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 | |
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