Full Description
This text provides research-based information on the advances and refinements in the areas of emerging literacy and the early stages of formal instruction in reading and writing. Filled with concrete suggestions for classroom practice, it should be useful for the preservice and inservice professional development of teachers of pupils aged 5-8. It is also a useful resource for policy makers, administrators and supervisors as they plan and implement State and local early literacy initiatives.
Contents
Reading and Writing K-2 - Perspectives on Instruction, William Teale and Junko Yokota; Becoming a Reader - a Developmentally Appropriate Approach, Susan B. Neuman and Sue Bredekamp; Literacy Instruction for Young Children of Diverse Backgrounds, Kathryn Au; Enhancing Literacy Growth Through Home-School Connections, Diane Tracey; Children's Pretend Play and Literacy, Anthony Pelligrini and Lee Galda; Talking Their Way Into Print - Learners in a Pre-Kindergarten Classroom, Celia Genishi et al; Organizing and Managing a Language Arts Programme to Create Effective and Exemplary Early Literacy Instruction, Lesley M. Morrow; Classroom Intervention Strategies - Supporting the Literacy Development of Young Children at Risk, Dorothy S. Strickland; Teaching Young Children to Be Writers, Karen Bromley; Perspectives on Phonic Instruction in Beginning Reading, Margaret Moustafa; Reading Aloud from Culturally Diverse Literature, Lee Galda and Bernice Cullinan; Fostering Reading Comprehension, Linda B. Gambrell and Ann Dromsky; Assessing Reading and Writing in the Early Years, William Harp; Sign of the Times - Technology and Early Literacy Learning, Shelley B. Wepner and Lucinda Ray; Still Standing - Timeless Strategies for Teaching the Language Arts, James Flood et al.
