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Unprecedented in the field, this book is addressed to those invaluable volunteers and first-time educational professionals in emergent literacy. Accessible and engaging, this book has been written out of concern that although our average achievements remain high, far too many children in the United States are not learning language and literacy to an adequate degree. Nearly 40% of our elementary school children lack basic reading skills and the language to support it. Differences between those who will make it and those who may not are already showing up in preschools and the gaps in teaching are increasingly being filled by volunteer tutors. The National Reading Panel report and the No Child Left Behind legislation have put children's success in reading on everyone's agenda. This timely book tells these tutors what they need to know about early intervention for literacy development, and what they need to do. The book has a further aim of giving volunteers and future teachers a realistic view of what teaching is like, especially in urban environments. The book also assists readers looking toward careers as teachers and as child-support workers.

Foreword	p. xi
Preface	p. xiii
Why Do We Need to Intervene?	p. 1
What Is the Problem?	p. 2
Risk Factors: Children Who Are Poor	p. 3
Risk Factors: Children from Minority Cultural Groups	p. 4
Risk Factors: Children in Racially Segregated Schools	p. 4
Risk Factors: Children Who Speak Languages Other Than English	p. 9
Risk Factors: Children with Language Limitations and Reading Difficulties	p. 11
Risk Factors: Children from Under-Supportive Home Literacy Environments	p. 14
Risk Factors: Children Whose Parents Are Less Involved in Their Education	p. 18
Why Are We Concentrating Our Attention on Young Children?	p. 20
What Difference Does Literacy Make?	p. 21
And Now for Some Good News	p. 23
What Are Some Ways Children Develop?	p. 25
Piaget, Vygotsky, and Constructivism	p. 29
How Do Children Learn To Talk?	p. 31
"Motherese": How Adults Support Children's Language Learning	p. 32
Aspects of Language	p. 34
Phonology: Making Sense with Sound	p. 34
Phonemes	p. 34
Prosody	p. 35
Syntax: Helping Words Make Sense	p. 37
Semantics: Words and Their Meanings	p. 38
Words	p. 39
Words and Things	p. 39
How Do Children Learn Vocabulary?	p. 40
Functions of Language	p. 41
Milestones in Language Development	p. 42
Conclusion	p. 44
How Does Literacy Emerge?	p. 45
A Language for Literacy	p. 46
Language Awareness	p. 48
The Concept of Word	p. 49
Phonological Awareness	p. 50
Syllables	p. 50
Onsets and Rimes	p. 50
Phonemes	p. 50
Learning about Print	p. 51
Concepts about Print	p. 51
Graphic Principles	p. 54
The Recurring Principle	p. 55
The Generative Principle	p. 56
The Flexibility Principle	p. 56
Directional Principles	p. 57
Alphabet Knowledge	p. 58
Invented Spelling	p. 59
Prephonemic Stage of Spelling	p. 59
Spelling at the Early Phonemic Stage	p. 60
Spelling at the Letter-Name Stage	p. 60
Language and Print Together: The Development of Storybook Reading	p. 62
Picture Naming	p. 62
Verbal Storytelling, with Conversation	p. 63
Verbal Storytelling, without Conversation	p. 63
Talking Like a Book	p. 63
Refusal to Read	p. 63
Reading a Word or Two	p. 63
Benchmarks in Emergent Literacy	p. 64
Conclusion	p. 70
How Do We Help Language and Literacy Emerge?	p. 71
Talking for Vocabulary Development	p. 72
"Follow in Order to Lead"	p. 72
Use Science Talk/Object Talk	p. 74
Use a Flannel Board	p. 75
Stimulate Story Talk	p. 75
Retell a Favorite Story Book	p. 75
Use Wordless Picture Books	p. 76
Use Flannel Board Props	p. 76
Use Costumes	p. 76
Stimulate Imaginative Play	p. 77
Making Faces	p. 77
Hats!	p. 77
Restaurant	p. 78
Scripted Fantasy Play	p. 79
Finger Plays	p. 79
"John Brown's Ford"	p. 79
Taste	p. 80
Making Children Aware of Words and Sounds	p. 80
Word Awareness	p. 80
Magic Words	p. 81
Clap Out Words	p. 81
Listening to Rhymes	p. 82
Songs, Chants, and Poems	p. 82
Nursery and Jump Rope Rhymes	p. 84
Rhyme Cube	p. 84
Other Sources of Rhymes	p. 84
Rhyming Games	p. 84
Alliterations	p. 85
Exposing Children to Written Language	p. 86
Reading Aloud to Children	p. 86
Preparing the Book for Reading	p. 87
Preparing the Children	p. 87
Beginning to Read	p. 88
While Reading	p. 88
After the First Reading	p. 88
Rereading	p. 88
After Reading	p. 88
Responding to Books	p. 89
Use Chants	p. 89
Use Drama	p. 89
Use Art	p. 90
Dialogic Reading	p. 91
Arranging Classrooms for Literacy Learning	p. 92
Names	p. 92
Labeled Objects	p. 92
Literacy Play	p. 93
Classroom Post Office	p. 93
Classroom Library	p. 94
Charts and Posters	p. 94
Writing Center	p. 94
The Language-Experience Approach	p. 94
Other Sources of Dictations	p. 96
Morning Message and Planning the Daily Routine	p. 97
Morning Message	p. 97
Daily Routine	p. 97
Teaching the Alphabet	p. 97
Inviting Early Writing	p. 98
Captioning Drawings	p. 99
Link Writings with Sounds	p. 99
Incorporating Writing into Children's Play	p. 99
Involving Families in Emergent Literacy	p. 99
Building a Relationship with Families	p. 100
Reaching Out to Parents at Home	p. 101
Home Books	p. 101
Book Baggies	p. 102
Journals	p. 102
Involving Parents at School	p. 102
More Help in Family Literacy	p. 103
Putting It All Together: Emergent Literacy in the Preschool	p. 104
Transitions	p. 105
Other Time Arrangements	p. 106
What Now?	p. 107
Suppose You Want to Tutor?	p. 107
School-based Tutoring Projects	p. 108
College- and University-based Tutoring Programs	p. 108
Jumpstart	p. 108
From Tutoring to "A Life"	p. 109
Suppose You Decide You Want to Teach?	p. 111
Early Childhood Education	p. 111
Pearson Teacher Fellowships	p. 111
Suppose You Decide to Teach in the Public Schools?	p. 112
Alternative Routes to Teaching	p. 114
Teaching in Cities	p. 116
Getting a Master's Degree	p. 117
Teach for America	p. 118
References	p. 119
Index	p. 123
Table of Contents provided by Ingram. All Rights Reserved.

Intervening for Literacy : The Joy of Reading to Young Children

0205402771

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