Literacy for Young Children

A Guide for Early Childhood Educators
Priscilla L. Griffith - University of Oklahoma,USA
Sara Ann Beach - University of Oklahoma, USA
Jiening Ruan - University of Oklahoma, USA
A. Loraine Dunn - University of Oklahoma, USA
Literacy for Young Children
March 2008 | 256 pages | Corwin
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Paperback
ISBN: 9781412952002
Available from January 0001

Description

This book is a featured text in a Canter graduate course, Teaching Beginning Readers Pre-K-3 .


"This book merges the five big ideas in reading with developmentally appropriate practice to create a practical guide that will enhance literacy development in any type of preschool setting. The references, resources, and examples will help teachers bring these ideas to life in their classrooms."
—Addie Gaines, Principal
Kirbyville Elementary School, MO

Use research-based strategies to build early literacy skills!

Early childhood educators recognize that young children are more likely to succeed in later grades if they have a variety of engaging preschool experiences. Literacy for Young Children brings together reading research and learning standards to help teachers become informed decision makers about meeting the literacy needs of young students from diverse backgrounds.

Based on the authors' work in Early Reading First classrooms, this resource includes evidence-based, easy-to-implement activities to develop oral language, phonological awareness, print awareness, emergent writing, and early comprehension skills. Chapters provide an overview of each skill, methods for assessment, and appropriate instructional strategies. The book showcases examples of PreK and kindergarten children from different cultural and linguistic backgrounds to demonstrate how teachers can support individual learners. Readers will be able to:

  • Adapt instruction appropriately for ELLs and children with special needs
  • Partner knowledgeably with families to provide rich literacy experiences at home
  • Integrate literacy across the curriculum, and more

As teachers and literacy coaches become more purposeful and confident instructors, they open the door to successful learning while continuing to close the achievement gap.

Contents

Acknowledgments

Acknowledgments

About the Authors

About the Authors

Introduction: Why Early Literacy?

  • Early Reading First
  • Developmentally Appropriate Practice
  • Overview of This Book
  • Chapter 1. Children's Development and Literacy Learning
  • How Children Develop and Learn
  • Child Development: The Foundation for Literacy
  • Introducing Rebecca, Juan, Michael, and Annie
  • Foundations for Learning to Read
  • Supportive Classroom Environments
  • Summary
  • Chapter 2. Language Development and Diversity
  • Role of Oral Language in Literacy Development
  • What Does Research Say About How Children Acquire Language?
  • Benchmarks of Oral Language Development for Preschool Children
  • Assessing Oral Language Development
  • Research-Based Instructional Strategies Supporting Oral Language Development
  • Language Diversity
  • Summary
  • Chapter 3. Phonological Awareness Development in Preschool Children
  • What Is Phonological Awareness and What Is Its Role in Literacy Development?
  • What does Research Say About How Children Acquire Phonological Awareness?
  • Indicators of Children's Development of Phonological Awareness
  • Assessing Phonological Awareness
  • Research-Based Instructional Strategies Supporting Phonological Awareness
  • Addressing Diversity
  • Summary
  • Chapter 4. Alphabetic Principle
  • What Is the Alphabetic Principle and What is Its Role in Literacy Development?
  • What Does Research Tell Us About the Alphabetic Principle?
  • Assessing the Alphabetic Principle
  • Research-Based Instructional Strategies Supporting Understanding of the Alphabetic Principle
  • Addressing Diversity
  • Summary
  • Chapter 5. Writing
  • How Are Reading and Writing Connected in Early Literacy Development?
  • What Does Research Say About Emergent Writing Development?
  • Assessing Writing
  • Research-Based Instructional Strategies to Support Emergent Writing
  • Addressing Diversity
  • Summary
  • Chapter 6. Comprehension: Making Meaning
  • What Is Comprehension?
  • What Helps Children Comprehend?
  • Assessing Comprehension
  • Research-Based Instructional Strategies
  • Addressing Diversity
  • Summary
  • Chapter 7. Sharing Books With Children
  • The Importance of Book Sharing for Children's Early Literacy Development
  • What Does Research Say About Storybook Reading With Children?
  • Selecting High-Quality Children's Literature
  • Developing Classroom Libraries
  • Research-Based Instructional Strategies for Sharing Books With Children
  • Addressing Diversity
  • Summary
  • Chapter 8. Integrating Literacy Across the Curriculum
  • Integrated Curriculum
  • Planning an Integrated Unit
  • Summary
  • Chapter 9. Literacy in the Real World
  • Language and Literacy in Communities
  • Infusing Home and Community Literacy in the Classroom
  • Summary
  • Chapter 10. Helping Parents Facilitate Children's Literacy at Home
  • Why Parents Become Involved
  • Parental Beliefs
  • Types of Parental Involvement
  • Why Parental Involvement?
  • Summary
  • Chapter 11. Bringing It All Together
  • Preschool Programs Make a Difference
  • The Physical Environment
  • The Interactional Environment
  • Assessing Your Literacy and Language Environment
  • Planning Whole and Half Day Programs
  • Summary

