core Literacy Programs

Writing Workshop

Self-regulated Strategy Development

Genre Writing

Writing Process

Before Writing

Prompts and Assignments

Advance Planning

During Writing

Access to Print

Lead Writers

After Writing

Responding and Revising

Editing and Publishing

Summary

Self-check

Chapter 13. Reading and Writing with Children- Small Group Experiences

Vignette

Reading with Children- Small Groups

Core Literacy Programs

Primary Grade Groups

Organizing

Working

Before Reading

During Reading

After Reading

Facilitating

Intermediate Grade Groups

Organizing

Customer Reviews

Most Helpful Customer Reviews

See All Customer Reviews