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

This text emphasizes both constructivist and explicit strategies for teaching literacy to young children within an integrated language arts approach.   With a thought-provoking and rich presentation, renowned author Lesley Morrow explores literacy development as an active process between children and adults to create meaning and real purpose. The Sixth Edition presents a theoretical and research-based rationale for its contents, as well as extensive practical applications to help students grasp the scope and the complexity of early literacy development.   This Sixth Edition embraces integrated language arts and an interdisciplinary approach to literacy development as it addresses developing writing, reading, and oral language in the home and in school curriculum. The use of expository and narrative selections of children's literature is emphasized, as well as motivating children to become lifelong readers. This edition spends more time with strategies for preschool literacy and skill development in grades Pre-K through three. Both constructivist problem-solving teaching techniques and more explicit systematic instruction are discussed.   Key to this Sixth edition is the expanded coverage in the assessment chapter of the importance of assessment-guided instruction. In addition, differentiation of instruction has been made a high priority, and much more attention has been paid to dealing with children from diverse backgrounds. There are also more practical examples of how teachers can put strategies into practice than in other editions, especially with the new supplementary perforated pages that can be torn out of the book for actual use with children.

Table of Contents:
Morrow   Contents Foreword xi Preface xiii Acknowledgments xvii Introduction 1 CHAPTER 1 Foundations of Early Literacy Development: Surveying the Past to the Present 13 Learning Theories, Research, and Philosophies That Have Shaped Practices 16 Balanced Literacy Instruction 28   An Idea from the Classroom: Preschoolers Go Restaurant Hopping (Constructivist Theory) 36 An Idea from the Classroom: Learning the Initial Consonant P (Explicit Instruction) 37 Activities and Questions 39 CHAPTER 2 Assessment in Early Literacy: A Guide for Designing Instruction 41 Theory and Research on Assessing Early Literacy Development 43 Portfolio Assessment 51 Standardized Tests 53 Standards and Standardized Tests for Reading and Writing 56 Stages of Child Development 60   An Idea from the Classroom: Reviewing What Was Learned Today 65 An Idea from the Classroom: You Write, I Write: Using Interactive Writing as a Means of Authentic Assessment 66 Activities and Questions 67   CHAPTER 3 Literacy and Diversity: Meeting Needs of Children with Special Concerns 69 Theory and Research about Literacy and Diversity: Addressing Children’s Individual Needs 70 Addressing the Literacy Needs of a Diverse Multicultural Society 71 Cultural Diversity 72 Gifted Children, Learning Disability, and Attention Deficit Hyperactivity Disorder 82 Students Who Are at Risk 83 Multiple Intelligences and Literacy Development 84 Children with Physical Impairments 84 Intervention and Differentiation of Instruction 87 Put Yourself in the Place of the Child 91   An Idea from the Classroom: Where in the World Are You From? 93 An Idea from the Classroom: A Multicultural Bakery in the Dramatic-Play Area 94 Activities and Questions 94 CHAPTER 4 Language and Vocabulary Development 97 Language Development and Reading 99 Theory and Research on How Children Acquire Language 100 Halliday’s Theory of Language Development 103 Brain Development and Language and Literacy Development from Birth to Age 3 104 Stages in Language Development 105 Helping English Language Learners in Your Classroom 109 Strategies for Language Development 110 Formats for Promoting Language and Vocabulary Development in the Classroom 125 Assessment of Children’s Language Development 127   An Idea from the Classroom: Using Props for Oral Language Development 131 Activities and Questions 132   CHAPTER 5 Strategies to Figure Out Words: Phonological Awareness, Phonemic Awareness, and Phonics 135 Theory and Research Concerning the Acquisition of Literacy by Figuring Out Words 136 Psycholinguistic Cueing Systems 138 Standards, Skills, and Objectives for Word Study 140 Teaching Strategies for Figuring Out Words 141 Reading Readiness Activities 142 Phonological Awareness and Phonemic Awareness 157 Learning about the Alphabet 161 Strategies for Teaching Phonics 163 Oral Reading to Check Word Study Knowledge 173 Published Materials for Literacy Instruction 174 Assessing Knowledge of Word Study Skills 177 When Do I Teach Word Study in the School Day? How Much Time Do I Spend Teaching Word Study? How Do I Differentiate Instruction to Meet All Achievement Levels? 