| Description |
1 online resource (xviii, 334 pages) |
| Summary |
"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. |
| Bibliography |
Includes bibliographical references and index. |
| Note |
Description based on print version record. |
| Contents |
Pt. I. Influences on literacy development -- pt. II. Materials and texts -- pt. III. Reconceptualizing developmentally appropriate practice -- pt. IV. Intervention and assessment. |
|
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 -- A comprehensive approach to building oral language in preschool: prerequisites for literacy / Allyssa McCabe -- Working with culturally and linguistically diverse students: lessons learned from reading recovery / Catherine Compton-Lilly -- Supporting language and literacy development in quality preschools / Shannon Riley-Ayers -- Early literacy development in the digital age / Jackie Marsh and Dylan Yamada-Rice -- What, when, and how electronic media can be used in an early literacy classroom / Annie M. Moses -- New perspectives on literature for young children / Diane M. Barone and Andrea Morency -- Read all about I.T.!: informational text in the early childhood classroom / Lynne M. Watanabe and Nell K. Duke -- Phonological awareness and alphabet knowledge: the foundations of early reading / Marcia Invernizzi and Laura S. Tortorelli -- Reading to learn from the beginning: comprehension instruction in the primary grades / Katherine A. Dougherty Stahl -- Best practices in oral vocabulary instruction / Susan B. Neuman and Tanya S. Wright -- Real books, real reading: effective fluency instruction for striving readers / Melanie R. Kuhn, Kristina Zukauskas Phelan, and Paula J. Schwanenflugel -- Best practices in early writing instruction / Deborah Wells Rowe and Tanya R. Flushman -- Strengthening play in early literacy teaching practice / Kathleen A. Roskos and James Christie -- "How am I doing?": students' perceptions of literacy and themselves / Marla H. Mallette, Peter P. Afflerbach, and Christine E. Wiggs -- The interactive strategies approach to early literacy intervention / Donna M. Scanlon, Kimberly L. Anderson, and Frank R. Vellutino -- An evidence-based approach to response to intervention / Monica T. Billen and Richard L. Allington. |
| Subject |
Language arts (Early childhood)
|
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Language arts (Early childhood) -- Research.
|
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Reading (Early childhood)
|
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Literacy.
|
| Added Author |
Barone, Diane M.
|
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Mallette, Marla H.
|
| Other Form: |
Print version: Best practices in early literacy instruction 9781462511563 (DLC) 2013032698 (OCoLC)829387092 |
| ISBN |
9781462511808 electronic bk. |
|
1462511805 electronic bk. |
|
