This book examines emergent literacy as the foundations for language instruction and seeks to relate the work of those doing research on literacy acquisition and those designing programs to facilitate children's literacy development. It bridges theory and practice, looking at both cognitive processes and settings in which children first experience literacy. With contributions by leading researchers in the field, the book examines emergent literacy in nonliterate homes; oral language supports; parent-child reading; literacy and working class families; literacy from a developmental perspective; parental involvement; and collaborative efforts of teachers and parents. An essential collection for all research and education in the language arts methods area. Will also appeal to educators involved in reading instruction and parent-education.
This edited volume constitutes the first serious, sustained examination of the study of children’s books for children aged from 0 to 3 with contributions by scholars working in different domains and attempting to assess the recognition of ...
Widely recognized as a leading text in its field, this popular guide explores literacy development beginning in infancy and through fourth grade.
"Grounded in the belief that all students can learn to read and write print, this book is a thorough yet practical guide for teaching students with significant disabilities.
This concise, accessible book explores the connection between language acquisition and emergent literacy skills, and how this sets the stage for later literacy development.
This edited volume constitutes the first serious, sustained examination of the study of children s books for children aged from 0 to 3 with contributions by scholars working in different domains and attempting to assess the recognition of ...
Journal of Psycholinguistic Research, 4, 331–342. Freedman, D. (2007). Scribble. New York: Knopf Books for Young Readers. Frost, J. (2001).
Designed to be scholarly in content and grounded in research and at the same time be practical and usable for day care workers, classroom teachers, and curriculum specialists, this book...
Cunningham, P. M. 1979. Beginning reading without readiness: Structured language experience. Reading Horizons 19 ( ): 222–227. • Cunningham, P. M. 2000. Systematic sequential phonics they use. Greensboro, NC: Carson-Dellosa.
This text is about teaching the language arts and facilitating children's reading, writing, speaking, and listening development between the ages of 2 and 5. Based on social constructivist theory, Helping...
Product Description: A discussion of literacy development from birth to the primary school. The book embraces an integrated language arts perspective and an interdisciplinary approach to literacy development as it...