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Literacy's Beginnings : Supporting Young Readers and Writers
by Lea M. McGee; Donald J. RichgeisISBN13:
9780205120451
ISBN10:
0205120458
Format:
Paperback
Pub. Date:
7/1/1989
Publisher(s):
Allyn & Bacon, Inc.
List Price: $42.71
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Literacy's Beginnings : Supporting Young Readers and Writers
Literacy's Beginnings : Supporting Young Readers and Writers
Literacy's Beginnings : Supporting Young Readers and Writers
Author Biography
Donald J. Richgels is a Professor in the Department of Literacy Education at Northern Illinois University. Lea M. McGee is a Professor of Literacy at Ohio State University.
Table of Contents
| Every chapter begins with "Key Concepts" and concludes with "Chapter Summary," "Applying the Information," "Going Beyond the Text," and "References." | |
| Preface | |
| Understanding Children's Literacy Development | |
| Language Development | |
| Children's Concepts About Written Language | |
| Written and Spoken Language Functions | |
| Written and Spoken Language Meanings | |
| Written Language Forms | |
| Meaning-Form Links | |
| Developmental Changes in Children's Reading and Writing | |
| From Birth to Three Years: The Foundations of Literacy Development | |
| The Beginnings of Literacy | |
| Home Influences on Literacy Learning | |
| Implications for Child Care and Nursery School | |
| From Three to Five Years: Novice Readers and Writers in the Phase of Awareness and Exploration | |
| Who Are Novice Readers and Writers? Meaning | |
| Written Language Forms | |
| Meaning-Form Links | |
| Written Language Functions | |
| A Word of Caution | |
| From Five to Seven Years: Experimenting Readers and Writers | |
| Who Are Experimenters? Experimenting with Meaning | |
| Experimenting with Meaning-Form Links | |
| Experimenting with Functions of Written Language | |
| A Word of Caution | |
| From Six to Eight Years: Early, Rransitional, and Self-Generative Readers and Writers | |
| Who Are Conventional Readers and Writers? Meaning Construction | |
| Written Language Forms | |
| Meaning-Form Links | |
| Functions | |
| The Traditional End Points: Reading and Word Identification, Vocabulary, and Comprehension | |
| Literacy-Rich Classrooms | |
| Developmentally Appropriate Practice | |
| Characteristics of Literacy-Rich Classrooms | |
| Physical Arrangement of Classrooms | |
| Culturally Sensitive and Integrated Curriculum | |
| Assessment, Instruction, and Grouping | |
| Supporting Literacy Learning in Preschool | |
| The Preschool Context | |
| Reading and Writing in Exemplary Preschool Classrooms | |
| Supporting Vocabulary and Concept Development: Laying the Foundation for Comprehension and Composition | |
| Supporting Concepts about Print and Alphabet Letter Learning | |
| Supporting Children's Development of Phonemic Awareness | |
| Another Look: The Teacher's Roles | |
| Supporting Literacy Learning in Kindergarten | |
| The Kindergarten Context: What's New Here? Talking and Writing Together in Mrs | |
| Poremba's Kindergarten | |
| Helping Children Attend to Sounds in Words | |
| Kindergarten Experiences with Reading | |
| Kindergarten Experiences with Writing | |
| Kindergarten Experiences with Play | |
| Another Look: The Teacher's Roles | |
| Supporting Literacy Learning in First Grade | |
| What's New Here? Reading and Writing in Five First Grade Classrooms Exemplary First Grade Literacy Instruction | |
| Supporting Literacy Learning Beyond First Grade | |
| What's New Here? Shared Reading and Reading Aloud | |
| Writing and Reading Workshop, Book Clubs, and Guided Reading | |
| Reading and Writing Poetry | |
| Reading and Writing Informational Text | |
| Learning Conventions | |
| Diverse Learners | |
| Learners At Risk | |
| Special-Needs Learners | |
| Learners from Diverse Cultural Backgrounds | |
| Children from Diverse Language Backgrounds | |
| Assessment | |
| A Day in Kindergarten | |
| Effective Classroom Assessment | |
| Screening and Monitoring Essential Components of Literacy Development | |
| Appendix | |
| Table of Contents provided by Publisher. All Rights Reserved. |
