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
Other versions by this Author