1st Edition
Teaching Early Literacy Development, Assessment, and Instruction
246 Pages
by
Guilford Press
Grounded in cutting-edge theory and research about literacy development, this book is filled with practical assessment and instructional ideas for teachers of pre-K through grade 3. Engaging vignettes show how everyday conversations and activities offer rich opportunities both for evaluating children's current level of knowledge and for helping them progress toward more sophisticated and rewarding interactions with reading and writing. Throughout, the book highlights ways to work effectively with English language learners and their families, a theme that is the exclusive focus of two chapters. Other timely topics covered include creative uses of technology and ways to incorporate popular culture into the classroom. Over two dozen reproducible assessment tools and handouts enhance the utility of this volume as an instructional resource, professional development tool, or graduate-level text.
1. The Intersection of Literacy Learning and Instruction
2. Exploring Developing Literacy
3. Developing Literacy and English Language Learners
4. Beginning Literacy
5. Early Literacy and Technology
6. Transitional Literacy
7. Transitional Literacy and English Language Learners
8. Engaging Families
9. Issues in Early Literacy
Children's Books Cited
References
2. Exploring Developing Literacy
3. Developing Literacy and English Language Learners
4. Beginning Literacy
5. Early Literacy and Technology
6. Transitional Literacy
7. Transitional Literacy and English Language Learners
8. Engaging Families
9. Issues in Early Literacy
Children's Books Cited
References
Biography
Diane M. Barone, EdD, is Professor of Educational Specialties at the University of Nevada, Reno. Her research has centered around longitudinal case studies of young children's literacy development. The first one of these studies investigated the literacy development of children prenatally exposed to crack cocaine. The second longitudinal study is nearing completion, as the students she selected to follow in kindergarten are now completing their elementary school experience as sixth graders. This work has centered on the children's literacy development as well as the instruction provided to them in their school. Dr. Barone has written or edited several books, including Literacy and Young Children, Resilient Children, Developing Literacy, and The National Board Certification Handbook.
Marla H. Mallette, PhD, is Assistant Professor of Literacy Education at Southern Illinois University, Carbondale. Her research interests include literacy teacher education, literacy instruction and learning with students of culturally and linguistically diverse backgrounds, and the convergence of early literacy and technology. She is very interested in research methodologies, has used various methodologies in her own work, and is coeditor (with Nell K. Duke) of a book entitled Literacy Research Methodologies.
Shelley Hong Xu, EdD, is Associate Professor of Teacher Education at California State University/n-/Long Beach, where she teaches graduate and undergraduate literacy courses. Her research interests include early literacy development of English language learners, preparing preservice and inservice teachers for diversity, and integrating children's experiences with multimedia texts in outside-school settings into a school literacy curriculum. Dr. Xu's work has appeared in literacy journals and edited books. She is the incoming essay book review editor for Reading Research Quarterly.
Marla H. Mallette, PhD, is Assistant Professor of Literacy Education at Southern Illinois University, Carbondale. Her research interests include literacy teacher education, literacy instruction and learning with students of culturally and linguistically diverse backgrounds, and the convergence of early literacy and technology. She is very interested in research methodologies, has used various methodologies in her own work, and is coeditor (with Nell K. Duke) of a book entitled Literacy Research Methodologies.
Shelley Hong Xu, EdD, is Associate Professor of Teacher Education at California State University/n-/Long Beach, where she teaches graduate and undergraduate literacy courses. Her research interests include early literacy development of English language learners, preparing preservice and inservice teachers for diversity, and integrating children's experiences with multimedia texts in outside-school settings into a school literacy curriculum. Dr. Xu's work has appeared in literacy journals and edited books. She is the incoming essay book review editor for Reading Research Quarterly.
In the graduate program that I direct, we emphasize the preparation of teachers for very diverse classrooms. I will definitely use this book as a text in my early literacy courses. It contains many wonderful, specific ideas for teachers, particularly those working with English language learners. I especially appreciated the chapter on ways to collaborate effectively with parents who may not be fluent in English. Among the book's other excellent features are suggestions for integrating technology into the classroom and helpful checklists and rubrics throughout. Readable, engaging, and practical, this book contains the kind of information that teachers need.--Beth Roberts, PhD, Division of Education, Oglethorpe University, Atlanta, Georgia-
Teaching Early Literacy is a particularly comprehensive text on early literacy learning and research-based instruction. The emphasis on the practical applications of the material contained in each chapter makes this book especially attractive and useful for graduate students in literacy and teachers engaged in professional development. The inclusion of the grade-level teachers’ perspectives in the appropriate chapters provides an insightful glimpse of practice that is derived from research. This integration of research and practice makes Teaching Early Literacy an excellent choice for courses in early literacy development and the teaching of reading in elementary schools.--Deborah Gee Woo, EdM, Department of Learning and Teaching, Graduate School of Education, Rutgers, The State University of New Jersey
This book makes an important contribution to our understanding of how children develop as readers and writers. It describes three phases of reading and writing development and explains ways to target the instructional needs of children at each phase. Chapters focusing on teaching English language learners are especially rich with helpful information. I also appreciated the book's listings of relevant websites and its discussion of how to engage families in children’s literacy development. Undergraduate and graduate students in early childhood, elementary, or reading education will find this book highly useful in learning how to address the instructional needs of all students, particularly those considered to be at risk.--Lea M. McGee, EdD, College of Education, University of Alabama
