Literacy’s Beginnings

Description

One of the most talked about resources for prospective and current teachers of children from birth to age eight, this resource offers an integrated approach to reading and writing instruction keyed to the five typical stages through which most children pass: the IRA/NAEYC phases of literacy.

 

The new sixth edition of this widely popular resource continues to offer readers an integrated approach to reading and writing instruction keyed to the five typical stages through which most children pass: the IRA/NAEYC phases of literacy. It is designed to help pre- and in-service teachers be aware of and supportive of children’s literacy knowledge as it grows and changes from birth through eight years of age. It gives readers a thorough understanding of the long continuum of literacy growth and how teachers can guide children as they move along the continuum.

 

The emphasis is on student-centered and constructivist theory and practices, yet the authors also stress the need for direct, systematic, assessment-driven instruction. They keep their focus on early learners in preschool through the primary grades, and where applicable, they show readers the value of certain activities and practices for slightly older children.

 

In this edition, the authors continue to explain the literacy development of children at different developmental levels and to provide information about assessing children at each of those levels. Included are new expanded sections on differentiating instruction for struggling readers and writers, for children who are English Language Learners, and for children who have been identified as needing more intensive instruction as part of the Response to Intervention process. Also expanded are new sections in many chapters providing Technology Tie-Ins sending readers to exemplary websites and suggesting methods of integrating technology with reading and writing instruction.

 

Readers will find that the numerous, rich examples of children’s work included in case studies illustrating the concepts are expanded even further in this new edition to provide examples of diverse children in a variety of settings. The assessments in the Appendices have been expanded, giving teachers a greater variety of useful measures to try out with children.

Lea M. McGee is the Marie Clay Chair of Reading Recovery and Early Literacy at The Ohio University.

Donald J. Richgels is a professor at Northern Illinois University

·         NEW! An expanded section on differentiating instruction for struggling readers and writers appears in each instructional chapter (Chs. 6-11) giving teachers specific, research-based and classroom-tried strategies to use with hard-to-teach children.

 

·         NEW! Technology Tie-In boxed features in each instructional chapter (Chs. 6-11) provide websites teachers can go to for more information and tips for integrating technology with teaching reading and writing.

 

·         NEW! Chapter 7 on teaching in the preschool has been revised and updated based on the numerous research articles and practical articles as a result of successful Early Reading first projects, giving teachers access to research-based, innovative approaches used by federally funded projects recognized for their ability to accelerate the literacy growth of at risk children.

 

·         NEW! New discussions of Response to Intervention (RTI) approaches, including assessment and intense instruction, help teachers understand this new process used in schools to identify children needing special assistance and show how to provide that assistance.

 

·         NEW!  Updated examples from more diverse children, with mention of location and setting (e.g. Head Start, large urban school districts with large ELL populations, etc.) to show teachers clearly that all children can and do learn with effective instruction.

 

 

·         Includes clear, simple explanations of the issues addressed in Reading First and Early Reading First legislation.

 

·         The excellent coverage of assessment includes assessment tasks at the end of each chapter that are relevant to the level of literacy development discussed in the chapter.

 

·         Practical, ready-to-use assessments appear in the appendices, giving teachers what they need to plan appropriate instruction in alphabet recognition, phonemic awareness, phonics, fluency, and comprehension.

 

·         Differentiated instruction features, expanded in this edition, give teachers helpful suggestions for modifying instruction for all students.

 

·         ELL coverage in every chapter includes suggestions to help teachers specifically modify instruction for ELLs.

 

·         Technology Tie-In features send readers to exemplary websites and suggest methods of integrating technology with reading and writing instruction.

 

·         Case studies on children’s interactions with written language, expanded in this edition, tie into the many examples given in that chapter.

 

·         Numerous vignettes present young children’s reading and writing from birth to age eight.

Chapter 1:  Understanding Children’s Literacy Development

 

Key Concepts and Instructional Activities That You Will Read About in This Chapter

           

Language, Thinking, and Learning

 

Schemas and Learning

 

            Schemas

 

            Infants and Schemas

 

The Relation between Language and Learning

 

            Social Basis for Learning

 

            Zone of  Proximal Development

 

Four Systems of Spoken Language

 

            Pragmatics

 

            Semantics

 

            Syntax

 

            Phonology

 

Four Systems of Written Language

 

            Functions of Written Language

 

            Meanings in Written Language

 

                        Unusual Words and Phrases

 

                        Contextualization

 

Written Language Forms

 

            Words and Sentences

 

            Text Formats

 

Meaning-Form Links

 

Children’s Concepts about Written Language

 

            Ted’s Delight: A Case Study of Two Children’s Reading and Writing

 

Ted’s and Carrie’s Concepts about Written Language

 

Developmental Changes in Children’s Reading and Writing

 

  &

Literacy’s Beginnings: Supporting Young Readers and Writers, 6/e is one of the most talked about resources for prospective and current teachers of children from birth to age eight. It offers an integrated approach to reading and writing instruction keyed to the five typical stages through which most children pass: the IRA/NAEYC phases of literacy. Included are clear, simple explanations of the issues addressed in Reading First and Early Reading First legislation which all teachers of children must know; excellent coverage of assessment, including ready-to-use assessments in the appendices; Tie-In features that send readers to exemplary websites and suggest methods of integrating technology with reading and writing instruction; and new, expanded sections on differentiating instruction for struggling readers and writers, for children who are English Language Learners, and for children who have been identified as needing more intensive instruction as part of the Response to Intervention process.

One of the most talked about resources for prospective and current teachers of children from birth to age eight, this resource offers an integrated approach to reading and writing instruction keyed to the five typical stages through which most children pass: the IRA/NAEYC phases of literacy. It is designed to help pre- and in-service teachers be aware of and supportive of children’s literacy knowledge as it grows and changes from birth through eight years of age. It provides a thorough understanding of the long continuum of literacy growth and how teachers can guide children as they move along the continuum.

 

Readers will find that the numerous, rich examples of children’s work included in case studies illustrating the concepts in this new edition provide helpful examples of diverse children in a variety of settings. Included are clear, simple explanations of the issues addressed in Reading First and Early Reading first legislation which all teachers of children must know; excellent coverage of assessment, including ready-to-use assessments in the appendices; Tie-In features that send readers to exemplary websites and suggest methods of integrating technology with reading and writing instruction; and new, expanded sections on differentiating instruction for struggling readers and writers, for children who are English Language Learners, and for children who have been identified as needing more intensive instruction as part of the Response to Intervention process.

 

Here’s what makes the new Sixth Edition unique:

 

·         An expanded section on differentiating instruction for struggling readers and writers appears in each instructional chapter (Chs. 6-11) giving teachers specific, research-based and classroom-tried strategies to use with hard-to-teach children.

 

·         Technology Tie In boxed features in each instructional chapter (Chs. 6-11) provide websites teachers can go to for more information and tips for integrating technology with teaching reading and writing.

 

·         Chapter 7 on teaching in the preschool has been revised and updated based on the numerous research articles and practical articles as a result of successful Early Reading First projects, giving teachers access to research-based, innovative approaches used by federally funded projects recognized for their ability to accelerate the literacy growth of at risk children.

 

·         New discussions of Response to Intervention (RTI) approaches, including assessment and intense instruction, help teachers understand this new process used in schools to identify children needing special assistance and show how to provide that assistance.

 

·         Updated examples from more diverse children, with mention of location and setting (e.g. Head Start, large urban school districts with large ELL populations, etc.) show teachers clearly that all children can and do learn with effective instruction.