References

  • Children's Books Referenced

Additional Resources for Teachers

  • Helpful Websites
  • References
  • Index

Additional materials

Description

This book is a featured text in a Canter graduate course, Teaching Beginning Readers Pre-K-3 .


"This book merges the five big ideas in reading with developmentally appropriate practice to create a practical guide that will enhance literacy development in any type of preschool setting. The references, resources, and examples will help teachers bring these ideas to life in their classrooms."
—Addie Gaines, Principal
Kirbyville Elementary School, MO

Use research-based strategies to build early literacy skills!

Early childhood educators recognize that young children are more likely to succeed in later grades if they have a variety of engaging preschool experiences. Literacy for Young Children brings together reading research and learning standards to help teachers become informed decision makers about meeting the literacy needs of young students from diverse backgrounds.

Based on the authors' work in Early Reading First classrooms, this resource includes evidence-based, easy-to-implement activities to develop oral language, phonological awareness, print awareness, emergent writing, and early comprehension skills. Chapters provide an overview of each skill, methods for assessment, and appropriate instructional strategies. The book showcases examples of PreK and kindergarten children from different cultural and linguistic backgrounds to demonstrate how teachers can support individual learners. Readers will be able to:

  • Adapt instruction appropriately for ELLs and children with special needs
  • Partner knowledgeably with families to provide rich literacy experiences at home
  • Integrate literacy across the curriculum, and more

As teachers and literacy coaches become more purposeful and confident instructors, they open the door to successful learning while continuing to close the achievement gap.

Contents

Acknowledgments

Acknowledgments

About the Authors

About the Authors

Introduction: Why Early Literacy?

