Helping Young Children Learn Language and Literacy
Birth Through Kindergarten
2nd Edition
Published on 12. March 2007
Book
Paperback/Softback
288 pages
978-0-205-53267-4 (ISBN)
Description
The unique focus of this book integrates constructivist learning, diversity, and instruction-based assessment, and helps translate principles into practice for teachers of early literacy.
The book begins with a brief overview of the recent key national policies and initiatives that have had a significant impact on the teaching of reading and writing at the preschool level. Renowned and respected authors Vukelich, Christie, and Enz describe a continuum of approaches to reading instruction, ranging from emergent literacy to Scientifically-Based Reading Research. They also present their vision of a "blended" approach to teaching literacy that includes the best elements of these diverging views. The authors end this introduction with a set of principles to guide the effective teaching of literacy in preschool and kindergarten classrooms.
A Letter to Students from the Authors
Dear Student,
Helping Young Children Learn Language and Literacy, 2nd edition, is about teaching the language arts -about facilitating reading, writing, speaking, and listening development for children, ages birth through kindergarten. It is intended for preservice and inservice preschool and kindergarten teachers and administrators. The first edition of our book was written in late 1990s and was heavily influenced by the emergent literacy perspective that was dominant at the time. This constructivist view maintains that the best way to teach early literacy is to provide settings and experiences that provide rich, meaningful experiences with language and print. Key emergent literacy strategies include extended classroom discourse, print-rich environments, shared reading, shared writing, and literacy-enriched play. We still believe that these strategies form the core of an effective early literacy program. However, over that past decade, a series of significant national educational events have impacted early literacy education, including the standards movement, No Child Left Behind legislation, and the use of scientifically-based reading research to make curricular and instructional decisions. The new second edition of our book reflects these important new trends and explains how this new skills-based approach to literacy instruction can be integrated with the earlier constructivist perspective. We advocate blending scientifically-based reading research with the emergent literacy perspective to create a `value added' approach to language and literacy teaching and learning. The second edition contains new content focusing on the "core" knowledge and skills that young children must have to become successful readers: oral vocabulary, phonological awareness, and alphabet knowledge. Vignettes demonstrate how these skills are directly and systematically taught to young children. We also provide examples of how emergent literacy strategies such as shared reading and shared writing are being used in these same classrooms. We believe that this type of balanced approach to early literacy instruction is the best way to prepare young children to become successful readers and writers.
We think that you will find our book to be very user friendly. We provide definitions for key terms and study questions at the beginnings of each chapter and concise summaries at the end. We provide many vignettes, case studies, and "trade secret" examples from master teachers to make learning and teaching come to life. Each chapter ends with a "Linking Knowledge to Practice" feature that helps connect research and theory with the practices that you will observe in preschool and kindergarten classrooms.
We hope our text finds its way into your professional library and will become a helpful resource for you as you develop or continue your development as a professional educator.
Sincerely,
Carol, Jim, and Billie
The book begins with a brief overview of the recent key national policies and initiatives that have had a significant impact on the teaching of reading and writing at the preschool level. Renowned and respected authors Vukelich, Christie, and Enz describe a continuum of approaches to reading instruction, ranging from emergent literacy to Scientifically-Based Reading Research. They also present their vision of a "blended" approach to teaching literacy that includes the best elements of these diverging views. The authors end this introduction with a set of principles to guide the effective teaching of literacy in preschool and kindergarten classrooms.
A Letter to Students from the Authors
Dear Student,
Helping Young Children Learn Language and Literacy, 2nd edition, is about teaching the language arts -about facilitating reading, writing, speaking, and listening development for children, ages birth through kindergarten. It is intended for preservice and inservice preschool and kindergarten teachers and administrators. The first edition of our book was written in late 1990s and was heavily influenced by the emergent literacy perspective that was dominant at the time. This constructivist view maintains that the best way to teach early literacy is to provide settings and experiences that provide rich, meaningful experiences with language and print. Key emergent literacy strategies include extended classroom discourse, print-rich environments, shared reading, shared writing, and literacy-enriched play. We still believe that these strategies form the core of an effective early literacy program. However, over that past decade, a series of significant national educational events have impacted early literacy education, including the standards movement, No Child Left Behind legislation, and the use of scientifically-based reading research to make curricular and instructional decisions. The new second edition of our book reflects these important new trends and explains how this new skills-based approach to literacy instruction can be integrated with the earlier constructivist perspective. We advocate blending scientifically-based reading research with the emergent literacy perspective to create a `value added' approach to language and literacy teaching and learning. The second edition contains new content focusing on the "core" knowledge and skills that young children must have to become successful readers: oral vocabulary, phonological awareness, and alphabet knowledge. Vignettes demonstrate how these skills are directly and systematically taught to young children. We also provide examples of how emergent literacy strategies such as shared reading and shared writing are being used in these same classrooms. We believe that this type of balanced approach to early literacy instruction is the best way to prepare young children to become successful readers and writers.
