Literacy Development in the Early Years: Helping Children Read and Write

This book emphasizes an integrated language arts approach to teaching young children literacy, focusing on balanced, constructivist, and direct instruction. Literacy Development in the Early Years presents a theoretical and research-based rationale for its contents, as well as practical applications based on that theory. It embraces integrated language arts and an interdisciplinary approach to literacy development as it addresses developing writing, reading, and oral language in the home and school curriculum. The use of children's literature is emphasized as the most important instructional materials and the joy of early literacy experiences is stressed to ensure lifelong reading habits. Literacy development is viewed as an active process between children and adults to create meaning and real purpose.

Table of Contents:
All chapters conclude with “An Idea for the Classroom from the Classroom,” “Activities and Questions,” and “Case Study Activities.” Foreword. Preface. Acknowledgments. 1. Foundations of Early Literacy Development: Surveying the Past to the Present. Learning Theories That Have Shaped Practices. Theory and Philosophy from the 1700s and 1800s. Moving into the Twentieth Century. Practices in the Past: Early 1900s to the 1950s. Research Brings Change: 1960s to the 1980s. Recent Research and Practice: 1980s to the Present. Integrating the Language Arts with Thematic Instruction. Explicit Instruction and a Constructionist Approach: Phonics and Whole Language. A Balanced Approach to Literacy Instruction. Stages of Child Development. Professional Associations and Related Journals Dealing with Early Literacy. 2. Observing and Assessing the Needs of all Children. Assessing Early Literacy Development. Portfolio Assessment. Standardized Tests. Standards and Standardized Tests for Reading and Writing. Literacy and Diversity: Addressing Children's Individual Needs. Multicultural Concerns: Addressing Needs in a Multicultural Society. Cultural Diversity. Language Differences. Early Intervention. 3. Family Literacy Partnerships: Home and School Working Together. What Is Family Literacy? Family Literacy: Why Is It Important? Factors That Promote Literacy Development in the Home. Materials to Read in the Home. Reading as a Home Activity. Reading to Children at Home from Birth to Eight. Materials for Writing in the Home. Responsive Adults Encourage Literacy. Parent Involvement in Your Literacy Program: What Teachers Can Do. Multicultural Perspectives Concerning Parent Involvement and Family Literacy. Family Literacy: What Is Being Done? What Makes a Parent Involvement Program Successful? Learning More about Family Literacy. Resources for Parents. 4. Language and Literacy Development. Language Development and Reading. How Children Acquire Language. Halliday's Theory of Language Development. Stages in Language Development. Recognizing Language Differences in Young Children. Strategies for Language Development. Formats for Promoting Language in the Classroom. Assessment of Children's Language Development. 5. How Young Children Learn to Read and Write. Developmental Trends in the Literacy Acquisition. Reading Readiness. Emergent Literacy. Holdaway's Theory of Literacy Development. The Engagement Perspective and the Acquisition of Literacy. Psycholinguistic Cueing Systems and the Acquisition of Language and Literature. Exposure to Books and Literacy Development. Multiple Intelligences and Literacy Development. Phonemic Awareness and Phonics and the Literacy Acquisition. Guided Reading and Writing: A Means for Explicit Instruction of Skills. Technology and Play: New and Old Resources for Helping Children Learn to Read and Write. Put Yourself in the Place of the Child. Objectives for Literacy Development. 6. Motivating Reading and Writing with Children's Literature: Using Children's Literature in Classrooms. The Extent of Voluntary Readers. Benefits Associated with Voluntary Reading. Strategies for Motivating Reading and Writing. Standards and Motivating Reading and Writing. Preparing a Literacy-Rich Environment. Features of Well-Designed Literacy Centers. The Teacher as a Model to Motivate Interest. Story Reading and Storytelling: Motivating Interest in Literacy. Additional Literature Activities Modeled and Initiated by Teachers. Using the Literacy Center. Assessing Independent Reading and Writing during Literacy Center Time. Assessing Children's Attitudes toward Books. 7. Developing Concepts about Books and Comprehension of Text. Acquiring Concepts about Books and the Ability to Comprehend Text. Concepts about Books. Activities That Develop Concepts about Books. Standards and Comprehension. Strategies That Develop Comprehension of Text. Comprehension Strategies with Special Needs Children. Assessment of Children's Concepts about Books and Comprehension of Text. 8. Word-Study Skills: Phonemic Awareness and Phonics. Word Study: Helping Children Figure Out Words. Skills and Objectives for Word-Study. Standards and Word Study. Teaching Strategies for Word-Study Skills. Phonemic Awareness and Phonics. Strategies for Teaching Phonics. Oral Reading. Published Materials for Literacy Instruction. Assessing Knowledge of Word-Study Skills. 9. Writing and Literacy Development. Relationships between Reading and Writing. How Early Writing Is Acquired. Theory of Early Writing Development. The Development of Writing Ability. Objectives for Promoting Writing Development. Strategies for Writing Development from Birth to Two. Standards for Writing in Kindergarten through Third Grade. Strategies for Writing Development and Spelling in Early Childhood Classrooms. Assessment of Children's Writing Development and the Writing Environment. 10. Organizing and Managing the School Learning Environment for Literacy Development. Preparation of the Physical Environment. Research Concerning Literacy-Rich Physical Environments That Motivate Reading and Writing. Thematic Units: Integrating Literacy Learning into Content Areas. Organizing Instruction to Meet Individual Needs: Guiding Reading and Center Activities. Organizing and Managing Literacy in the School Day: Daily Schedules. Afterword. Appendix A: Children's Literature. Appendix B: Quality Television Programs with Associated Children's Books. Appendix C: Literacy-Related Computer Software and Websites. Appendix D: Suggestions for the Instructors. Glossary. Children's Literature Bibliography. Bibliography. Index.