  • Early Reading First
  • Developmentally Appropriate Practice
  • Overview of This Book
  • Chapter 1. Children's Development and Literacy Learning
  • How Children Develop and Learn
  • Child Development: The Foundation for Literacy
  • Introducing Rebecca, Juan, Michael, and Annie
  • Foundations for Learning to Read
  • Supportive Classroom Environments
  • Summary
  • Chapter 2. Language Development and Diversity
  • Role of Oral Language in Literacy Development
  • What Does Research Say About How Children Acquire Language?
  • Benchmarks of Oral Language Development for Preschool Children
  • Assessing Oral Language Development
  • Research-Based Instructional Strategies Supporting Oral Language Development
  • Language Diversity
  • Summary
  • Chapter 3. Phonological Awareness Development in Preschool Children
  • What Is Phonological Awareness and What Is Its Role in Literacy Development?
  • What does Research Say About How Children Acquire Phonological Awareness?
  • Indicators of Children's Development of Phonological Awareness
  • Assessing Phonological Awareness
  • Research-Based Instructional Strategies Supporting Phonological Awareness
  • Addressing Diversity
  • Summary
  • Chapter 4. Alphabetic Principle
  • What Is the Alphabetic Principle and What is Its Role in Literacy Development?
  • What Does Research Tell Us About the Alphabetic Principle?
  • Assessing the Alphabetic Principle
  • Research-Based Instructional Strategies Supporting Understanding of the Alphabetic Principle
  • Addressing Diversity
  • Summary
  • Chapter 5. Writing
  • How Are Reading and Writing Connected in Early Literacy Development?
  • What Does Research Say About Emergent Writing Development?
  • Assessing Writing
  • Research-Based Instructional Strategies to Support Emergent Writing
  • Addressing Diversity
  • Summary
  • Chapter 6. Comprehension: Making Meaning
  • What Is Comprehension?
  • What Helps Children Comprehend?
  • Assessing Comprehension
  • Research-Based Instructional Strategies
  • Addressing Diversity
  • Summary
  • Chapter 7. Sharing Books With Children
  • The Importance of Book Sharing for Children's Early Literacy Development
  • What Does Research Say About Storybook Reading With Children?
  • Selecting High-Quality Children's Literature
  • Developing Classroom Libraries
  • Research-Based Instructional Strategies for Sharing Books With Children
  • Addressing Diversity
  • Summary
  • Chapter 8. Integrating Literacy Across the Curriculum
  • Integrated Curriculum
  • Planning an Integrated Unit
  • Summary
  • Chapter 9. Literacy in the Real World
  • Language and Literacy in Communities
  • Infusing Home and Community Literacy in the Classroom
  • Summary
  • Chapter 10. Helping Parents Facilitate Children's Literacy at Home
  • Why Parents Become Involved
  • Parental Beliefs
  • Types of Parental Involvement
  • Why Parental Involvement?
  • Summary
  • Chapter 11. Bringing It All Together
  • Preschool Programs Make a Difference
  • The Physical Environment
  • The Interactional Environment
  • Assessing Your Literacy and Language Environment
  • Planning Whole and Half Day Programs
  • Summary

References

  • Children's Books Referenced

Additional Resources for Teachers

  • Helpful Websites
  • References
  • Index

Additional materials

SAGE Publishing Logo

Literacy for Young Children

A Guide for Early Childhood Educators

Priscilla L. Griffith , Sara Ann Beach , Jiening Ruan , A. Loraine Dunn
Cancel Print

March 2008 | 256 pages | Corwin

Format Published Date ISBN Price
Paperback 28/04/2023 9781412952002 $39.95
Hardcover 27/02/2023 9781412951999 $96.95

This book is a featured text in a Canter graduate course, Teaching Beginning Readers Pre-K-3 .


"This book merges the five big ideas in reading with developmentally appropriate practice to create a practical guide that will enhance literacy development in any type of preschool setting. The references, resources, and examples will help teachers bring these ideas to life in their classrooms."
—Addie Gaines, Principal
Kirbyville Elementary School, MO

Use research-based strategies to build early literacy skills!

Early childhood educators recognize that young children are more likely to succeed in later grades if they have a variety of engaging preschool experiences. Literacy for Young Children brings together reading research and learning standards to help teachers become informed decision makers about meeting the literacy needs of young students from diverse backgrounds.

Based on the authors' work in Early Reading First classrooms, this resource includes evidence-based, easy-to-implement activities to develop oral language, phonological awareness, print awareness, emergent writing, and early comprehension skills. Chapters provide an overview of each skill, methods for assessment, and appropriate instructional strategies. The book showcases examples of PreK and kindergarten children from different cultural and linguistic backgrounds to demonstrate how teachers can support individual learners. Readers will be able to:

  • Adapt instruction appropriately for ELLs and children with special needs
  • Partner knowledgeably with families to provide rich literacy experiences at home
  • Integrate literacy across the curriculum, and more

As teachers and literacy coaches become more purposeful and confident instructors, they open the door to successful learning while continuing to close the achievement gap.


Table Of Contents:

