Best Practices in Early Literacy Instruction
Publisher: Guilford Press
Published: 2013
Place of publication: New York
Number of pages: 334
ISBN-13: 9781462511563
Description: "Bringing together prominent scholars, this book shows how 21st-century research and theory can inform everyday instructional practices in early childhood classrooms (PreK-3). Coverage includes foundational topics such as alphabet learning, phonological awareness, oral language development, and learning to write, as well as cutting-edge topics such as digital literacy, informational texts, and response to intervention. Every chapter features guiding questions; an overview of ideas and findings on the topic at hand; specific suggestions for improving instruction, assessment, and/or the classroom environment; and an engrossing example of the practices in action"--Provided by publisher.
Table of contents: title: I. Influences on Literacy Development; title: 1. Parent Involvement Supporting Early Literacy Achievement: Best Practices for Bridging the Home and School Environments, Beth M. Phillips, Kylie S. Flynn, Galiya A. Tabulda, Smriti Jangra, and Christopher J. Lonigan; title: 2. A Comprehensive Approach to Building Oral Language in Preschool: Prerequisites for Literacy, Allyssa McCabe; title: 3. Working with Culturally and Linguistically Diverse Students: Lessons Learned from Reading Recovery, Catherine Compton-Lilly; title: 4. Supporting Language and Literacy Development in Quality Preschools, Shannon Riley-Ayers; title: II. Materials and Texts; title: 5. Early Literacy Development in the Digital Age, Jackie Marsh and Dylan Yamada-Rice; title: 6. What, When, and How Electronic Media Can Be Used in an Early Literacy Classroom, Annie M. Moses; title: 7. New Perspectives on Literature for Young Children, Diane M. Barone and Andrea Morency; title: 8. Read All about I.T.!: Informational Text in the Early Childhood Classroom, Lynne M. Watanabe and Nell K. Duke; title: III. Reconceptualizing Developmentally Appropriate Practice; title: 9. Phonological Awareness and Alphabet Knowledge: The Foundations of Early Reading, Marcia Invernizzi and Laura S. Tortorelli; title: 10. Reading to Learn from the Beginning: Comprehension Instruction in the Primary Grades, Katherine A. Dougherty Stahl; title: 11. Best Practices in Oral Vocabulary Instruction, Susan B. Neuman and Tanya S. Wright; title: 12. Real Books, Real Reading: Effective Fluency Instruction for Striving Readers, Melanie R. Kuhn, Kristina Zukauskas Phelan, and Paula J. Schwanenflugel; title: 13. Best Practices in Early Writing Instruction, Deborah Wells Rowe and Tanya R. Flushman; title: 14. Strengthening Play in Early Literacy Teaching Practice, Kathleen A. Roskos and James Christie; title: IV. Intervention and Assessment; title: 15. "How Am I Doing?": Students' Perceptions of Literacy and Themselves, Marla H. Mallette, Peter P. Afflerbach, and Christine E. Wiggs; title: 16. The Interactive Strategies Approach to Early Literacy Intervention, Donna M. Scanlon, Kimberly L. Anderson, and Frank R. Vellutino; title: 17. An Evidence-Based Approach to Response to Intervention, Monica T. Billen and Richard L. Allingtonv