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Helping Young Children Learn Language and Literacy is about teaching the language arts in a reader-friendly, child-focused way. It provides pre-service and in-service teachers with sound instructional strategies to facilitate children’s reading, writing, speaking, and listening development from birth through kindergarten. Each chapter identifies clear learning goals for readers and offers opportunities for self-assessment. Recognizing that children are at the heart of good language and literacy teaching, the book focuses on four central themes: a perspective on teaching and learning that blends constructivism and science-based instruction, respect for diversity, instruction-based assessment, and family involvement in literacy learning.
The Fourth Edition includes coverage of the Common Core State Standards for English Language Arts, Grades K-12 and contains a number of new features that reflect recent developments in the field of language arts education and that will assist students in learning key concepts and strategies. The Enhanced Pearson eText features embedded videos and assessments.
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013416606X / 9780134166063 Helping Young Children Learn Language and Literacy: Birth Through Kindergarten, Enhanced Pearson eText with Loose-Leaf Version -- Access Card Package, 4/e
Package consists of:
- 0133846563 / 9780133846560 Helping Young Children Learn Language and Literacy: Birth Through Kindergarten, Loose-Leaf Version, 4/e
- 0134183584 / 9780134183589 Helping Young Children Learn Language and Literacy: Birth through Kindergarten, Enhanced Pearson eText -- Access Card, 4/e
Synopsis
Helping Young Children Learn Language and Literacy is about teaching the language arts in a reader-friendly, child-focused way. It provides pre-service and in-service teachers with sound instructional strategies to facilitate children’s reading, writing, speaking, and listening development from birth through kindergarten. Each chapter identifies clear learning goals for readers and offers opportunities for self-assessment. Recognizing that children are at the heart of good language and literacy teaching, the book focuses on four central themes: a perspective on teaching and learning that blends constructivism and science-based instruction, respect for diversity, instruction-based assessment, and family involvement in literacy learning.
Invigorate learning with the Enhanced Pearson eText
The Enhanced Pearson eText provides a rich, interactive learning environment designed to improve student mastery of content with the following multimedia features:
About the Author
Carol Vukelich is the Director of the Delaware Center for Teacher Education, Deputy Dean of the College of Education and Human Development, and the Hammonds Professor in Teacher Education at the University of Delaware. Her research interests include early literacy development and children’s writing development. Dr. Vukelich is coauthor of Teaching Language and Literacy: Preschool through the Elementary Grades, 5th ed. (Pearson, 2014) and Building a Foundation for Preschool Literacy, 2nd ed. (International Reading Association, 2009). She co-directed three Early Reading First projects: the Delaware Early Reading First project, the Opening Doors to Literacy project, and the Unlocking Doors to Enhanced Language and Literacy project.
James Christie is a Professor Emeritus in the T. Denny Sanford School of Social and Family Dynamics at Arizona State University, where he taught courses in play and early language and literacy development. Dr. Christie has coauthored Play, Development, and Early Education (Allyn & Bacon, 2005), Teaching Language and Literacy: Preschool through the Elementary Grades, 5th ed. (Pearson, 2014), and Building a Foundation for Preschool Literacy, 2nd ed. (International Reading Association, 2009). He co-directed three Early Reading First projects: the Arizona Centers of Excellence in Early Education in San Luis, AZ; the Mohave Desert Coalition in Bullhead City, AZ; and Pump Up the Volume in Preschool in Gallup, NM.
Billie Jean Enz is an Emeritus Professor of Early Childhood Education at Arizona State University, where she taught and served as an administrator for 25 years. She has co-authored several texts on mentorship and new teacher development and is the founder of the Beginning Educator Support Team (BEST) program. Her research interests include language and literacy development and family literacy. Dr. Enz has co-authored Teaching Language and Literacy, 5th ed. (Pearson, 2014) and Assessing Preschool Literacy Development (International Reading Association, 2009). She also served as the founding executive director for Educare Arizona.
Kathleen A. Roskos is a professor of educationat John Carroll University, where she teaches courses in reading assessment and instruction. Dr. Roskos has co-authored several texts, among them Teaching Language and Literacy, 5th ed. (Pearson, 2014), The Early Literacy Materials Selector (Corwin, 2012) and Nurturing Knowledge (Scholastic, 2007). She co-directed two Early Reading First Projects: Lorain Centers for Early Literacy Excellence in Lorain, Ohio, and Akron Ready Steps in Akron, Ohio.
Table of Contents
Brief Table of Contents Preface Chapter 1 Foundations of Language and Literacy
Chapter 2 Oral Language Development Chapter 3 Family Literacy and Language Development Chapter 4 Organizing Early Language and Literacy Instruction Chapter 5 Developing Oral Language Comprehension Chapter 6 Sharing Good Books with Young Children Chapter 7 Teaching Early Reading Chapter 8 Teaching Early Writing Chapter 9 Assessing Young Children’s Language and Early Literacy: Finding Out What They Know and Can Do Detailed Table of Contents
Preface 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