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

by Vukelich, Carol; Christie, James; Enz, Billie Jean; Roskos, Kathleen A.

• ISBN13: 9780134166063
• ISBN10: 013416606X
• Edition: 4th
• Format: Loose-leaf Package
• Copyright: 2015-07-31
• Publisher: Pearson

Summary

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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, 2^nd 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, 5^th ed. (Pearson, 2014), and Building a Foundation for Preschool Literacy, 2^nd 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