9780134166063

Helping Young Children Learn Language and Literacy Birth Through Kindergarten, Enhanced Pearson eText with Loose-Leaf Version -- Access Card Package

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  • ISBN13:

    9780134166063

  • ISBN10:

    013416606X

  • Edition: 4th
  • Format: Package
  • Copyright: 7/31/2015
  • Publisher: Pearson

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Helping Young Children Learn Language and Literacy is about teaching the language arts in a reader-friendly, child-focused way. It provides pre-service and in-service teachers with sound instructional strategies to facilitate children’s reading, writing, speaking, and listening development from birth through kindergarten. Each chapter identifies clear learning goals for readers and offers opportunities for self-assessment. Recognizing that children are at the heart of good language and literacy teaching, the book focuses on four central themes: a perspective on teaching and learning that blends constructivism and science-based instruction, respect for diversity, instruction-based assessment, and family involvement in literacy learning.

 

The Fourth Edition includes coverage of the Common Core State Standards for English Language Arts, Grades K-12 and contains a number of new features that reflect recent developments in the field of language arts education and that will assist students in learning key concepts and strategies. The Enhanced Pearson eText features embedded videos and assessments.

 

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013416606X / 9780134166063 Helping Young Children Learn Language and Literacy: Birth Through Kindergarten, Enhanced Pearson eText with Loose-Leaf Version -- Access Card Package, 4/e

Package consists of:

  • 0133846563 / 9780133846560 Helping Young Children Learn Language and Literacy: Birth Through Kindergarten, Loose-Leaf Version, 4/e
  • 0134183584 / 9780134183589 Helping Young Children Learn Language and Literacy: Birth through Kindergarten, Enhanced Pearson eText -- Access Card, 4/e

Author Biography

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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