We think that you will find our book to be very user friendly. We provide definitions for key terms and study questions at the beginnings of each chapter and concise summaries at the end. We provide many vignettes, case studies, and "trade secret" examples from master teachers to make learning and teaching come to life. Each chapter ends with a "Linking Knowledge to Practice" feature that helps connect research and theory with the practices that you will observe in preschool and kindergarten classrooms.
We hope our text finds its way into your professional library and will become a helpful resource for you as you develop or continue your development as a professional educator.
Sincerely,
Carol, Jim, and Billie
More details
Edition
2nd edition
Language
English
Place of publication
United States
Publishing group
Pearson Education (US)
Target group
Professional and scholarly
Dimensions
Height: 276 mm
Width: 216 mm
Weight
517 gr
ISBN-13
978-0-205-53267-4 (9780205532674)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Other editions
New editions
Carol Vukelich | James Christie | Billie Jean Enz
Helping Young Children Learn Language and Literacy
Birth through Kindergarten Plus MyEducationLab with Pearson eText -- Access Card Package
Book
10/2012
3rd Edition
Pearson
€95.87
Article exhausted; check for reprint
Carol Vukelich | James Christie | Billie Jean Enz
Helping Young Children Learn Language and Literacy
Birth through Kindergarten
Book
06/2011
3rd Edition
Pearson
€91.60
Article is exhausted; no reprint
Previous edition
Carol Vukelich | James Christie | Billie Jean Enz
Helping Young Children Learn Language and Literacy
Book
04/2002
Pearson
€57.13
Article exhausted; check for reprint
Content
CHAPTER 1 EARLY LITERACY POLICY INITIATIVES
Before reading this chapter, think about...
Focus Questions
Language and Literacy: Definitions and Interrelationships
National Literacy Policies and Initiatives
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
Emergent Literacy Approach
Scientifically-Based Reading Research (SBRR) Approach
Blended Instruction - A "Value Added" Approach
A Blended Literacy Instructional Program
Summary
Linking Knowledge to Practice
CHAPTER 2 Oral Language Development
Before reading this chapter, think about...
Focus Questions
Perspectives on Children's Language Acquisition
Behaviorist Perspective
Linguistic Nativist Perspective
Social-Interactionist Perspective
A Neuro-Biological Perspective
Linguistic Vocabulary Lesson
Phonology
Morphology
Syntax
Semantics
Pragmatics
Observing the Development of Children's Language
A Biological View of Development
A Social-Interactionist View of Language Development
What Is Normal Language Development?
Factors Contributing to Variation in Rate of Language Acquisition
Gender Differences
Socioeconomic Level
Cultural Influences
Medical Concerns
Congenital Language Disorders
Disfluency
Pronunciation
Summary
Linking Knowledge to Practice
CHAPTER 3 Facilitating Oral Language Learning
Before reading this chapter, think about...
Focus Questions
Home Talk: A Natural Context for Learning and Using Language
Encouraging Personal Narratives
Reading Storybooks
Television as a Language Tool
Time 4
Choosing Programming for Young Children
Active Viewing
School Talk: A Structured Context for Learning and Using Language
Language Opportunities in School
Teacher Discourse
Reciprocal Discussions and Conversations
Contexts for Encouraging Language
Group Activities
Learning Centers
Dramatic Play
Language-Centered Activities
Sharing
Storytelling
Language Play
Songs and Finger Plays
Assessment: Finding Out What Children Know and Can Do
Summary
Linking Knowledge to Practice
CHAPTER 4 Sharing Good Books with Young Children
Before reading this chapter, think about...
