Early Literacy Instruction Teaching Reading and Writing in Today's Primary Grades

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  • Edition: 2nd
  • Format: Paperback
  • Copyright: 2008-04-17
  • Publisher: Pearson

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Different from many other books on the market, this introduction to early childhood literacy provides rudimentary and specific aspects of early literacy assessment and develops meaningful strategies for catching struggling young readers before they fall through the cracks.Replete with authentic, first-person classroom descriptions, this introduction to emergent childhood literacy is built upon a five-part literacy instruction framework that is both comprehensive and practical. Each of the five components of the frameworkteacher read-alouds, word study instruction, independent reading practice, guided reading instruction and writing workshopis thoroughly developed in separate chapter discussions.For pre-service and practicing elementary school and early childhood educators and literacy counselors.

Author Biography

John A. Smith

Dr. John A. Smith is a professor in the Department of Elementary Education at Utah State University.  He holds a bachelor’s degree in Elementary Education from Brigham Young University, a master’s degree in Elementary Curriculum from the University of Utah, and a doctorate in Curriculum and Instruction from the University of North Carolina at Chapel Hill.


Dr. Smith has 10 years of elementary classroom teaching experience in 2nd and 5th grades and as a Chapter 1 reading teacher, and 20 years experience teaching at the university level.  Dr. Smith also taught at-risk students entering kindergarten and 1st grade for three summers at the Frank Porter Graham Child Development Center in Chapel Hill, North Carolina.  Dr. Smith served three years as Reading Coordinator for the Chapel Hill City School District, during which time the district’s Chapter 1 program was recognized by the U.S. Department of Education as an Exemplary Program.  A highlight of Dr. Smith’s teaching was taking a year off from university teaching to return to a first-grade classroom to implement the comprehensive literacy instruction framework described in this book.


Dr. Smith has worked extensively with teachers in elementary school classrooms as a Reading Excellence Act reading coach and currently as a consultant and Reading First technical assistant.  Dr. Smith’s publications and presentation topics include implementing balanced, comprehensive literacy instruction, implementing a variety of reading instruction strategies, and enhancing literacy instruction with children’s songs.  He is reviewer for The Reading Teacher and Literacy Research & Instruction journals, and currently serves as a member of the Executive Board of the College Reading Association.


Dr. Smith’s teaching awards include USU College of Education Teacher of the Year, USU Department of Elementary Education Teacher of the Year, USU Extension Program Teaching Award, and the Mortar Board “Top Prof” award.


Dr. Smith and his wife Joanne are proud parents of five children and three grandchildren, so far.


Sylvia Read

Dr. Sylvia Read is an assistant professor in the Department of Elementary Education at Utah State University.  She holds a bachelor’s degree in English from the University of Illinois, a master’s degree in Education from the University of Illinois, and a doctorate in Curriculum and Instruction from Utah State University.


Dr. Read has 13 years of classroom teaching experience in 1st, 2nd, 6th, and 7th grades and 6 years of experience teaching at the university level. 


Dr. Read works extensively with teachers in elementary school classrooms as a writing instruction mentor, as a professional developer for school districts in the area of reading and writing, and as the leader of professional study groups locally.  Dr. Read’s publications and presentation topics include incorporating nonfiction in the reading and writing curriculum, implementing effective writing instruction strategies, and using children’s literature effectively in language arts instruction.  She is co-editor of Literacy Research and Instruction, a publication of the College Reading Association.


Dr. Read and her husband, Michael, have two children, Nancy and Isaac.


Table of Contents

What is Reading?
Reading is Constructing Meaning Components of Reading Attitude Toward Reading
Organizing for Literacy
Instruction Why a Reading Framework Rather Than a Reading
Program A Five-Part Reading
Instruction Framework Physical Environment
Instructional Materials Explicit Instruction Building and Using a Classroom Library
Building Early Literacy Skills Oral Language
Building a Necessary Foundation Alphabet Knowledge
Learning Letter Names and Sounds Phonemic Awareness
Recognizing and Using Speech Sounds Print Awareness
Understanding How Print Works
Reading Aloud to Children Purposes for Reading
Aloud Teaching Children to Respond to Literature
Reading Aloud to Teach Comprehension Comprehension Strategy Instruction Types of Text to Read Aloud
Word Study Understanding Word
Identification What to Teach
Common Spelling Patterns Teaching Spelling Patterns
An Explicit Instruction Model Sample
Explicit Instruction Lessons for Spelling
Patterns Building Students'
Sight Vocabularies Teaching Multi-Syllable Words Additional Guide Practice Word Study Activities
Differentiated Small-Group Reading
Instruction Issues Associated with Small-Group
Instruction Placing Students into Differentiated Reading Groups Differentiated Small-Group Reading Lesson Components
Independent Reading, Writing, and Learning-Center Activities Becky's
Small-Group Lesson Preparing Students to Work Independently Three Options for Independent Work Time
Effective Writing Instruction
The Reading-Writing Connection Writing Workshop Writing in Many Genres
Reading and Writing Across the Curriculum
Reading Informational Texts Writing
Informational Texts Reading, Writing, and Math Reading, Writing, and Science Reading, Writing, and Social Studies
Reading Assessment That Guides Instruction Assessment Issues Assessing the Essential Elements of Reading
Interventions for Struggling Readers
The Need for Reading Instruction Intervention
The Classroom Teacher is Responsible Strong Classroom-Based Reading Instruction In-Class Interventions Resource Program Interventions Using A
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