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Table of Contents:
Brief Table of Contents   Preface   Chapter 1 Foundations of Language and Literacy     Chapter 2 Oral Language Development Chapter 3 Family Literacy and Language Development Chapter 4 Organizing Early Language and Literacy Instruction Chapter 5 Developing Oral Language Comprehension Chapter 6 Sharing Good Books with Young Children Chapter 7 Teaching Early Reading Chapter 8 Teaching Early Writing Chapter 9 Assessing Young Children’s Language and Early Literacy: Finding Out What They Know and Can Do      Detailed Table of Contents Preface      Chapter 1 Foundations of Language and Literacy   Language and Literacy: Definitions and Interrelationships  The Common Core State Standards Early Literacy Instructional Approaches    Emergent Literacy Approach  Scientifically Based Reading Research Approach    Blending the Two Approaches: The Early Literacy Approach An Early Literacy Instructional Program Effective Teachers Explicitly Teach Children Skills That Research Supports as Key Elements of Reading, Writing, and Speaking    Effective Early Childhood Teachers Provide Children with a Print-Rich Classroom Environment  Effective Early Childhood Teachers Read to Children Daily   Effective Teachers Demonstrate and Model Literacy Events    Effective Early Childhood Teachers Provide Opportunities for Children to Work and Play Together in Literacy-Enriched Environments    Effective Early Childhood Teachers Link Literacy and Play.    Effective Early Childhood Teachers Encourage Children to Experiment with Emergent Forms of Reading and Writing    Effective Early Childhood Teachers Provide Opportunities for Children to Use Language and Literacy for Real Purposes and Audiences    Effective Early Childhood Teachers Make Use of Everyday Activities to Demonstrate the Many Purposes of Reading and Writing    Effective Early Childhood Teachers Use Multiple Forms of Assessment to Find out What Children Know and Can Do    Effective Early Childhood Teachers Respect and Make Accommodations for Children’s Developmental, Cultural, and Linguistic Diversity    Effective Early Childhood Teachers Recognize the Importance of Reflecting on Their Instructional Decisions   Effective Early Childhood Teachers Build Partnerships with Families Summary       Chapter 2   Oral Language Development   Describing and Differentiating Perspectives on Children’s Language Acquisition over Time Behaviorist Perspective    Nativist Perspective    Social-Interactionist Perspective    Neurobiological Perspective Defining the Aspects of Language    Phonology    Morphology    Syntax    Semantics    Pragmatics    Observing the Normal Development of Children’s Language    Birth to One Month    Two to Three Months    Four to Six Months    Six to Nine Months    Nine to Twelve Months    Special Feature 2.2, Experience and the Developing Brain, by Sandra Twardosz Twelve to Eighteen Months    Eighteen to Twenty-Four Months    Twenty-Four to Thirty-Six Months    Three to Five Years    Family Focus: Developing Language over Time Determining Factors that Contribute to Variations in Rate of Language Acquisition    Gender Differences    Socioeconomic Level   Cultural Influences   Medical Concerns    Congenital Language Disorders    Special Feature: English Language Learning by Luisa Araújo  Summary    Chapter 3 Family Literacy and Language Development Home Literacy Experiences    Access to Print and Books    Adult Demonstrations of Literacy Behavior    Supportive Adults    Independent Engagements with Literacy    Storybook Reading  Home Talk: A Natural Context for Learning and Using Language    Encouraging Personal Narratives Read Alouds Television as a Language Tool Impact of Media on Young Children Choosing Programming for Children Beyond Television Special Note Regarding Electronic Media and Infants and Toddlers Case Study: Tiffany Family Focus: Parent Workshops    Summary   Chapter 4 Organizing Early Language and Literacy Instruction Why Classroom Environments Are Important Designing a Classroom Environment for Infants and Toddlers   From Infant thru toddler Toddlers Designing a Print-Rich Pre-K and K Classroom Environment Library Center Writing Centers       Writing Materials in Other Centers  Environmental Print Functional Print  Literacy-Enriched Play Centers Strategies for Teaching Dual Language Learners: Modifying the Classroom Environment by Myae Han Organizing the Classroom’s Daily Schedule: Using Time Wisely Infant Schedules Toddler Schedules Preschool and Kindergarten Schedules Summary   Chapter 5 Developing Oral Language Comprehension   Oral Language Comprehension Contexts that Develop Oral Language The Oral Language Comprehension-Early Literacy Connection Language Conventions Vocabulary Listening Comprehension Creating a Supportive Learning Environment for Oral Language Comprehension Small Group Talk Role Play Dialogic Reading Socio-dramatic Play Word Play Summary    Chapter 6 Sharing Good Books with Young Children   The importance of Storybook Reading Family Focus: Sharing Instructional Materials Selecting Books to Share with Young Children    Interactive Storybook Reading Strategies for Teaching Dual Language Learners by Myae Han Shared Big-Book Reading Responding to Literature Strategies for Teaching Children with Special Needs: Reading Storybooks with Children by Laura Justice Summary    Chapter 7 Teaching Early Reading   Foundations of Early Reading Teaching Alphabet Letter Knowledge Print Conventions Name Writing Summing Up the Domains Approaches to Early Reading Teaching Discovery Approach Word-Level Teaching Techniques Phonological/Phoneme Awareness Activities Phonics Meaning-Level Teaching Techniques Habits Designing a Comprehensive Literacy Program Strategies for Teaching Dual Language Learners: Vocabulary and Phonological Awareness Summary    Chapter 8 Teaching Early Writing Why Early Writing Matters Children’s Writing Development   Emergent Writing What Research Says about Children’s Development as Writers Supporting Children’s Development as Writers The Writing Workshop    Focus Lessons  Writing Time    Group Share Time  Publishing Children’s Writing   Handwriting    Families’ Role in Supporting Children’s Development as Writers Summary    Chapter 9 Assessing Young Children’s Language and Early Literacy: Finding Out What They Know and Can Do   Early Literacy Knowledge and Skills Children Need to Learn Types of Early Literacy Assessment Effective Use of Assessment Assessing Dual Language Learners Summary   At Home Activities for 3-Year-Olds and Beyond . . .    References    Children’s Literature    Author Index    Subject Index