Focus Questions
Making Books Accessible to Young Children
Classroom Library Centers
Books
Physical Characteristics
Classroom Lending Library
Sharing Literature with Children
Effective Story-Reading Techniques
Adult Behaviors While Reading
Child Behaviors During Reading
Cultural Variations in Story Reading
Classroom Read-Alouds
Shared Book Experience
Extending Literature
Creative Dramatics
Puppets
Cooking
Felt or Flannel Boards and Characters
Art Projects
Writing
Author Study
Assessment: Discovering What Children Know and Can Do
Summary
Linking Knowledge to Practice
CHAPTER 5 Earlier Views: Readiness and Emergent Literacy
Before reading this chapter, think about...
Focus Questions
Traditional Readiness View
Emergent Literacy
Concepts about Print
Purpose and Functions of Print
Graphic Awareness
Conventions of Print
Early Forms of Reading and Writing
Emergent Writing
Emergent Reading
Home Literacy Experiences
Access to Print and Books
Adult Demonstrations of Literacy Behavior
Supportive Adults
Independent Engagements with Literacy
Storybook Reading
Learning Literacy in a Second Language
Summary
Linking Knowledge to Practice
CHAPTER 6 Emergent Literacy Strategies
Before reading this chapter, think about...
Focus Questions
Functional Literacy Activities
Environmental Print
Functional Print
Labels
Lists
Directions
Schedules
Calendars
Messages
Sign-In and Sign-Up Lists
Inventory Lists
Linking Literacy and Play
Curriculum Connections
Shared Enactments
Language Experience Approach or Shared Writing
Group Experience Stories
Individual Language Experience Stories
Summary
Linking Knowledge to Practice
CHAPTER 7 The New View: Science-Based Reading Research (SBRR) Strategies
Before reading this chapter, think about...
Focus Questions
Science-Based Reading Research
Phonological and Phonemic Awareness Instruction
Phonological Awareness
RHYME
ALLITERATION
WORD AND SYLLABLE SEGMENTING
ONSET AND RIME MANIPULATION
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
Assessment: Finding Out What Children Know and Can Do
Summary
Linking Knowledge to Practice
CHAPTER 8 Teaching Early Writing
Before reading this chapter, think about...
Focus Questions
Children's Development as Writers
The Context for Writing: The Writing Center
Gather the needed materials
Arrange the materials
Computers and word processing
Writing in other centers
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
Assessment: Discovering What Children Know and Can Do
Anecdotal notes
Checklists
Summary
Linking Knowledge to Practice
CHAPTER 9 Assessing and Adapting Instruction to Meet the Needs of Diverse Learners
Before reading this chapter, think about...
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
Creating a Portfolio
WHAT IS A PORTFOLIO?
HOW ARE ARTIFACTS SELECTED FOR INCLUSION?
WHO SELECTS THE PIECES FOR INCLUSION?
WHY WAS EACH ARTIFACT SELECTED FROM THE WORKING PORTFOLIO FOR INCLUSION IN THE SHOWCASE PORTFOLIO?
HOW OFTEN SHOULD ARTIFACTS BE SELECTED FROM THE WORKING PORTFOLIO FOR INCLUSION IN THE SHOWCASE PORTFOLIO?
SHARING THE PORTFOLIOS WITH OTHERS
On-Demand Assessment
Standardized
Classroom-based On-demand Assessments
Adapting Instruction to Meet the Needs of Special Populations
English as Second Language Learners
Children with Special Needs
Summary
Linking Knowledge to Practice
CHAPTER 10 Integrating the Curriculum
Before reading this chapter, think about...
Focus Questions
The Integrated Approach to Curriculum Design
Erasing the Seams: Designing Integrated Curricula
Phase 1: Selecting a Topic
Phase 2: Determining What the Children Already Know and What They Want to Learn about the Topic
Phase 3: Determining Ways to Answer Children's Questions: The Activities or Projects
Sharing Learning with Others
Integrating Literature into the Study
Phase 4: Assessment and Evaluation
Phase 5: Involving Parents
Designing the Classroom's Physical Environment to Support the Integrated Curriculum
Carve the Large Classroom Space into Small Areas
Gather Appropriate Resources to Support the Children's Learning
Place Similar or Related Centers Near Each Other
Make Literacy Materials a Part of the Fabric of Each Center
Organizing The Classroom's Daily Schedule: Creating a Rhythm to the Day
What Happens During Whole-Group Time?
