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Literacy's Beginnings : Supporting Young Readers and Writers
ISBN: 9780205533367 | 0205533361
Edition: 5thFormat: Paperback
Publisher: Allyn & Bacon
Pub. Date: 1/1/2008
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Donald J. Richgels is a Professor in the Department of Literacy Education at Northern Illinois University.
The Fifth Edition of Literacy's Beginnings offers an integrated approach to reading and writing instruction keyed to the five typical developmental stages through which most children pass (the IRA/NAEYC phases of literacy). McGee and Richgels have set the standard in this new edition by clearly and simply explaining the issues addressed in Reading First and Early Reading First legislation that affect the readi... MORE
The Fifth Edition of Literacy's Beginnings offers an integrated approach to reading and writing instruction keyed to the five typical developmental stages through which most children pass (the IRA/NAEYC phases of literacy). McGee and Richgels have set the standard in this new edition by clearly and simply explaining the issues addressed in Reading First and Early Reading First legislation that affect the readi... MORE
| Every chapter begins with "Key Concepts" and concludes with "Chapter Summary," "Applying the Information," "Going Beyond the Text," and "References." | |
| Preface | |
| Understanding Children's Literacy Development | |
| Language Development | |
| Children's Concepts About Written Language | |
| Written and Spoken Language Functions | |
| Written and Spoken Language Meanings | |
| Written La... MORE | |
| Meaning-Form Links | |
| Developmental Changes in Children's Reading and Writing | |
| From Birth to Three Years: The Foundations of Literacy Development | |
| The Beginnings of Literacy | |
| Home Influences on Literacy Learning | |
| Implications for Child Care and Nursery School | |
| From Three to Five Years: Novice Readers and Writers in the Phase of Awareness and Exploration | |
| Who Are Novice Readers and Writers? Meaning | |
| Written Language Forms | |
| Meaning-Form Links | |
| Written Language Functions | |
| A Word of Caution | |
| From Five to Seven Years: Experimenting Readers and Writers | |
| Who Are Experimenters? Experimenting with Meaning | |
| Experimenting with Meaning-Form Links | |
| Experimenting with Functions of Written Language | |
| A Word of Caution | |
| From Six to Eight Years: Early, Rransitional, and Self-Generative Readers and Writers | |
| Who Are Conventional Readers and Writers? Meaning Construction | |
| Written Language Forms | |
| Meaning-Form Links | |
| Functions | |
| The Traditional End Points: Reading and Word Identification, Vocabulary, and Comprehension | |
| Literacy-Rich Classrooms | |
| Developmentally Appropriate Practice | |
| Characteristics of Literacy-Rich Classrooms | |
| Physical Arrangement of Classrooms | |
| Culturally Sensitive and Integrated Curriculum | |
| Assessment, Instruction, and Grouping | |
| Supporting Literacy Learning in Preschool | |
| The Preschool Context | |
| Reading and Writing in Exemplary Preschool Classrooms | |
| Supporting Vocabulary and Concept Development: Laying the Foundation for Comprehension and Composition | |
| Supporting Concepts about Print and Alphabet Letter Learning | |
| Supporting Children's Development of Phonemic Awareness | |
| Another Look: The Teacher's Roles | |
| Supporting Literacy Learning in Kindergarten | |
| The Kindergarten Context: What's New Here? Talking and Writing Together in Mrs | |
| Poremba's Kindergarten | |
| Helping Children Attend to Sounds in Words | |
| Kindergarten Experiences with Reading | |
| Kindergarten Experiences with Writing | |
| Kindergarten Experiences with Play | |
| Another Look: The Teacher's Roles | |
| Supporting Literacy Learning in First Grade | |
| What's New Here? Reading and Writing in Five First Grade Classrooms Exemplary First Grade Literacy Instruction | |
| Supporting Literacy Learning Beyond First Grade | |
| What's New Here? Shared Reading and Reading Aloud | |
| Writing and Reading Workshop, Book Clubs, and Guided Reading | |
| Reading and Writing Poetry | |
| Reading and Writing Informational Text | |
| Learning Conventions | |
| Diverse Learners | |
| Learners At Risk | |
| Special-Needs Learners | |
| Learners from Diverse Cultural Backgrounds | |
| Children from Diverse Language Backgrounds | |
| Assessment | |
| A Day in Kindergarten | |
| Effective Classroom Assessment | |
| Screening and Monitoring Essential Components of Literacy Development | |
| Appendix | |
| Table of Contents provided by Publisher. All Rights Reserved. |
