MyLab Education with Pearson eText Access Code for Literacy in the Early Grades: A Successful Start for PreK-4 Readers and Writers

This ISBN is for the MyLab Education access card. Pearson eText is included. A practical and balanced approach to helping young students become fluent readers and writers Literacy in the Early Grades: A Successful Start for PreK-4 Readers and Writers presents a balanced approach to literacy instruction that will help all young students make a successful start in reading and writing. Effective teachers know their students’ individual needs, and use their understanding of literacy development to guide their teaching. The 5th Edition provides the background knowledge, modeling, and practical resources — including authentic classroom vignettes, student work samples, minilessons, assessment tools, and a Compendium of Instructional Procedures — that will ensure you are well prepared to meet grade-level standards and lead young students to become fluent readers and writers. Personalize learning with MyLab Education By combining trusted author content with digital tools and a flexible platform, MyLab personalizes the learning experience and improves results for each student. MyLab Education gives teacher candidates opportunities to apply theory to practice — better preparing you for success in your future classrooms.  NOTE: You are purchasing an access card only. Before purchasing, check with your instructor to ensure you select the correct ISBN. Several versions of the MyLab™ and Mastering™ platforms exist for each title, and registrations are not transferable. To register for and use MyLab or Mastering, you may also need a Course ID, which your instructor will provide.

Table of Contents:
Becoming an Effective Teacher of Reading Examining Students' Literacy Development Assessing Students' Literacy Development Cracking the Alphabetic Code Learning to Spell Developing Fluent Readers and Writers Building Students' Vocabulary Teaching Comprehension: Reader Factors Facilitating Students' Comprehension: Text Factors Scaffolding Students' Reading Development Scaffolding Students' Writing Development Integrating Literacy into Thematic Units Following Chapter 12 is the Compendium of Instructional Procedures, which includes step-by-step instructions for implementing the evidence-based strategies presented throughout the text.

About the Author :
Gail E. Tompkins, late, was Professor Emerita at California State University, Fresno. Before her passing, she worked with teachers in their kindergarten through eighth-grade classrooms and led staff-development programs on reading and writing. Dr. Tompkins was inducted into the California Reading Association’s Reading Hall of Fame in recognition of her accomplishments in the field of reading, and received the prestigious Provost’s Award for Excellence in Teaching at California State University, Fresno. Dr. Tompkins was the author of six other books published by Pearson: L anguage Arts: Patterns of Practice, Language Arts Essentials, Teaching Writing: Balancing Process and Product, 50 Literacy Strategies, and two grade-specific versions of this text: L iteracy for the 21st Century: A Balanced Approach (K-8) and Literacy in the Middle Grades: Teaching Reading and Writing to Fourth Through Eighth Graders. During the past three decades, Dr. Tompkins also worked with kindergarten through college-level writing teachers at National Writing Project sites in California and Oklahoma. Emily Rodgers is a professor of reading and early literacy in the College of Education and Human Ecology at The Ohio State University. Before earning her Ph.D. from OSU, Emily was a classroom teacher and a remedial reading teacher. Her experience spans grades 3-9. For the last 15 years, as a faculty member at OSU, Emily has worked extensively providing ongoing professional development to in-service teachers, literacy coaches, and, more recently, preservice teachers pursuing their undergraduate degrees and initial licensure. Emily has co-authored research articles on teaching and literacy development that have appeared in top journals including Reading Research Quarterly, Reading Teacher, the Journal of Literacy Research, Educational Researcher, Journal of Education for Students Placed at Risk, and the Journal of Early Childhood Literacy. Emily is also the co-author of a volume published by Teachers College Press, The Effective Literacy Coach, as well as numerous book chapters.

Review :
"In this chapter [9] and many of the chapters, the descriptions of instructional activities, in the minilessons and in the vignettes, are all excellent, especially with regard to showing integration of skills and components." - Dr. Mary Caitlin Gallingane, University of Florida "Students like the way each chapter begins with a vignette that serves as a classroom illustration of everything that is to follow... I particularly like the book lists that occur frequently, the text boxes and chapter sections dealing with English language learners and struggling learners, and the assessment resources/suggestions included in each chapter. " - Dr. Leonard Breen, Sam Houston State University "This text does an excellent job of covering the foundational concepts of reading and writing development of young children. [Strengths include] ...a Compendium of Instructional Procedures that serves as a valuable resource to the student... the continuum charts provided in this text allow my students to make important instructional decisions about how to work with students they are tutoring." - Dr. Sarah Ramsey, Northeastern State University