| Description |
xii, 164 pages : illustrations ; 23 cm |
| Note |
"A 1999 NAEYC comprehensive membership benefit." |
| Bibliography |
Includes bibliographical references and indexes. |
| Contents |
1. The early years : a time to begin -- When do children begin to learn about reading and writing? -- Myths about literacy development -- Goals of this book -- 2. The beginning : babies and books -- Matching books to a baby's development -- Birth to 3 months -- What babies can do -- Books new babies enjoy -- Suggestions for reading to the baby -- 4 to 6 months -- What babies can do -- Books 4- to 6-month-old babies enjoy -- Suggestions for reading to the baby -- 7 to 9 months -- What babies can do -- Books 7- to 9-month-old babies enjoy -- Suggestions for reading to the baby -- 9 to 12 months -- What babies can do -- Books 9- to 12-month-old babies enjoy -- Suggestions for reading to the baby -- 12 to 18 months -- What babies can do -- Books 12- to 18-month-old babies enjoy -- Suggestions for reading to the baby -- 19 to 30 months -- What toddlers can do -- Books that toddlers enjoy -- Suggestions for reading to the toddler -- Book behaviors -- Sharing books with infants and toddlers in group settings -- Creating a book nook -- Books for babies -- 3. Preschoolers and books : contexts for learning about language and the world -- Books and language learning -- Learning new words from books -- Book characteristics and word learning -- Strategies for increasing children's word learning from storybooks -- Explicit instruction on word meanings in "real-world" contexts -- Explicit instruction on word meanings in the story-reading context -- Storybook experience and overall language development -- Book experience and the development of text structure knowledge -- Book reading and sensitivity to the sounds of language -- Phonemic segmentation and learning to read and write -- Using books to prime conscious sensitivity to phonemes -- Books and background knowledge -- Good books for preschoolers -- 4. Preschoolers and books : contexts for reading, props for children's play -- Reading along with others ; reading all by themselves -- Predictable books support chiming in and independent retelling -- Strategies used in storybook reading -- Storybook-reading behavior : experience matters -- From "story not formed" to "story formed," and from "oral-language-like" to "written-language-like" -- From picture-governed to print-governed reading -- Reluctance to read : preludes to a major step forward -- Learning to enjoy reading and being a reader -- Making books available to children in the preschool classroom -- Selecting books for and displaying books in a book area -- Type of books -- Appeal of the book-area display -- Listening post, flannel boards, and puppets -- Care of books -- Providing social support for children's use of books -- Books as props to support children's play -- Summary -- |
|
5. Young children and writing -- Getting writing to look like writing -- Making marks : from scribble to alphabet letters -- Early scribble writing -- A few letters appear -- Mock letters -- Writing with and practicing letters -- Choosing from a writing repertoire -- Learning to write alphabet letters -- Fine-motor development and handwriting -- Organizing writing on a page -- Learning that alphabet letters represent speech at the phoneme level -- Children's early hypotheses about how words are created -- Visual hypotheses -- Words are related physically to what they represent -- Writing consists of arbitrary visual designs -- Letter strings are based on visual rules -- The transition from visual hypotheses to sound-based hypotheses -- Phoneme-level invented spellings -- Does inventing spellings harm children? -- Phoneme-based spelling combined with orthographic information -- Learning about the many purposes of writing -- Learning to think about an audience -- Supporting children's writing efforts -- 6. Organizing the environment to support literacy development -- Using print to organize the preschool classroom -- Labels and signs -- Charts -- Helper and attendance charts -- Daily schedule and calendar charts -- Recipe charts -- Lists -- Summary -- Using print in classroom activities -- Materials for specific literacy practice -- Alphabet-learning materials -- Alphabet manipulatives -- Alphabet books -- Sound materials -- Word-making materials -- Summary -- Conclusion -- Appendix 1. Helping children learn about reading -- Appendix 2. Learning to read and write. |
| Subject |
Reading (Preschool)
|
|
Language arts (Preschool)
|
| Added Author |
National Association for the Education of Young Children.
|
| ISBN |
0935989900 |
|
9780935989908 |
|
