James Christie is Professor of Social and Family Dynamics at Arizona State University.

Billie Enz is Professor of Early Childhood Education at Arizona State University.

Preface       

          chapter1   Foundations of Language and Literacy

Before Reading This Chapter, Think About . . .             

Focus Questions

Language and Literacy: Definitions and Interrelationships 

A Continuum of Instructional Approaches

Emergent Literacy Approach       

Scientifically Based Reading Research Approach   

Blended Instruction–A “Value-Added” Approach       

A Blended Literacy Instructional Program  

Effective Early Childhood Teachers Provide Children with a Print-Rich Classroom Environment   

Effective Teachers Demonstrate and Model Literacy Events    

Effective Teachers Explicitly Teach Children Skills that Research Supports as Key Elements of Reading, Writing, and Speaking             

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 Read to Children Daily and Encourage Them to Read Familiar Books on Their Own  

Effective Early Childhood Teachers Know the Nation’s and their State’s Birth to Kindergarten Standards and Provide Instruction Linked to These Standards

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        

n Linking Knowledge to Practice         

          chapter 2   Oral Language Development        

n Before Reading This Chapter, Think About . . .             

n Focus Questions 

Perspectives on Children’s Language Acquisition  

Behaviorist Perspective      

Nativist Perspective      

Social-Interactionist Perspective    

Neuro-Biological Perspective      

Linguistic Vocabulary Lesson           

Phonology      

Morphology   

Syntax              

Semantics        

Pragmatics      

Observing the Development of Children’s Language         

Birth-One Month           

Two to Three Months  

Four to Six Months

Six to Nine Months

Nine to Twelve Months

Twelve to Eighteen Months

Eighteen to Twenty-four Months

Twenty-four to Thirty-six Months

Three to Five Years

What Is Normal Language Development?   

Factors Contributing to Variations in Rate of Language Acquisition          

Gender Differences        

Socioeconomic Level    

Cultural Influences        

Medical Concerns         

Congenital Language Disorders 

DISFLUENCY            

PRONUNCIATION  

Strategies for Teaching English Language Learners:  Learning Two Languages by Luisa Araújo

Family Focus — Developing Language over Time

Summary        

n Linking Knowledge to Practice         

          chapter3   Family Literacy and Language Development           

n Before Reading This Chapter, Think About . . .             

n Focus Questions

Home Literacy Experiences 

            Adult Demonstrations of Literacy Behavior

Supportive Adults

Independent Engagements with Literacy

Storybook Reading

Case Studies

Tiffany

Alicia by Irene Serna and Sarah Hudelson

Home Talk: A Natural Context for Learning and Using Language 

Encouraging Personal Narratives               

Reading Storybooks     

Family Focus: Parent Workshops

Summary        

n Linking Knowledge to Practice         

          chapter4   Organizing Early Language and Literacy Instruction            

n Before Reading This Chapter, Think About . . .             

n Focus Questions 

Why Classroom Environments Are Important         

Designing a Print-rich Classroom Environment

The Classroom Library Center    

BOOKS       

PHYSICAL CHARACTERISTICS           

The Writing Center                                            

GATHER THE NEEDED MATERIALS  

ARRANGE THE MATERIALS

COMPUTERS AND WORD PROCESSING              

WRITING IN OTHER CENTERS             

Literacy-Enriched Play Centers

Environmental Print and Functional Print  

ENVIRONMENTAL pRINT

fUNCTIONAL pRINT

Organizing the Classroom’s Daily Schedule: Using Time Wisely

What Happens During Whole-Group Time?

What Happens During Small-Group Activity Time?

What Happens During Center or Activity Time?

