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| Early Literacy Policy Initiatives | |
| Before reading this chapter, think about... | |
| Focus Questions | |
| Language and Literacy: Definitions and Interrelationships | |
| National Literacy Policies and Initiatives | |
| The Standards Movement Good Start, Grow Smart Early Reading First Using Scientifically-based Reading Research to Make Curricular and Instructional Decisions A Continuum of Instructional Approaches | |
| Emergent Literacy Approach Scientifically-Based Reading Research (SBRR) Approach Blended Instruction A Value Added Approach A Blended Literacy Instructional Program SummaryLinking Knowledge to Practice | |
| Oral Language Development | |
| Before reading this chapter, think about... | |
| Focus Questions | |
| Perspectives on Childrens Language Acquisition | |
| Behaviorist Perspective | |
| Linguistic Nativist Perspective | |
| Social-Interactionist Perspective | |
| A Neuro-Biological Perspective | |
| Linguistic Vocabulary Lesson | |
| Phonology | |
| Morphology | |
| Syntax | |
| Semantics | |
| Pragmatics | |
| Observing the Development of Childrens Language | |
| A Biological View of Development | |
| A Social-Interactionist View of Language DevelopmentWhat Is Normal Language Development? | |
| Factors Contributing to Variation in Rate of Language Acquisition | |
| Gender Differences | |
| Socioeconomic Level | |
| Cultural Influences | |
| Medical Concerns | |
| Congenital Language Disorders | |
| Disfluency | |
| Pronunciation | |
| Summary | |
| Linking Knowledge to Practice | |
| Facilitating Oral Language Learning | |
| Before reading this chapter, think about... | |
| Focus Questions | |
| Home Talk: A Natural Context for Learning and Using Language | |
| Encouraging Personal Narratives | |
| Reading Storybooks | |
| Television as a Language Tool | |
| Time 4 Choosing Programming for Young Children | |
| Active ViewingSchool Talk: A Structured Context for Learning and Using Language | |
| Language Opportunities in School | |
| Teacher Discourse | |
| Reciprocal Discussions and Conversations | |
| Contexts for Encouraging Language | |
| Group Activities | |
| Learning Centers | |
| Dramatic Play | |
| Language-Centered Activities | |
| Sharing | |
| Storytelling | |
| Language Play | |
| Songs and Finger Plays | |
| Assessment: Finding Out What Children Know and Can Do | |
| Summary | |
| Linking Knowledge to Practice | |
| Sharing Good Books with Young Children | |
| Before reading this chapter, think about... | |
| Focus Questions | |
| Making Books Accessible to Young Children | |
| Classroom Library Centers | |
| Books | |
| Physical Characteristics | |
| Classroom Lending Library | |
| Sharing Literature with Children | |
| Effective Story-Reading Techniques | |
| Adult Behaviors While Reading | |
| Child Behaviors During Reading | |
| Cultural Variations in Story Reading | |
| Classroom Read-Alouds | |
| Shared Book Experience | |
| Extending Literature | |
| Creative Dramatics | |
| Puppets | |
| Cooking | |
| Felt or Flannel Boards and Characters | |
| Art Projects | |
| Writing | |
| Author Study | |
| Assessment: Discovering What Children Know and Can Do | |
| Summary | |
| Linking Knowledge to Practice | |
| Earlier Views: Readiness and Emergent Literacy | |
| Before reading this chapter, think about... | |
| Focus Questions | |
| Traditional Readiness View Emergent Literacy | |
| Concepts about Print | |
| Purpose and Functions of Print | |
| Graphic Awareness | |
| Conventions of Print | |
| Early Forms of Reading and Writin | |
| Table of Contents provided by Publisher. All Rights Reserved. |
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