Literacy and Young Children Research-Based Practices

by Barone, Diane M.; Morrow, Lesley Mandel

• ISBN13: 9781572308190
• ISBN10: 1572308192
• Format: Paperback
• Copyright: 2002-12-31
• Publisher: The Guilford Press

Summary

This book presents current, research-based best practices for supporting young children's development as readers and writers. From leading figures in early literacy, the book demonstrates that scientifically grounded instruction need not be dull, drill-oriented, or one-size-fits-all--rather, it describes language-rich approaches to engaging with children's existing levels of knowledge while moving them to more complex literacy understandings. Topics covered include the impact of home literacy experiences, teaching English learners and culturally diverse children, phonemic awareness and word knowledge for preschoolers, new uses for communication technologies and informational text, and fluency instruction. Also addressed are professional development issues, including teacher training practices that support change. Exemplary teaching strategies and activities are clearly depicted and illustrated with samples of student work, providing Pre-K-3 teachers with many useful i

Author Biography

Diane M. Barone, PhD, is Professor of Literacy Studies at the University of Nevada, Reno.

Lesley Mandel Morrow, PhD, is Professor in the Department of Learning and Teaching, Graduate School of Education, Rutgers University, and President-Elect of the International Reading Association. Her recent publications include [i]Organizing and Managing the Language Arts Block[/i].

Table of Contents

PART I. FOUNDATIONS FOR EARLY LITERACY LEARNING AND INSTRUCTION
Staff Development for Early Literacy Teachers: A Plan to Facilitate Change	3	(20)
Lesley Mandel Morrow
Heather Casey
Courtney Haworth
Questions about Early Literacy Learning and Teaching That Need Asking---and Some That Don't	23	(22)
William H. Teale
A Multidimensional Approach to Beginning Literacy	45	(16)
Irene W. Gaskins
The Learner, the Teacher, the Text, and the Context: Sociocultural Approaches to Early Literacy Instruction for English Language Learners	61	(22)
Shelley Hong Xu
PART II. HOME LITERACY EXPERIENCES OF CHILDREN
What Hannah Taught Emma and Why It Matters	83	(18)
Lisa Lenhart
Kathleen Roskos
Learning about the Literate Lives of Latino Families	101	(20)
Jeanne R. Paratore
Gigliana Melzi
Barbara Krol-Sinclair
PART III. PHONEMIC AWARENESS, CODE LEARNING, AND BOOK ACTING
Engaging Preschoolers in Code Learning: Some Thoughts about Preschool Teachers' Concerns	121	(19)
Judith A. Schickedanz
Concepts, Sounds, and the ABCs: A Diet for a Very Young Reader	140	(17)
Marcia Invernizzi
Book Acting: Storytelling and Drama in the Early Childhood Classroom	157	(18)
Lea M. McGee
PART IV. RECENT TRENDS IN LITERACY RESEARCH: TECHNOLOGY, FLUENCY, AND INFORMATIONAL TEXT
Early Literacy in a Digital Age: Moving from a Singular Book Literacy to the Multiple Literacies of Networked Information and Communication Technologies	175	(20)
Rachel A. Karchmer
Marla H. Mallette
Donald J. Leu, Jr.
No More ``Madfaces'': Motivation and Fluency Development with Struggling Readers	195	(15)
Steven A. Stahl
How Can I Help Them Pull It All Together?: A Guide to Fluent Reading Instruction	210	(16)
Melanie Kuhn
Bridging the Gap between Learning to Read and Reading to Learn	226	(17)
Nell K. Duke
V. Susan Bennett-Armistead
Ebony M. Roberts
Immersing Children in Nonfiction: Fostering Emergent Research and Writing	243	(18)
Renee M. Casbergue
Mary Beth Plauche
Organizing Expository Texts: A Look at the Possibilities	261	(30)
Carol Vukelich
Christine Evans
Bonnie Albertson
PART V. CONCLUSION
Caution, Apply with Care: Recommendations for Early Literacy Instruction	291	(18)
Diane M. Barone
Index	309