Literacy and Young Children Research-Based Practices

This book presents current, research-based best practices for supporting young children's development as readers and writers. From leading figures in early literacy, the book demonstrates that scientifically grounded instruction need not be dull, drill-oriented, or one-size-fits-all. Rather, it describes language-rich approaches to engaging with children's existing levels of knowledge while moving them to more complex literacy understandings. Topics covered include the impact of home literacy experiences, teaching English learners and culturally diverse children, phonemic awareness and word knowledge for preschoolers, new uses for communication technologies and informational text, and fluency instruction. Also addressed are professional development issues, including teacher training practices that support change. Exemplary teaching strategies and activities are clearly depicted and illustrated with samples of student work, providing Pre-K-3 teachers with many useful ideas that can be readily applied in the classroom.

IntroductionPart I. Foundations for Early Literacy Learning and Instruction1. Staff Development for Early Literacy Teachers: A Plan to Facilitate ChangeLesley Mandel Morrow, Heather Casey, and Courtney Haworth2. Questions About Early Literacy Learning and Teaching That Need Asking--And Some That Don'tWilliam H. Teale3. A Multidimensional Approach to Beginning LiteracyIrene W. Gaskins4. The Learner, the Teacher, the Text, and the Context: Sociocultural Approaches to Early Literacy Instruction for English Language Learners Shelley Hong XuPart II. Home Literacy Experiences of Children5. What Hannah Taught Emma and Why It MattersLisa Lenhart and Kathleen Roskos6. Learning About the Literate Lives of Latino FamiliesJeanne R. Paratore, Gigliana Melzi, and Barbara Krol-SinclairPart III. Phonemic Awareness, Code Learning, and Book Acting7. Engaging Preschoolers in Code Learning: Some Thoughts About Preschool Teachers' ConcernsJudith A. Schickedanz8. Concepts, Sounds, and the ABCs: A Diet for a Very Young ReaderMarcia Invernizzi9. Book Acting: Storytelling and Drama in the Early Childhood ClassroomLea M. McGeePart IV. Recent Trends in Literacy Research: Technology, Fluency, and Informational Text10. Early Literacy in a Digital Age: Moving from a Singular Book Literacy to the Multiple Literacies of Networked Information and Communication TechnologiesRachel A. Karchmer, Marla H. Mallette, and Donald J. Leu, Jr.11. No More Madfaces: Motivation and Fluency Development with Struggling Readers Steven A. Stahl12. How Can I Help Them Pull It All Together? A Guide to Fluent Reading InstructionMelanie Kuhn13. Bridging the Gap between Learning to Read and Reading to LearnNell K. Duke, V. Susan Bennett-Armistead, and Ebony H. Roberts14. Immersing Children in Nonfiction: Fostering Emergent Research and WritingRene M. Casbergue and Mary Beth Plauch 15. Organizing Expository Texts: A Look at the PossibilitiesCarol Vukelich, Christine Evans, and Bonnie Albertson16. Caution Apply with Care: Recommendations for Early Literacy InstructionDiane M. Barone

Diane M. Barone, PhD, is Professor of Literacy Studies at the University of Nevada, Reno. Lesley Mandel Morrow, PhD, is Professor in the Department of Learning and Teaching, Graduate School of Education, Rutgers University, and President-Elect of the International Reading Association. Her recent publications include Organizing and Managing the Language Arts Block.