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| Acknowledgments | |
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| About the Author | |
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| Introduction | |
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| Resources English Language Learners Bring to Literacy Learning | |
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| The Language and Literacy Wellspring | |
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| The Emotional Wellspring | |
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| The Motivational Wellspring | |
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| The Family Wellspring | |
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| The Cultural Wellspring | |
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| Conclusion | |
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| Building On and Scaffolding With Primary Language | |
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| Why Support Children's Primary Language? | |
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| Primary Language and Literacy Achievement | |
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| Adding Some Magic: Metacognitive Benefits | |
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| Beyond the Words: Social-Emotional Aspects of Primary Language | |
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| What Happens to the Primary Language When Children Enter Preschool? | |
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| Using Primary Language for Social Communication and Social-Emotional Purposes | |
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| Benefits of Using Primary Language for Literacy Learning | |
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| Primary Language Resources | |
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| Practices for Supporting Primary Language at Home | |
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| Different Primary Language Programs | |
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| Spending "Time on Task" in English | |
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| Patience in Achieving Bilingualism | |
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| Conclusion | |
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| Oral Language Development in a Second Language | |
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| Second Language Learning in Naturalistic Settings | |
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| Second Language Learning in Preschool Settings | |
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| Examining the Silent or Receptive Stage in Second Language Acquisition | |
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| Learning About Language Acquisition From Caregivers | |
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| Cultural Variations in Caregiver Speech and a Challenge for Educators | |
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| Language for Basic Communication and Academic Learning | |
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| How Children Learn the Meaning of Words | |
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| Learning Words From Instruction | |
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| The Relationship Between Oral Language and Second Language Literacy | |
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| Classroom Contexts for Language Development | |
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| The Wonder and Limits of Storybook Reading | |
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| Conversations With Children | |
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| Language Development During Center Time | |
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| Talking-Up Routines and Transitions | |
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| Mealtime Opportunities for Talking | |
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| Language and Literacy Enhanced Play | |
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| Teacher Oral Language: An Elephant in the Room | |
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| Home Influences on Second Language Learning | |
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| Conclusion | |
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| Befriending the Alphabet: Why and How | |
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| Can Children With Limited Knowledge of English Learn the English Alphabet? | |
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| Why Explicit Instruction Is Beneficial | |
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| Going Deeper Into the Alphabet | |
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| Should Letter Names or Letter Sounds be Taught First? | |
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| How Should the Uppercase and Lowercase Letters be Taught? | |
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| Learning Personal Names | |
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| Making the Connection Between Letters and Meaningful Printed Words | |
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| Writing Helps Children Learn the Alphabet | |
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| Teaching the Alphabet in a Language Other Than English | |
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| How Much Letter Instruction Is Needed? | |
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| Conclusion | |
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| Sounds in Words: Phonological Awareness | |
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| What is Phonological Awareness? | |
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| Words: The Foundation of Phonological Awareness | |
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| Unnatural Aspects of Phonological Awareness | |
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| Preschool Phonological Awareness and Later Reading | |
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| Can Preschool Children Learn Phonological Awareness? | |
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| Connections Between L1 and L2 Phonological Awareness | |
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| Learning Phonological Awareness in a Second Language | |
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| The Joined Hands of Vocabulary and the Alphabet | |
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| Does Second Language Pronunciation Matter? | |
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| How Much Phonological Awareness Do Preschool English Learners Need? | |
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| What's Up With Rhyming? | |
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| Making Sounds Stand Still and Be Concrete | |
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| The Language Used in Phonological Awareness Instruction | |
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| Conclusion | |
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| Curriculum, Instruction, and Literacy Activity | |
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| Essential Elements of an Effective Curriculum | |
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| An Articulated Curriculum | |
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| Matching Goals With Teaching Strategies/Activities | |
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| The Language of Instruction | |
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| Building Relationships While Fostering Literacy | |
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| Teachers' Support and Instructional Roles | |
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| The Value of Small Groups and One-one-One Teaching | |
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| Increasing Opportunities for Teachers' Support Role | |
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| The Language of Relationship Building | |
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| The Benefits of Explicit Instruction | |
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| High-Quality Teaching and Learning | |
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| Child Choice and Literacy Instruction | |
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| Using Assessment to Benefit Children | |
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| Teachers: The Critical Ingredient | |
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| Program and Instruction Evaluations | |
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| Challenges for Moving Forward | |
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| Conclusion | |
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| Engaging Family Caregivers | |
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| Create an Alliance | |
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| Focus on Language and Literacy | |
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| Thinking Processes and Positive Relationships Working Together | |
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| Home Emotional Support for Literacy | |
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| Home Cognitive Support for Literacy | |
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| Family Responsive and Family Tailored Approaches | |
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| Teacher Influences on Family Engagement | |
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| Family Caregivers and Children Reading Together | |
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| Family Caregivers and Children Playfully Solving Problems Together | |
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| Engaging Family Caregivers in the Classroom | |
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| One Model for Engaging Families | |
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| High-Quality Family Engagement Practices | |
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| Conclusion | |
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| Motivation for Literacy | |
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| Characteristics of Motivated Children | |
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| Are All Preschool Children Highly Motivated for Literacy? | |
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| Linkages Between Preschool Motivation and Later Reading | |
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| The Need for Competence and Mastery-Inside Every Child | |
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| Effectance Motivation Theory Moves Forward | |
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| The Motivational Link Between Thinking and Emotion | |
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| Mastery and Performance Orientations | |
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| Three Motivational Needs (Competence, Autonomy, Relatedness) | |
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| The Compatibility of Autonomy and Structure | |
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| The Special Worry of Failure | |
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| Does Explicit Instruction Undermine Motivation? | |
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| Culture, Language and Motivation for Literacy | |
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| The Language of Motivation | |
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| Home Influences on Language and Literacy Motivation | |
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| Conclusion | |
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| References | |
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| Index | |