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Author: Bettina Kümmerling-Meibauer
Publisher: John Benjamins Publishing
ISBN: 9027283230
Category : Language Arts & Disciplines
Languages : en
Pages : 283
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Book Description
This edited volume constitutes the first serious, sustained examination of the study of children’s books for children aged from 0 to 3 with contributions by scholars working in different domains and attempting to assess the recognition of the role and influence of children’s literature on the cognitive, linguistic, psychological and aesthetic development of young children. This collection achieves a balance between theoretical, empirical, historical and cross-cultural approaches by examining the broad range of children’s books for children under three years of age, ranging from early-concept books through wimmelbooks and ABC books for small children to picture books that support the young child’s acquisition of behavioral norms. Most importantly, the chapters proffer new insights into the strong relationship between children’s books for young children and emergent literacy, drawing on current research in children’s literature research, visual literacy, cognitive psychology, language acquisition, picture theory and pedagogy.
Author: Bettina Kümmerling-Meibauer
Publisher: John Benjamins Publishing
ISBN: 9027283230
Category : Language Arts & Disciplines
Languages : en
Pages : 283
Get Book Here
Book Description
This edited volume constitutes the first serious, sustained examination of the study of children’s books for children aged from 0 to 3 with contributions by scholars working in different domains and attempting to assess the recognition of the role and influence of children’s literature on the cognitive, linguistic, psychological and aesthetic development of young children. This collection achieves a balance between theoretical, empirical, historical and cross-cultural approaches by examining the broad range of children’s books for children under three years of age, ranging from early-concept books through wimmelbooks and ABC books for small children to picture books that support the young child’s acquisition of behavioral norms. Most importantly, the chapters proffer new insights into the strong relationship between children’s books for young children and emergent literacy, drawing on current research in children’s literature research, visual literacy, cognitive psychology, language acquisition, picture theory and pedagogy.
Author: Paula M. Rhyner
Publisher: Guilford Press
ISBN: 1606233653
Category : Language Arts & Disciplines
Languages : en
Pages : 257
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Book Description
This concise, accessible book explores the connection between language acquisition and emergent literacy skills, and how this sets the stage for later literacy development. Chapters address formative early experiences such as speaking and listening, being read to, and talking about print concepts and the alphabet. Written for early childhood professionals, reading specialists, and speech–language pathologists, the book describes effective assessment and instructional approaches for fostering language learning and emergent literacy in typically developing children and those at risk for language delays. Vivid case examples illustrate specific ways to collaborate with parents to give all children a strong foundation for school readiness and success.
Author: Karen A. Erickson
Publisher: Brookes Publishing Company
ISBN: 9781598576573
Category : Education
Languages : en
Pages : 0
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Book Description
An essential resource for educators, speech-language pathologists, and parents--and an ideal text for courses that cover literacy and significant disabilities--this book will help you ensure that all students have the reading and writing skills they need to unlock new opportunities and reach their potential.
Author: William H. Teale
Publisher: Praeger
ISBN:
Category : Business & Economics
Languages : en
Pages : 252
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Book Description
This book is about young children and their writing and reading development during their first few years of life. It stops at the point where most books on beginning writing and reading start: when the child is 5-6 years old and is able to write and read in ways recognized as actually being writing and reading. The chapters are authored by many of the leading researchers of written language development in very young children.
Author: Susan B. Neuman
Publisher: Guilford Press
ISBN: 9781572308954
Category : Education
Languages : en
Pages : 516
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Book Description
Current research increasingly highlights the role of early literacy in young children's development--and facilitates the growth of practices and policies that promote success among diverse learners. The Handbook of Early Literacy Research presents cutting-edge knowledge on all aspects of literacy learning in the preschool years. Volume 1 covers such essential topics as major theories of early literacy; writing development; understanding learning disabilities, including early intervention approaches; cultural and socioeconomic contexts of literacy development; and tutoring programs and other special intervention efforts.
