ISBN-10:
0134183584
ISBN-13:
9780134183589
Pub. Date:
07/21/2015
Publisher:
Pearson
Helping Young Children Learn Language and Literacy: Birth through Kindergarten, Enhanced Pearson eText -- Access Card / Edition 4

Helping Young Children Learn Language and Literacy: Birth through Kindergarten, Enhanced Pearson eText -- Access Card / Edition 4

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Product Details

ISBN-13: 9780134183589
Publisher: Pearson
Publication date: 07/21/2015
Pages: 288
Product dimensions: 8.00(w) x 9.80(h) x 0.17(d)

About the Author

Carol Vukelich is the Director of the Delaware Center for Teacher Education, Deputy Dean of the College of Education and Human Development, and the Hammonds Professor in Teacher Education at the University of Delaware. Her research interests include early literacy development and children’s writing development. Dr. Vukelich is coauthor of Teaching Language and Literacy: Preschool through the Elementary Grades, 5th ed. (Pearson, 2014) and Building a Foundation for Preschool Literacy, 2nd ed. (International Reading Association, 2009). She co-directed three Early Reading First projects: the Delaware Early Reading First project, the Opening Doors to Literacy project, and the Unlocking Doors to Enhanced Language and Literacy project.

James Christie is a Professor Emeritus in the T. Denny Sanford School of Social and Family Dynamics at Arizona State University, where he taught courses in play and early language and literacy development. Dr. Christie has coauthored Play, Development, and Early Education (Allyn & Bacon, 2005), Teaching Language and Literacy: Preschool through the Elementary Grades, 5th ed. (Pearson, 2014), and Building a Foundation for Preschool Literacy, 2nd ed. (International Reading Association, 2009). He co-directed three Early Reading First projects: the Arizona Centers of Excellence in Early Education in San Luis, AZ; the Mohave Desert Coalition in Bullhead City, AZ; and Pump Up the Volume in Preschool in 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 Teaching Language and Literacy, 5th ed. (Pearson, 2014) and Assessing Preschool Literacy Development (International Reading Association, 2009). She also served as the founding executive director for Educare Arizona.

Kathleen A. Roskos is a professor of educationat John Carroll University, where she teaches courses in reading assessment and instruction. Dr. Roskos has co-authored several texts, among them Teaching Language and Literacy, 5th ed. (Pearson, 2014), The Early Literacy Materials Selector (Corwin, 2012) and Nurturing Knowledge (Scholastic, 2007). She co-directed two Early Reading First Projects: Lorain Centers for Early Literacy Excellence in Lorain, Ohio, and Akron Ready Steps in Akron, Ohio.

Table of Contents





Brief Table of Contents

Preface  

Chapter 1 Foundations of Language and Literacy   

Chapter 2 Oral Language Development
Chapter 3 Family Literacy and Language Development
Chapter 4 Organizing Early Language and Literacy Instruction
Chapter 5 Developing Oral Language Comprehension
Chapter 6 Sharing Good Books with Young Children
Chapter 7 Teaching Early Reading
Chapter 8 Teaching Early Writing
Chapter 9 Assessing Young Children’s Language and Early Literacy: Finding Out What They Know and Can Do


Detailed Table of Contents

Preface  



Chapter 1 Foundations of Language and Literacy
Language and Literacy: Definitions and Interrelationships 
The Common Core State Standards
Early Literacy Instructional Approaches  
Emergent Literacy Approach
Scientifically Based Reading Research Approach  
Blending the Two Approaches: The Early Literacy Approach
An Early Literacy Instructional Program
Effective Teachers Explicitly Teach Children Skills That Research Supports as Key Elements of Reading, Writing, and Speaking  
Effective Early Childhood Teachers Provide Children with a Print-Rich Classroom Environment 
Effective Early Childhood Teachers Read to Children Daily
Effective Teachers Demonstrate and Model Literacy Events  
Effective Early Childhood Teachers Provide Opportunities for Children to Work and Play Together in Literacy-Enriched Environments  
Effective Early Childhood Teachers Link Literacy and Play.  
Effective Early Childhood Teachers Encourage Children to Experiment with Emergent Forms of Reading and Writing  
Effective Early Childhood Teachers Provide Opportunities for Children to Use Language and Literacy for Real Purposes and Audiences  
Effective Early Childhood Teachers Make Use of Everyday Activities to Demonstrate the Many Purposes of Reading and Writing  
Effective Early Childhood Teachers Use Multiple Forms of Assessment to Find out What Children Know and Can Do  
Effective Early Childhood Teachers Respect and Make Accommodations for Children’s Developmental, Cultural, and Linguistic Diversity  
Effective Early Childhood Teachers Recognize the Importance of Reflecting on Their Instructional Decisions 
Effective Early Childhood Teachers Build Partnerships with Families
Summary  