What Happens During Small-Group Activity Time?
What Happens During Center or Activity Time?
Integrated Units Alive in a Classroom
Summary
Linking Knowledge to Practice
CHAPTER 11 Helping Families Facilitate Language and Literacy Development
Before reading this chapter, think about...
Focus Questions
What Roles Do Families Play?
Language Development
Reading and Writing Acquisition
Dilemmas Facing Modern Families
Helping Families and Primary Caregivers Become Effective First Teachers
Personal Interactions
Home Visits
Family Workshops
Phone Calls
Parent-Teacher Conferences
Classroom Instructional Publications
Informal Weekly Notes
News Flashes
Monthly Newsletters
Teachers and Schools as Professional Resources
Sharing Instructional Materials and Offering Guidance
Classroom Lending Library
Writing Briefcase
Book Bags
Videotape
Schools as Community Resources
Teacher as Community Contact
VIP Program
Business Adoption Programs
Community Tutors
Buddy Reading Program
Summary
Linking Knowledge to Practice
Before reading this chapter, think about...
Focus Questions
Language and Literacy: Definitions and Interrelationships
National Literacy Policies and Initiatives
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
Emergent Literacy Approach
Scientifically-Based Reading Research (SBRR) Approach
Blended Instruction - A "Value Added" Approach
A Blended Literacy Instructional Program
Summary
Linking Knowledge to Practice
CHAPTER 2 Oral Language Development
Before reading this chapter, think about...
Focus Questions
Perspectives on Children's Language Acquisition
Behaviorist Perspective
Linguistic Nativist Perspective
Social-Interactionist Perspective
A Neuro-Biological Perspective
Linguistic Vocabulary Lesson
Phonology
Morphology
Syntax
Semantics
Pragmatics
Observing the Development of Children's Language
A Biological View of Development
A Social-Interactionist View of Language Development
What Is Normal Language Development?
Factors Contributing to Variation in Rate of Language Acquisition
Gender Differences
Socioeconomic Level
Cultural Influences
Medical Concerns
Congenital Language Disorders
Disfluency
Pronunciation
Summary
Linking Knowledge to Practice
CHAPTER 3 Facilitating Oral Language Learning
Before reading this chapter, think about...
Focus Questions
Home Talk: A Natural Context for Learning and Using Language
Encouraging Personal Narratives
Reading Storybooks
Television as a Language Tool
Time 4
Choosing Programming for Young Children
Active Viewing
School Talk: A Structured Context for Learning and Using Language
Language Opportunities in School
Teacher Discourse
Reciprocal Discussions and Conversations
Contexts for Encouraging Language
Group Activities
Learning Centers
Dramatic Play
Language-Centered Activities
Sharing
Storytelling
Language Play
Songs and Finger Plays
Assessment: Finding Out What Children Know and Can Do
Summary
Linking Knowledge to Practice
CHAPTER 4 Sharing Good Books with Young Children
Before reading this chapter, think about...
Focus Questions
Making Books Accessible to Young Children
Classroom Library Centers
Books
Physical Characteristics
Classroom Lending Library
Sharing Literature with Children
Effective Story-Reading Techniques
Adult Behaviors While Reading
Child Behaviors During Reading
Cultural Variations in Story Reading
Classroom Read-Alouds
Shared Book Experience
Extending Literature
Creative Dramatics
Puppets
Cooking
Felt or Flannel Boards and Characters
Art Projects
Writing
Author Study
Assessment: Discovering What Children Know and Can Do
Summary
Linking Knowledge to Practice
CHAPTER 5 Earlier Views: Readiness and Emergent Literacy
Before reading this chapter, think about...
Focus Questions
Traditional Readiness View
Emergent Literacy
Concepts about Print
Purpose and Functions of Print
Graphic Awareness
Conventions of Print
Early Forms of Reading and Writing
Emergent Writing
Emergent Reading
Home Literacy Experiences
Access to Print and Books
Adult Demonstrations of Literacy Behavior
Supportive Adults
Independent Engagements with Literacy
Storybook Reading
Learning Literacy in a Second Language
Summary
Linking Knowledge to Practice
CHAPTER 6 Emergent Literacy Strategies
Before reading this chapter, think about...
