Helping Young Children Learn Language and Literacy : Birth Through Kindergarten

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  • Edition: 2nd
  • Format: Paperback
  • Copyright: 2008-01-01
  • Publisher: Allyn & Bacon
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The unique focus of this text integrates constructivist learning, diversity, and instruction-based assessment, and helps translate principles into practice for emergent literacy teachers. Unlike any other text on the market for ages Birth-Kindergarten, this text blends a constructivist/emergent literacy perspective with "science-based" instructional practices that have proved successful in supporting young childrenrs"s reading, writing, and speaking development.

Table of Contents

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
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
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
Language Play
Songs and Finger Plays
Assessment: Finding Out What Children Know and Can Do
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
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
Felt or Flannel Boards and Characters
Art Projects
Author Study
Assessment: Discovering What Children Know and Can Do
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
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