181   An Idea from the Classroom: Ideas Using Alphabet Books 181 An Idea from the Classroom: My Very Own Alphabet Book 182 Activities and Questions 184 CHAPTER 6 Developing Comprehension of Text and Concepts about Books 187 Concepts about Books 189 Activities That Develop Concepts about Books 189 Theory and Research on Comprehension of Text 191 How Comprehension Strategies Are Taught 195 Comprehension Strategies 196 Assessment of Concepts about Books and Comprehension of Text 225 When Do I Teach Comprehension in the School Day? How Much Time Do I Spend Teaching Comprehension? How Do I Differentiate Instruction to Meet All Achievement Levels? 225   An Idea from the Classroom: Visualizing 228 An Idea from the Classroom: Graphic Organizers 228 Activities and Questions 229     CHAPTER 7 Writing, Spelling, and Literacy Development 233 Theory and Research about Writing Development 235 Strategies for Writing Development from Birth to Age 2 247 Writing in Early Childhood Classrooms 249 Assessment of Children’s Writing Development and the Writing Environment 273   An Idea from the Classroom: Preschool and First-Grade Pen Pals 279 An Idea from the Classroom: Writing across Genres 279 Activities and Questions 280 CHAPTER 8 Motivating Reading and Writing Using Old and New Literacies 283 Strategies for Motivating Reading and Writing 284 Preparing a Literacy-Rich Environment 288 Features of Well-Designed Literacy Centers 288 The Teacher as a Model to Motivate Interest 296 Story Reading and Storytelling with Expository and Narrative Text 298 Reading and Writing Independently 304 Literature Activities Initiated by the Teacher 305 Motivating Reading and Writing with Literacy Center Time 307 Organizing Literacy Center Time 307 Use of Technology to Motivate Literacy Development 314 Use of Play to Motivate Literacy Development 318 Assessing Children’s Attitudes toward Books 321   An Idea from the Classroom: Felt-Board Story 323 An Idea from the Classroom: Simple Felt-Board Story 325 Activities and Questions 327 CHAPTER 9 Organizing and Managing the Literacy Program 329 Preparation of the Physical Environment 331 Theory and Research Concerning Literacy-Rich Physical Environments 331 Thematic Units: Integrating Literacy Learning into Content Areas 339 Organizing Instruction to Meet Individual Needs: Guided Reading and Center Activities 348 Organizing and Managing Literacy Instruction: Daily Schedules 363   An Idea from the Classroom: Programs for Kindergarten through Grade 3 365 An Idea from the Classroom: Full-Day Program for Preschool (Ages 3 and 4) 370 An Idea from the Classroom: Full-Day Program for Kindergarten 371 An Idea from the Classroom: Half-Day Program for Preschool (Ages 3 and 4) 372 An Idea from the Classroom: Half-Day Program for Kindergarten 373 An Idea from the Classroom: Child-Care Centers 374 Activities and Questions 375 CHAPTER 10Family Literacy Partnerships: Home and School Working Together 377 Theory and Research on Family Literacy 378 Family Literacy: Why Is It Important? 379 Strategies That Promote Literacy Development in the Home 382 Reading as a Home Activity 384 Reading to Children at Home from Birth to Age 8 386 Materials for Writing in the Home 387 Responsive Adults Encourage Literacy 388 Family Involvement in Your Literacy Program: What Teachers Can Do for All Parents 391 Multicultural Perspectives Concerning Family Involvement and Family Literacy 396 Family Literacy: Formal Programs 398 What Makes a Family Involvement Literacy Program Successful? 399 Learning More about Family Literacy 406 Resources for Families 406   An Idea from the Classroom: Family Backpacks 407 An Idea from the Classroom: Highlighting Family Involvement at School 408 An Idea from the Classroom: A Pajama Party: An Event to Spark School-Family Partnerships 408 Activities and Questions 409   Afterword 411   APPENDIX A Children’s Literature 415 APPENDIX B Quality Television Programs with Associated Children’s Books 427 APPENDIX C Literacy-Related Computer Software and Websites for Children 429 APPENDIX D Professional Associations and Related Journals Dealing with Early Literacy 431 APPENDIX E Literacy Software and Websites for Teachers 433 APPENDIX F Integrated Language Arts Thematic Unit: Animals around the World 435 APPENDIX G Suggestions for Instructors 447   Glossary G-1 Children’s Literature Bibliography B-1 Bibliography B-3 Index I-1 Strategies for the Classroom S-1