The unique focus of this text integrates a constructivist/emergent literacy perspective with "science-based" instructional practices that have proved successful in supporting children's reading, writing, and speaking development. "Teaching Language and Literacy: Preschool Through the Elementary Grades "begins with a brief overview of the recent key national policies and initiatives that have had a significant impact on the teaching of reading and writing at the preschool level. Renowned and respected authors, Christie, Enz, and Vukelich, describe a continuum of approaches to reading instruction, ranging from emergent literacy to Scientifically-Based Reading Research. They also present their vision of a "blended" approach to teaching literacy that includes the best elements of these diverging views as well as a set of principles to guide the effective teaching of literacy in preschool and elementary classrooms. New to this Edition NEW! Increased coverage on oral language with a new section on preschool and kindergarten vocabulary instruction and a new chapter on teaching vocabulary at the elementary grade levels help students learn many new strategies for building children's knowledge of word meanings--a key foundation for reading comprehension. NEW! Special features at the end of most chapters discuss strategies for adapting instruction for ELL students, approaches for teaching literacy to children with special needs, and tips on promoting family literacy. NEW! Increased emphasis on direct teaching of phonics, fluency, and comprehension strategies prepares students for the heavy emphasis that these skills receive in the elementary grades. NEW! In-depth coverage of new federal and state literacy initiatives and expanded coverage of standardized literacy assessments prepares teachers for the new emphasis on skills and testing in today's schools. To order this text WITH MyEducationKit, use either ISBN: ISBN-10: 0137073917ISBN-13: 9780137073917To order this text WITHOUT MyEducationKit, use either ISBN: ISBN-10: 0137057628ISBN-13: 9780137057627
Available at: http://www.coe.uga.edu/jolle/2005_1/wondering.pdf Shelley, P.B. (1820). A defense ofpoetry. ... “Reading don't fix no Chevys”: Reading in the lives ofyoung men. Portsmouth, NH: Heinemann. Smith, M. W., & Wilhelm, J. D. ...
Literacy & language teaching.
This book explores what it means to be a 21st century literacy educator, promoting a reflective and inquiry-based approach.
Shaywitz, B. A., Shaywitz, S. E., Pugh, K. R., Constable, R. T., Skudlarski, P., Fulbright, R. K., et al. (1995). Sex differences in the functional organization of the brain for language. Nature, 373, 607–609. Shaywitz, S. E. (1996).
This practical guide considers the research evidence that is needed to inform enlightened practice, and offers concrete suggestions and teaching approaches for early years settings and classrooms.
This second edition covers key areas that students, teachers and English co-ordinators have to manage, and includes advice on: developing reading, including advice on choosing texts, and the role of phonics improving writing skills, ...
Upper Saddle River, NJ: Merrill/Prentice-Hall. Graves, D., & Hansen, J. (1983). The Author's Chair. Language Arts, 60(2), 176–183. Guerra, J. C. (1998). Close to home: Oral and literate practices in a transnational Mexicano community.
Teaching Language and Literacy: Policies and Procedures for Vernacular Situations
Nelson, K. (1996). Language in cognitive development: The emergence of the mediated mind. Cambridge, United Kingdom: Cambridge University Press. Nelson, K. (2007). Young minds in social worlds: Experience, meaning, and memory.
Another way of guiding readers through text is to provide a map . Wood et al . ( 1992 ) give an example of a ' reading road map ' to be used in conjunction with a textbook . Symbols in the style of roadsigns are used to guide a reader ...