Connecting Developmentally Appropriate Practice and the Science of Reading: Literacy Development in Young Children

About the Book

This book explores the intersection of the Science of Reading (SOR) and Developmentally Appropriate Practice (DAP) and offers tangible strategies to include as educators build early literacy experiences for the young children they serve. SOR and DAP will be addressed in all chapters to highlight how educators can support language and literacy learning for children from birth to pre-K. Beginning with an overview of SOR and DAP, the book provides easy access to ideas that are important for supporting literacy learning in appropriate ways. Each chapter provides explicit information about how young children learn concepts best and what that will look like in practice for different ages across birth–PreK, with an emphasis on ages 2–5.

Table of Contents:
INTRODUCTION

SECTION 1: DEVELOPMENTALLY APPROPRIATE PRACTICE AND SCIENCE OF READING
Chapter 1: Developmentally Appropriate Practice Overview
Chapter 2: Science of Reading Overview [Submitted with the Proposal]
Chapter 3: Bridging Developmentally Appropriate Practice and Science of Reading

SECTION 2: DEVELOPMENTALLY APPROPRIATE PRACTICE AND SCIENCE OF READING IN EARLY CHILDHOOD CLASSROOMS

Chapter 4: Supporting Oral Language Development
Chapter 5: Supporting Vocabulary Development
Chapter 6: Supporting Phonological Awareness Development
Chapter 7: Supporting Print Knowledge and the Alphabetic Principle
Chapter 8: Comprehension Development
Chapter 9: Supporting Emergent Writing

SECTION 3: PULLING IT ALL TOGETHER

Chapter 10: A Day in the Infant & Toddler Classroom
Chapter 11: A Day in the Preschool Classroom
Chapter 12: A day in the Pre-K Classroom

APPENDICES
Appendix 1: Finding Out More – Additional Research and Resources
Appendix 2: Glossary
 

About the Author :

Dr. Carol Donovan is a Professor of Literacy Education at the University of Alabama College of Education. She received her PhD in Curriculum and Instruction from the University of New Mexico. Carol taught in primary grade classrooms and in teacher preparation programs with B-8 special education and PK-6 general education licensure. Her research focuses on children's genre knowledge development and early literacy and writing including developing composing and spelling abilities.

Dr. Hooper is an Associate Professor of Early Childhood Education in the College of Education at the University of Alabama. She received her Ph.D. in Human Development and Family Studies from the University of Delaware. Alison previously worked as a research project coordinator with the Delaware Institute for Excellence in Early Childhood and as a kindergarten and preschool classroom teacher. Her research focuses on child care and early education access and quality and teacher well-being.

Dr. Cailin Kerch is a Clinical Associate Professor in the College of Education at The University of Alabama. She received her PhD in Early Childhood Education at The University of Alabama, Birmingham and an MS in Educational Leadership from Lehigh University. Cailin taught in early childhood classrooms for over a decade. Her research focuses on early literacy and language development, teacher development, and related practices and policies.