The unique focus of this text integrates a constructivist/emergent literacy perspective with “science-based” instructional practices that have proved successful in supporting children’s reading, writing, and speaking development.
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, Christie, Enz, and Vukelich, 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 as well as a set of principles to guide the effective teaching of literacy in preschool and elementary classrooms.
Part One Foundations
Chapter 1 Foundations of Language and Literacy
Chapter 2 Oral Language Development
Chapter 3 Family Literacy
Part Two Early Language and Literacy Instruction
Chapter 4 Facilitating Early Language Learning
Chapter 5 Emergent Literacy Strategies
Chapter 6 Teaching Early Reading and Writing
Chapter 7 Assessing Early Literacy: Finding Out What Young Children Know and Can Do
Chapter 8 Elementary Reading: Expanding the Foundation for Ongoing Literacy Learning
Chapter 9 A Comprehensive Elementary Reading Program: Teaching Meaning and Skills
Chapter 10 Creating Writers: Teaching Children to Write Well
Chapter 11 Teaching the Mechanical Skills of Writing
Chapter 12 Assessment: Determining What Older Students Know and Can Do
James Christie is a Professor of Advanced Studies in Education Policy, Leadership, and Curriculum at Arizona State University where he teaches courses in early childhood education. His research interests include early literacy development and children's play. He has served as co-director of several Early Reading First projects.
Billie Enz is a professor of early childhood education in the College of Teacher Education and Leadership at Arizona State University where she teaches courses in early childhood education. Her research includes language and literacy development and family literacy. She is a co-principle investigator for First Things First External Evaluation for Arizona which is a state-wide early childhood initiative.
Carol Vukelich is the Hammonds Professor in Teacher Education and Director of the Delaware Center of Teacher Education at the University of Delaware where she co-directs two Early Reading First projects and supports colleagues’ work on several other projects. Her research interests include early literacy development, particularly children’s vocabulary development, and teaching writing.