Focus Questions
Functional Literacy Activities
Environmental Print
Functional Print
Labels
Lists
Directions
Schedules
Calendars
Messages
Sign-In and Sign-Up Lists
Inventory Lists
Linking Literacy and Play
Curriculum Connections
Shared Enactments
Language Experience Approach or Shared Writing
Group Experience Stories
Individual Language Experience Stories
Summary
Linking Knowledge to Practice
CHAPTER 7 The New View: Science-Based Reading Research (SBRR) Strategies
Before reading this chapter, think about...
Focus Questions
Science-Based Reading Research
Phonological and Phonemic Awareness Instruction
Phonological Awareness
RHYME
ALLITERATION
WORD AND SYLLABLE SEGMENTING
ONSET AND RIME MANIPULATION
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
Assessment: Finding Out What Children Know and Can Do
Summary
Linking Knowledge to Practice
CHAPTER 8 Teaching Early Writing
Before reading this chapter, think about...
Focus Questions
Children's Development as Writers
The Context for Writing: The Writing Center
Gather the needed materials
Arrange the materials
Computers and word processing
Writing in other centers
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
Assessment: Discovering What Children Know and Can Do
Anecdotal notes
Checklists
Summary
Linking Knowledge to Practice
CHAPTER 9 Assessing and Adapting Instruction to Meet the Needs of Diverse Learners
Before reading this chapter, think about...
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
Creating a Portfolio
WHAT IS A PORTFOLIO?
HOW ARE ARTIFACTS SELECTED FOR INCLUSION?
WHO SELECTS THE PIECES FOR INCLUSION?
WHY WAS EACH ARTIFACT SELECTED FROM THE WORKING PORTFOLIO FOR INCLUSION IN THE SHOWCASE PORTFOLIO?
HOW OFTEN SHOULD ARTIFACTS BE SELECTED FROM THE WORKING PORTFOLIO FOR INCLUSION IN THE SHOWCASE PORTFOLIO?
SHARING THE PORTFOLIOS WITH OTHERS
On-Demand Assessment
Standardized
Classroom-based On-demand Assessments
Adapting Instruction to Meet the Needs of Special Populations
English as Second Language Learners
Children with Special Needs
Summary
Linking Knowledge to Practice
CHAPTER 10 Integrating the Curriculum
Before reading this chapter, think about...
Focus Questions
The Integrated Approach to Curriculum Design
Erasing the Seams: Designing Integrated Curricula
Phase 1: Selecting a Topic
Phase 2: Determining What the Children Already Know and What They Want to Learn about the Topic
Phase 3: Determining Ways to Answer Children's Questions: The Activities or Projects
Sharing Learning with Others
Integrating Literature into the Study
Phase 4: Assessment and Evaluation
Phase 5: Involving Parents
Designing the Classroom's Physical Environment to Support the Integrated Curriculum
Carve the Large Classroom Space into Small Areas
Gather Appropriate Resources to Support the Children's Learning
Place Similar or Related Centers Near Each Other
Make Literacy Materials a Part of the Fabric of Each Center
Organizing The Classroom's Daily Schedule: Creating a Rhythm to the Day
What Happens During Whole-Group Time?
What Happens During Small-Group Activity Time?
What Happens During Center or Activity Time?
Integrated Units Alive in a Classroom
Summary
Linking Knowledge to Practice
CHAPTER 11 Helping Families Facilitate Language and Literacy Development
Before reading this chapter, think about...
Focus Questions
What Roles Do Families Play?
Language Development
Reading and Writing Acquisition
Dilemmas Facing Modern Families
Helping Families and Primary Caregivers Become Effective First Teachers
Personal Interactions
Home Visits
Family Workshops
Phone Calls
Parent-Teacher Conferences
Classroom Instructional Publications
Informal Weekly Notes
News Flashes
Monthly Newsletters
Teachers and Schools as Professional Resources
Sharing Instructional Materials and Offering Guidance
Classroom Lending Library
Writing Briefcase
Book Bags
Videotape
Schools as Community Resources
Teacher as Community Contact
VIP Program
Business Adoption Programs
Community Tutors
Buddy Reading Program
Summary
Linking Knowledge to Practice