Emergent Literacy and Language Development: Promoting Learning in Early Childhood(Challenges in Language and Literacy)

This concise, accessible book explores the connection between language acquisition and emergent literacy skills, and how this sets the stage for later literacy development. Chapters address formative early experiences such as speaking and listening, being read to, and talking about print concepts and the alphabet. Written for early childhood professionals, reading specialists, and speech–language pathologists, the book describes effective assessment and instructional approaches for fostering language learning and emergent literacy in typically developing children and those at risk for language delays. Vivid case examples illustrate specific ways to collaborate with parents to give all children a strong foundation for school readiness and success.

Table of Contents:
Introduction, Paula M. Rhyner 1. Understanding Frameworks for the Emergent Literacy Stage, Paula M. Rhyner, Eileen K. Haebig, and Kaycee M. West 2. Book Sharing and the Development of Meaning, Judith Vander Woude, Anne van Kleeck, and Elizabeth Vander Veen 3. Metaphonological Awareness: Enhancing Literacy Skills, Elizabeth Hester and Barbara W. Hodson 4. Early Writing and Spelling Development, Joan N. Kaderavek, Sonia Q. Cabell, and Laura M. Justice 5. Children’s Early Narratives, Froma P. Roth 6. Multiculturalism, Language, and Emergent Literacy, Dolores E. Battle

About the Author :
Paula M. Rhyner, PhD, CCC-SLP, is Professor in the Department of Communication Sciences and Disorders at the University of Wisconsin-Milwaukee (UWM). She is a Board Recognized Specialist in Child Language and has served in various roles on the Specialty Board on Child Language, including that of Chair. Dr. Rhyner is a member of the editorial board for Communication Disorders Quarterly, and served as an Associate Editor for Language, Speech, and Hearing Services in Schools. She directs the Child Language Lab at UWM, which conducts interdisciplinary research in areas related to development and disabilities in children from birth through 5 years of age. Her published research on language assessment and intervention and her interest in emergent literacy and early language acquisition led her to collaborate with the series editors and the other contributing authors to create this book.

Review :
"This timely book does an excellent job of tackling the extremely important connections between language and early literacy. It addresses the essential components and processes of young children's learning, and of intervention, with breadth and depth. Well-integrated chapters from experts in the field cover foundational practices and theories that every early child educator should know." - Barbara Culatta, Department of Communication Disorders and Associate Dean, McKay School of Education, Brigham Young University, USA "Top-notch scholars have made an important contribution in this highly valuable work. The contributors unlock the 'black box' of oral language development and vividly show its connection to literacy learning in the early years. I can't think of a better book to recommend to those who are interested in early childhood development and early literacy. Reflecting the latest research in the field, it's a real winner." - Susan B. Neuman, School of Education, University of Michigan, USA "Emergent Literacy and Language Development provides a first-rate overview of research and theoretical models about the development of language, reading, and writing. The case studies demonstrate the application of research and theory to practice with young children, based on their individual needs. As an Early Reading First project director, I plan to share this outstanding resource with reading coaches, interventionists, and preschool teachers." - April Whatley Bedford, Department of Curriculum and Instruction, University of New Orleans, USA