Chapter 2 Oral Language Development
Describing and Differentiating Perspectives on Children’s Language Acquisition over Time
Behaviorist Perspective  
Nativist Perspective  
Social-Interactionist Perspective  
Neurobiological Perspective
Defining the Aspects of Language  
Phonology  
Morphology  
Syntax  
Semantics  
Pragmatics  
Observing the Normal Development of Children’s Language  
Birth to One Month  
Two to Three Months  
Four to Six Months  
Six to Nine Months  
Nine to Twelve Months  
Special Feature 2.2, Experience and the Developing Brain, by Sandra Twardosz
Twelve to Eighteen Months  
Eighteen to Twenty-Four Months  
Twenty-Four to Thirty-Six Months  
Three to Five Years  
Family Focus: Developing Language over Time
Determining Factors that Contribute to Variations in Rate of Language Acquisition  
Gender Differences  
Socioeconomic Level 
Cultural Influences 
Medical Concerns  
Congenital Language Disorders  
Special Feature: English Language Learning by Luisa Araújo
Summary  


Chapter 3 Family Literacy and Language Development
Home Literacy Experiences  
Access to Print and Books  
Adult Demonstrations of Literacy Behavior  
Supportive Adults  
Independent Engagements with Literacy  
Storybook Reading 
Home Talk: A Natural Context for Learning and Using Language  
Encouraging Personal Narratives
Read Alouds
Television as a Language Tool
Impact of Media on Young Children
Choosing Programming for Children
Beyond Television
Special Note Regarding Electronic Media and Infants and Toddlers
Case Study: Tiffany
Family Focus: Parent Workshops  
Summary 



Chapter 4 Organizing Early Language and Literacy Instruction

Why Classroom Environments Are Important
Designing a Classroom Environment for Infants and Toddlers 
From Infant thru toddler
Toddlers
Designing a Print-Rich Pre-K and K Classroom Environment
Library Center
Writing Centers     
Writing Materials in Other Centers 
Environmental Print
Functional Print 
Literacy-Enriched Play Centers
Strategies for Teaching Dual Language Learners: Modifying the Classroom Environment by Myae Han
Organizing the Classroom’s Daily Schedule: Using Time Wisely
Infant Schedules
Toddler Schedules
Preschool and Kindergarten Schedules
Summary


Chapter 5 Developing Oral Language Comprehension
Oral Language Comprehension
Contexts that Develop Oral Language
The Oral Language Comprehension-Early Literacy Connection
Language Conventions
Vocabulary
Listening Comprehension
Creating a Supportive Learning Environment for Oral Language Comprehension
Small Group Talk
Role Play
Dialogic Reading
Socio-dramatic Play
Word Play
Summary  


Chapter 6 Sharing Good Books with Young Children
The importance of Storybook Reading
Family Focus: Sharing Instructional Materials
Selecting Books to Share with Young Children  
Interactive Storybook Reading
Strategies for Teaching Dual Language Learners by Myae Han
Shared Big-Book Reading
Responding to Literature
Strategies for Teaching Children with Special Needs: Reading Storybooks with Children by Laura Justice
Summary  


Chapter 7 Teaching Early Reading
Foundations of Early Reading Teaching
Alphabet Letter Knowledge
Print Conventions
Name Writing
Summing Up the Domains
Approaches to Early Reading Teaching
Discovery Approach
Word-Level Teaching Techniques
Phonological/Phoneme Awareness Activities
Phonics
Meaning-Level Teaching Techniques
Habits
Designing a Comprehensive Literacy Program
Strategies for Teaching Dual Language Learners: Vocabulary and Phonological Awareness
Summary  


Chapter 8 Teaching Early Writing
Why Early Writing Matters
Children’s Writing Development
Emergent Writing
What Research Says about Children’s Development as Writers
Supporting Children’s Development as Writers
The Writing Workshop  
Focus Lessons 
Writing Time  
Group Share Time 
Publishing Children’s Writing 
Handwriting  
Families’ Role in Supporting Children’s Development as Writers
Summary  


Chapter 9 Assessing Young Children’s Language and Early Literacy: Finding Out What They Know and Can Do
Early Literacy Knowledge and Skills Children Need to Learn
Types of Early Literacy Assessment
Effective Use of Assessment
Assessing Dual Language Learners
Summary  
At Home Activities for 3-Year-Olds and Beyond . . .  


References  
Children’s Literature  
Author Index  
Subject Index

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