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| Every chapter begins with "Key Concepts" and concludes with "Chapter Summary," "Applying the Information," "Going Beyond the Text," and "References." | |
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| Preface | |
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| Understanding Children's Literacy Development | |
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| Language Development | |
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| Children's Concepts About Written Language | |
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| Written and Spoken Language Functions | |
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| Written and Spoken Language Meanings | |
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| Written Language Forms | |
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| Meaning-Form Links | |
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| Developmental Changes in Children's Reading and Writing | |
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| From Birth to Three Years: The Foundations of Literacy Development | |
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| The Beginnings of Literacy | |
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| Home Influences on Literacy Learning | |
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| Implications for Child Care and Nursery School | |
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| From Three to Five Years: Novice Readers and Writers in the Phase of Awareness and Exploration | |
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| Who Are Novice Readers and Writers? Meaning | |
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| Written Language Forms | |
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| Meaning-Form Links | |
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| Written Language Functions | |
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| A Word of Caution | |
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| From Five to Seven Years: Experimenting Readers and Writers | |
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| Who Are Experimenters? Experimenting with Meaning | |
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| Experimenting with Meaning-Form Links | |
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| Experimenting with Functions of Written Language | |
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| A Word of Caution | |
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| From Six to Eight Years: Early, Rransitional, and Self-Generative Readers and Writers | |
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| Who Are Conventional Readers and Writers? Meaning Construction | |
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| Written Language Forms | |
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| Meaning-Form Links | |
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| Functions | |
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| The Traditional End Points: Reading and Word Identification, Vocabulary, and Comprehension | |
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| Literacy-Rich Classrooms | |
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| Developmentally Appropriate Practice | |
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| Characteristics of Literacy-Rich Classrooms | |
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| Physical Arrangement of Classrooms | |
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| Culturally Sensitive and Integrated Curriculum | |
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| Assessment, Instruction, and Grouping | |
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| Supporting Literacy Learning in Preschool | |
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| The Preschool Context | |
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| Reading and Writing in Exemplary Preschool Classrooms | |
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| Supporting Vocabulary and Concept Development: Laying the Foundation for Comprehension and Composition | |
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| Supporting Concepts about Print and Alphabet Letter Learning | |
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| Supporting Children's Development of Phonemic Awareness | |
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| Another Look: The Teacher's Roles | |
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| Supporting Literacy Learning in Kindergarten | |
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| The Kindergarten Context: What's New Here? Talking and Writing Together in Mrs | |
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| Poremba's Kindergarten | |
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| Helping Children Attend to Sounds in Words | |
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| Kindergarten Experiences with Reading | |
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| Kindergarten Experiences with Writing | |
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| Kindergarten Experiences with Play | |
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| Another Look: The Teacher's Roles | |
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| Supporting Literacy Learning in First Grade | |
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| What's New Here? Reading and Writing in Five First Grade Classrooms Exemplary First Grade Literacy Instruction | |
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| Supporting Literacy Learning Beyond First Grade | |
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| What's New Here? Shared Reading and Reading Aloud | |
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| Writing and Reading Workshop, Book Clubs, and Guided Reading | |
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| Reading and Writing Poetry | |
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| Reading and Writing Informational Text | |
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| Learning Conventions | |
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| Diverse Learners | |
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| Learners At Risk | |
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| Special-Needs Learners | |
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| Learners from Diverse Cultural Backgrounds | |
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| Children from Diverse Language Backgrounds | |
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| Assessment | |
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| A Day in Kindergarten | |
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| Effective Classroom Assessment | |
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| Screening and Monitoring Essential Components of Literacy Development | |
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| Appendix | |