Author: Nell Duke
Publisher: Teaching Resources
ISBN: 9780545195683
Category : Education
Languages : en
Pages : 0
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Book Description
The ABC's of Emergent Literacy video and guide provide information about and strategies for promoting emergent literacy in child care settings -- guide.
Author: Sonia Q. Cabell
Publisher: Plural Publishing
ISBN: 1597568139
Category : Language Arts & Disciplines
Languages : en
Pages : 177
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Book Description
Designed for speech-language pathologists to enhance emergent literacy intervention for preschool and kindergarten-age children, this book includes 90 lessons addressing key areas of emergent literacy: phonological awareness, print concepts, alphabet knowledge, emergent writing, inferential language, and vocabulary. These lessons are suitable for use in clinical settings as well as in collaboration with classroom teachers. Also included are an overview of emergent literacy, differentiation recommendations, and suggestions for lesson integration across the key areas.
Author: David Koppenhaver
Publisher: Carson-Dellosa Publishing
ISBN: 1604185643
Category : Education
Languages : en
Pages : 148
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Book Description
Meet the learning needs and preferences of all students using Children with Disabilities: Reading and Writing the Four-Blocks(R) Way for students in grades 1–3. This 144-page book provides a glimpse into an inclusion special-education classroom that uses the Four-Blocks(R) Literacy Model. This wonderful collection of ideas, strategies, and resources includes information on Self-Selected Reading, Guided Reading, Writing, and Working with Words. It also includes strategies for reading and writing success in special-education classrooms, variations for students with disabilities, teacher's checklists, IEP goal suggestions, examples of assistive technology, and answers to commonly asked questions. The book supports the Four-Blocks(R) Literacy Model and provides a list of children's literature that can be used in lessons.
Author: Susan B. Neuman
Publisher: Guilford Press
ISBN: 1462503357
Category : Education
Languages : en
Pages : 497
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Book Description
The field of early literacy has seen significant recent advances in theory, research, and practice. These volumes bring together leading authorities to report on current findings, integrate insights from different disciplinary perspectives, and explore ways to provide children with the strongest possible literacy foundations in the first 6 years of life. The Handbook first addresses broad questions about the nature of emergent literacy, summarizing current knowledge on cognitive pathways, biological underpinnings, and the importance of cultural contexts. Chapters in subsequent sections examine various strands of knowledge and skills that emerge as children become literate, as well as the role played by experiences with peers and families. Particular attention is devoted to the challenges involved in making schools work for all children, including members of linguistic and ethnic minority groups and children living in poverty. Finally, approaches to instruction, assessment, and early intervention are described, and up-to-date research on their effectiveness is presented.
Author: Christopher J. Lonigan
Publisher:
ISBN:
Category : Teaching
Languages : en
Pages : 11
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Book Description
The National Assessment of Educational Progress reveals that 37 percent of U.S. fourth graders fail to achieve basic levels of reading achievement. In 1997, the U.S. Congress asked that a review of research be conducted to determine what could be done to improve reading and writing achievement. The resulting "Report of the National Reading Panel: Teaching Children to Read" (NICHD, 2000) has been influential in helping to guide reading-education policy and practice in the United States. However, that report did not examine the implications of instructional practices used with children from birth through age 5. To address this gap in the knowledge base, the National Early Literacy Panel (NELP) was convened. The panel was asked to apply a similar methodological review process to that used by the National Reading Panel (NRP) to issues of instructional practices for young children so that parents and teachers could better support their emerging literacy skills. The NELP report represents a systematic and extensive synthesis of the published research literature concerning children's early literacy skills. It provides educators and policymakers with important information about the early skills that are implicated in later literacy learning, as well as information about the type of instruction that can enhance these skills. The results also identify areas in which additional research is needed. The meta-analyses conducted by the panel showed that a wide range of interventions had a positive impact on children's early literacy learning.
