Teaching Language and Literacy: Preschool Through the Elementary Grades (with MyEducationKit) (4e)

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

Part Three

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

• NEW! Increased coverage on oral language with a new section on preschool and kindergarten vocabulary instruction and a new chapter on teaching vocabulary at the elementary grade levels help students learn many new strategies for building children's knowledge of word meanings–a key foundation for reading comprehension.
• NEW! Special features at the end of most chapters discuss strategies for adapting instruction for ELL students, approaches for teaching literacy to children with special needs, and tips on promoting family literacy.
• NEW! Increased emphasis on direct teaching of phonics, fluency, and comprehension strategies prepares students for the heavy emphasis that these skills receive in the elementary grades.
• NEW! In-depth coverage of new federal and state literacy initiatives and expanded coverage of standardized literacy assessments prepares teachers for the new emphasis on skills and testing in today's schools.

• Each chapter begins with "Focus" questions to help the reader assess the chapter's contents at a glance.
• End-of-chapter summaries provide instructive answers to the Focus questions, providing the reader with an opportunity to self-check comprehension.
• “Think About” questions at the end of each chapter introduction prompt students to integrate newly learned material with their personal experiences, generating interest and activating prior knowledge.
• Each chapter ends with “Linking Knowledge to Practice” activities to help students connect theory to practices they observe in classrooms.
• Extensive coverage of working with children from diverse backgrounds, family literacy, and assessment strategies can be used to inform instruction.

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.