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Early Literacy Policy Initiatives | |
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Before reading this chapter, think about... | |
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Focus Questions | |
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Language and Literacy: Definitions and Interrelationships | |
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National Literacy Policies and Initiatives | |
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The Standards Movement Good Start, Grow Smart Early Reading First Using Scientifically-based Reading Research to Make Curricular and Instructional Decisions A Continuum of Instructional Approaches | |
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Emergent Literacy Approach Scientifically-Based Reading Research (SBRR) Approach Blended Instruction A Value Added Approach A Blended Literacy Instructional Program SummaryLinking Knowledge to Practice | |
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Oral Language Development | |
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Before reading this chapter, think about... | |
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Focus Questions | |
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Perspectives on Childrens Language Acquisition | |
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Behaviorist Perspective | |
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Linguistic Nativist Perspective | |
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Social-Interactionist Perspective | |
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A Neuro-Biological Perspective | |
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Linguistic Vocabulary Lesson | |
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Phonology | |
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Morphology | |
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Syntax | |
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Semantics | |
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Pragmatics | |
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Observing the Development of Childrens Language | |
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A Biological View of Development | |
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A Social-Interactionist View of Language DevelopmentWhat Is Normal Language Development? | |
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Factors Contributing to Variation in Rate of Language Acquisition | |
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Gender Differences | |
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Socioeconomic Level | |
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Cultural Influences | |
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Medical Concerns | |
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Congenital Language Disorders | |
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Disfluency | |
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Pronunciation | |
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Summary | |
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Linking Knowledge to Practice | |
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Facilitating Oral Language Learning | |
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Before reading this chapter, think about... | |
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Focus Questions | |
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Home Talk: A Natural Context for Learning and Using Language | |
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Encouraging Personal Narratives | |
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Reading Storybooks | |
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Television as a Language Tool | |
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Time 4 Choosing Programming for Young Children | |
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Active ViewingSchool Talk: A Structured Context for Learning and Using Language | |
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Language Opportunities in School | |
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Teacher Discourse | |
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Reciprocal Discussions and Conversations | |
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Contexts for Encouraging Language | |
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Group Activities | |
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Learning Centers | |
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Dramatic Play | |
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Language-Centered Activities | |
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Sharing | |
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Storytelling | |
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Language Play | |
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Songs and Finger Plays | |
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Assessment: Finding Out What Children Know and Can Do | |
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Summary | |
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Linking Knowledge to Practice | |
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Sharing Good Books with Young Children | |
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Before reading this chapter, think about... | |
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Focus Questions | |
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Making Books Accessible to Young Children | |
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Classroom Library Centers | |
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Books | |
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Physical Characteristics | |
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Classroom Lending Library | |
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Sharing Literature with Children | |
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Effective Story-Reading Techniques | |
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Adult Behaviors While Reading | |
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Child Behaviors During Reading | |
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Cultural Variations in Story Reading | |
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Classroom Read-Alouds | |
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Shared Book Experience | |
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Extending Literature | |
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Creative Dramatics | |
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Puppets | |
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Cooking | |
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Felt or Flannel Boards and Characters | |
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Art Projects | |
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Writing | |
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Author Study | |
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Assessment: Discovering What Children Know and Can Do | |
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Summary | |
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Linking Knowledge to Practice | |
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Earlier Views: Readiness and Emergent Literacy | |
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Before reading this chapter, think about... | |
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Focus Questions | |
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Traditional Readiness View Emergent Literacy | |
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Concepts about Print | |
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Purpose and Functions of Print | |
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Graphic Awareness | |
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Conventions of Print | |
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Early Forms of Reading and Writin | |