Transitions

Strategies for Teaching English Language Learners: Modifying the Classroom Environment by Myae Han

Strategies for Teaching Children with Special Needs: Adjusting the Daily Schedule

Summary        

n Linking Knowledge to Practice         

          chapter5   Facilitating Early Language Learning             

n Before Reading This Chapter, Think About . . .             

n Focus Questions         

Explicit Vocabulary Instruction         

Encouraging Personal Narratives               

Teacher Discourse    

Reciprocal Discussions and Conversations             

Contexts that Encourage Language Use   

GROUP ACTIVITIES     

LEARNING CENTERS             

DRAMATIC PLAY   

Language-Centered Activities for Children              

SHARING  

STORYTELLING      

LANGUAGE PLAY  

SONGS AND FINGER PLAYS  

Strategies for Teaching  English Language Learners: Helping Children Develop Conversational and Academic Language Skills by Luisa Araújo

Strategies for Teaching Children with Special Needs: Speech Delays by Karen Burstein and Tanis Bryan

Family Focus — Sharing the Fun and Language Learning

Summary        

n Linking Knowledge to Practice         

chapter6 Sharing Good Books with Young Children      

n Before Reading This Chapter, Think About . . .             

n Focus Questions 

The Selection of Books to Share with Young Children        

Sharing Literature with Children      

Effective Story-Reading Strategies             

ADULT BEHAVIORS WHILE READING              

CHILD BEHAVIORS DURING READING            

CULTURAL VARIATIONS IN STORY READING               85

CLASSROOM READ-ALOUDS              

SHARED BIG-BOOK READING            

Extending Literature      

CREATIVE DRAMATICS       

PUPPETS   

FELT OR FLANNEL BOARDS AND CHARACTERS          

STORY DRAMA       

COOKING

ART PROJECTS        

WRITING   

AUTHOR STUDY

Strategies for Teaching English Language Learners: Storybook Time by Myae Han

Strategies for Teaching Children with Special Needs: Reading Storybooks with Children with Disabilities by Laura M. Justic           

Family Focus: Sharing Instructional Materials and Offering Guidance

Summary        

n Linking Knowledge to Practice         

          chapter7   Teaching Early Reading Skills      

n Before Reading This Chapter, Think About . . .             

n Focus Questions 

Scientifically Based Reading Research         

Phonological and Phonemic Awareness Instruction 

Phonological Awareness             

WORD AND SYLLABLE SEGMENTING              

RHYME      

ALLITERATION       

ONSET AND RIME SUBSTITUTION    

Phonemic Awareness   

PHONEME ISOLATION          

PHONEME BLENDING           

PHONEME SEGMENTING     

PHONEME MANIPULATION 

Alphabet Instruction 

Songs              

Letter Charts   

Alphabet Word Walls  

Games              

Phonics Instruction       

Print Awareness Instruction 

Teaching Concepts about Print  

Key Words     

Strategies for English Language Learners: Vocabulary and Phonological Awareness       

Strategies for Children with Special Needs by Karen Burstein and Tanis Bryan

    On Your Mark

     Get Set

     Go

Family Focus: Creating a Book Nook and Author’s Corner by  Allison Mullady

Summary        

n Linking Knowledge to Practice         

          chapter8   Teaching Early Writing        

n Before Reading This Chapter, Think About . . .             

n Focus Questions 

Children’s Development as Writers 

Early Forms of Children’s Writing

Shared Writing

The Shared Writing Chart

Interactive Writing

Individual Experience Stories

Classroom Newspaper

The Writing Workshop         

Focus Lessons               

Writing Time  

Group Share Time          

Journals and Interactive Forms of Writing   

Journals           

Dialogue Writing           

Pen Pals           

Publishing Children’s Writing   

Handwriting   

Family Focus: Connecting Home with Early Care and Kindergarten Programs

Summary        

n Linking Knowledge to Practice         

          chapter9   Assessment Young Children’s Language and Early Literacy: Finding Out What They Know and Can Do         

n Before Reading This Chapter, Think About . . .             

n Focus Questions 

Determining What Children Know and Can Do       

What Is Important for Teachers to Know about Children’s Literacy Development?         

Two Kinds of Assessment          

Ongoing Assessment

Ongoing Assessment Tools        

Addressing Storage Problems     

On-Demand Assessment      

Using Assessment Data to Plan Early Literacy Instruction

Strategies for Teaching English Language Learners: Assessing Young    English Language Learners’ Language and Literacy by Sohyun Han

Family Focus: Sharing Assessment Results with Parents

Summary        

n Linking Knowledge to Practice         

References           

Author Index        

Subject Index       

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