Foreword | p. xi |
Preface | p. xiii |
Why Do We Need to Intervene? | p. 1 |
What Is the Problem? | p. 2 |
Risk Factors: Children Who Are Poor | p. 3 |
Risk Factors: Children from Minority Cultural Groups | p. 4 |
Risk Factors: Children in Racially Segregated Schools | p. 4 |
Risk Factors: Children Who Speak Languages Other Than English | p. 9 |
Risk Factors: Children with Language Limitations and Reading Difficulties | p. 11 |
Risk Factors: Children from Under-Supportive Home Literacy Environments | p. 14 |
Risk Factors: Children Whose Parents Are Less Involved in Their Education | p. 18 |
Why Are We Concentrating Our Attention on Young Children? | p. 20 |
What Difference Does Literacy Make? | p. 21 |
And Now for Some Good News | p. 23 |
What Are Some Ways Children Develop? | p. 25 |
Piaget, Vygotsky, and Constructivism | p. 29 |
How Do Children Learn To Talk? | p. 31 |
"Motherese": How Adults Support Children's Language Learning | p. 32 |
Aspects of Language | p. 34 |
Phonology: Making Sense with Sound | p. 34 |
Phonemes | p. 34 |
Prosody | p. 35 |
Syntax: Helping Words Make Sense | p. 37 |
Semantics: Words and Their Meanings | p. 38 |
Words | p. 39 |
Words and Things | p. 39 |
How Do Children Learn Vocabulary? | p. 40 |
Functions of Language | p. 41 |
Milestones in Language Development | p. 42 |
Conclusion | p. 44 |
How Does Literacy Emerge? | p. 45 |
A Language for Literacy | p. 46 |
Language Awareness | p. 48 |
The Concept of Word | p. 49 |
Phonological Awareness | p. 50 |
Syllables | p. 50 |
Onsets and Rimes | p. 50 |
Phonemes | p. 50 |
Learning about Print | p. 51 |
Concepts about Print | p. 51 |
Graphic Principles | p. 54 |
The Recurring Principle | p. 55 |
The Generative Principle | p. 56 |
The Flexibility Principle | p. 56 |
Directional Principles | p. 57 |
Alphabet Knowledge | p. 58 |
Invented Spelling | p. 59 |
Prephonemic Stage of Spelling | p. 59 |
Spelling at the Early Phonemic Stage | p. 60 |
Spelling at the Letter-Name Stage | p. 60 |
Language and Print Together: The Development of Storybook Reading | p. 62 |
Picture Naming | p. 62 |
Verbal Storytelling, with Conversation | p. 63 |
Verbal Storytelling, without Conversation | p. 63 |
Talking Like a Book | p. 63 |
Refusal to Read | p. 63 |
Reading a Word or Two | p. 63 |
Benchmarks in Emergent Literacy | p. 64 |
Conclusion | p. 70 |
How Do We Help Language and Literacy Emerge? | p. 71 |
Talking for Vocabulary Development | p. 72 |
"Follow in Order to Lead" | p. 72 |
Use Science Talk/Object Talk | p. 74 |
Use a Flannel Board | p. 75 |
Stimulate Story Talk | p. 75 |
Retell a Favorite Story Book | p. 75 |
Use Wordless Picture Books | p. 76 |
Use Flannel Board Props | p. 76 |
Use Costumes | p. 76 |
Stimulate Imaginative Play | p. 77 |
Making Faces | p. 77 |
Hats! | p. 77 |
Restaurant | p. 78 |
Scripted Fantasy Play | p. 79 |
Finger Plays | p. 79 |
"John Brown's Ford" | p. 79 |
Taste | p. 80 |
Making Children Aware of Words and Sounds | p. 80 |
Word Awareness | p. 80 |
Magic Words | p. 81 |
Clap Out Words | p. 81 |
Listening to Rhymes | p. 82 |
Songs, Chants, and Poems | p. 82 |
Nursery and Jump Rope Rhymes | p. 84 |
Rhyme Cube | p. 84 |
Other Sources of Rhymes | p. 84 |
Rhyming Games | p. 84 |
Alliterations | p. 85 |
Exposing Children to Written Language | p. 86 |
Reading Aloud to Children | p. 86 |
Preparing the Book for Reading | p. 87 |
Preparing the Children | p. 87 |
Beginning to Read | p. 88 |
While Reading | p. 88 |
After the First Reading | p. 88 |
Rereading | p. 88 |
After Reading | p. 88 |
Responding to Books | p. 89 |
Use Chants | p. 89 |
Use Drama | p. 89 |
Use Art | p. 90 |
Dialogic Reading | p. 91 |
Arranging Classrooms for Literacy Learning | p. 92 |
Names | p. 92 |
Labeled Objects | p. 92 |
Literacy Play | p. 93 |
Classroom Post Office | p. 93 |
Classroom Library | p. 94 |
Charts and Posters | p. 94 |
Writing Center | p. 94 |
The Language-Experience Approach | p. 94 |
Other Sources of Dictations | p. 96 |
Morning Message and Planning the Daily Routine | p. 97 |
Morning Message | p. 97 |
Daily Routine | p. 97 |
Teaching the Alphabet | p. 97 |
Inviting Early Writing | p. 98 |
Captioning Drawings | p. 99 |
Link Writings with Sounds | p. 99 |
Incorporating Writing into Children's Play | p. 99 |
Involving Families in Emergent Literacy | p. 99 |
Building a Relationship with Families | p. 100 |
Reaching Out to Parents at Home | p. 101 |
Home Books | p. 101 |
Book Baggies | p. 102 |
Journals | p. 102 |
Involving Parents at School | p. 102 |
More Help in Family Literacy | p. 103 |
Putting It All Together: Emergent Literacy in the Preschool | p. 104 |
Transitions | p. 105 |
Other Time Arrangements | p. 106 |
What Now? | p. 107 |
Suppose You Want to Tutor? | p. 107 |
School-based Tutoring Projects | p. 108 |
College- and University-based Tutoring Programs | p. 108 |
Jumpstart | p. 108 |
From Tutoring to "A Life" | p. 109 |
Suppose You Decide You Want to Teach? | p. 111 |
Early Childhood Education | p. 111 |
Pearson Teacher Fellowships | p. 111 |
Suppose You Decide to Teach in the Public Schools? | p. 112 |
Alternative Routes to Teaching | p. 114 |
Teaching in Cities | p. 116 |
Getting a Master's Degree | p. 117 |
Teach for America | p. 118 |
References | p. 119 |
Index | p. 123 |
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