  • Acknowledgments
  • About the Authors
  • Introduction: Why Early Literacy?
  • Early Reading First
  • Developmentally Appropriate Practice
  • Overview of This Book
  • Chapter 1. Children's Development and Literacy Learning
  • How Children Develop and Learn
  • Child Development: The Foundation for Literacy
  • Introducing Rebecca, Juan, Michael, and Annie
  • Foundations for Learning to Read
  • Supportive Classroom Environments
  • Summary
  • Chapter 2. Language Development and Diversity
  • Role of Oral Language in Literacy Development
  • What Does Research Say About How Children Acquire Language?
  • Benchmarks of Oral Language Development for Preschool Children
  • Assessing Oral Language Development
  • Research-Based Instructional Strategies Supporting Oral Language Development
  • Language Diversity
  • Summary
  • Chapter 3. Phonological Awareness Development in Preschool Children
  • What Is Phonological Awareness and What Is Its Role in Literacy Development?
  • What does Research Say About How Children Acquire Phonological Awareness?
  • Indicators of Children's Development of Phonological Awareness
  • Assessing Phonological Awareness
  • Research-Based Instructional Strategies Supporting Phonological Awareness
  • Addressing Diversity
  • Summary
  • Chapter 4. Alphabetic Principle
  • What Is the Alphabetic Principle and What is Its Role in Literacy Development?
  • What Does Research Tell Us About the Alphabetic Principle?
  • Assessing the Alphabetic Principle
  • Research-Based Instructional Strategies Supporting Understanding of the Alphabetic Principle
  • Addressing Diversity
  • Summary
  • Chapter 5. Writing
  • How Are Reading and Writing Connected in Early Literacy Development?
  • What Does Research Say About Emergent Writing Development?
  • Assessing Writing
  • Research-Based Instructional Strategies to Support Emergent Writing
  • Addressing Diversity
  • Summary
  • Chapter 6. Comprehension: Making Meaning
  • What Is Comprehension?
  • What Helps Children Comprehend?
  • Assessing Comprehension
  • Research-Based Instructional Strategies
  • Addressing Diversity
  • Summary
  • Chapter 7. Sharing Books With Children
  • The Importance of Book Sharing for Children's Early Literacy Development
  • What Does Research Say About Storybook Reading With Children?
  • Selecting High-Quality Children's Literature
  • Developing Classroom Libraries
  • Research-Based Instructional Strategies for Sharing Books With Children
  • Addressing Diversity
  • Summary
  • Chapter 8. Integrating Literacy Across the Curriculum
  • Integrated Curriculum
  • Planning an Integrated Unit
  • Summary
  • Chapter 9. Literacy in the Real World
  • Language and Literacy in Communities
  • Infusing Home and Community Literacy in the Classroom
  • Summary
  • Chapter 10. Helping Parents Facilitate Children's Literacy at Home
  • Why Parents Become Involved
  • Parental Beliefs
  • Types of Parental Involvement
  • Why Parental Involvement?
  • Summary
  • Chapter 11. Bringing It All Together
  • Preschool Programs Make a Difference
  • The Physical Environment
  • The Interactional Environment
  • Assessing Your Literacy and Language Environment
  • Planning Whole and Half Day Programs
  • Summary
  • References
  • Children's Books Referenced
  • Additional Resources for Teachers
  • Helpful Websites
  • References
  • Index

Recent Product Reviews:

"A comprehensive and comprehensible book that provides a framework for a productive, engaging, literacy-developing classroom. This text provides a complete schema to support and enable novice teachers and affirm the experienced teacher with an overview for developing literacy in early childhood."
Judy A. Leavell, Associate Professor, St. Edward’s University
"Griffith and her colleagues have written a valuable book for literacy instructors. The attention to detail and the inclusion of research-based instructional strategies will make this book an excellent resource for all teachers and coaches in grades preK and K."
Ruth Short, Associate Professor, University of Wisconsin—Milwaukee
"This book merges the five big ideas in reading with developmentally appropriate practice to create a practical guide that will enhance literacy development in any type of preschool setting. The references, resources, and examples will help teachers bring these ideas to life in their classrooms."
Addie Gaines, Principal, Kirbyville Elementary School, MO
"A great resource for any early childhood teacher! The book provides concrete examples of how to implement best practices in an early childhood classroom. By connecting all the big ideas in literacy, the authors have set a standard for best practice!"
Emma McGee Barnes, Literacy Facilitator, Hawk Ridge Elementary School, Charlotte, NC
"This clear, concise text allows the reader a look into the classroom and an opportunity to relate to students and teachers in specific and meaningful ways to address literacy and its many important parts."
Teresa P. Cunningham, Principal, Laurel Elementary School, Laurel Bloomery, TN

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