Review
“The book, carefully documented with numerous references, should be required reading in all graduate literacy courses.”--Childhood Education

"Given the current focus on early literacy, this well-balanced series of articles on developing literacy in young children deserves a place on teachers' bookshelves....This book is a fine companion to Handbook of Early Literacy Research, ed. by Susan B. Neuman and David K. Dickinson (2001). Summing Up: Strongly recommended. Graduate collections and above."--Choice

"Highly recommended reading for educators, tutors, and homeschoolers of young children Literacy and Young Children is an invaluable and seminal contribution to the field of Literacy Education."--The Midwest Book Review - Reviewer's Bookwatch



Review
"Given the current focus on early literacy, this well-balanced series of articles on developing literacy in young children deserves a place on teachers' bookshelves....This book is a fine companion to Handbook of Early Literacy Research, ed. by Susan B. Neuman and David K. Dickinson (2001). Summing Up: Strongly recommended. Graduate collections and above."--Choice

"Highly recommended reading for educators, tutors, and homeschoolers of young children Literacy and Young Children is an invaluable and seminal contribution to the field of Literacy Education."--The Midwest Book Review - Reviewer's Bookwatch



Book Description
This book presents current, research-based best practices for supporting young children's development as readers and writers. From leading figures in early literacy, the book demonstrates that scientifically grounded instruction need not be dull, drill-oriented, or one-size-fits-all--rather, it describes language-rich approaches to engaging with children's existing levels of knowledge while moving them to more complex literacy understandings. Topics covered include the impact of home literacy experiences, teaching English learners and culturally diverse children, phonemic awareness and word knowledge for preschoolers, new uses for communication technologies and informational text, and fluency instruction. Also addressed are professional development issues, including teacher training practices that support change. Exemplary teaching strategies and activities are clearly depicted and illustrated with samples of student work, providing Pre-K-3 teachers with many useful ideas that can be readily applied in the classroom.



About the Author
Diane M. Barone, PhD, is Professor of Literacy Studies at the University of Nevada, Reno.

Lesley Mandel Morrow, PhD, is Professor in the Department of Learning and Teaching, Graduate School of Education, Rutgers University, and President-Elect of the International Reading Association. Her recent publications include [i]Organizing and Managing the Language Arts Block[/i].



Excerpted from Literacy and Young Children: Research-Based Practices by Lesley Mandel Morrow, Diane M. Barone. Copyright © 2002. Reprinted by permission. All rights reserved.
Introduction Part I. Foundations for Early Literacy Learning and Instruction 1. Staff Development for Early Literacy Teachers: A Plan to Facilitate Change Lesley Mandel Morrow, Heather Casey, and Courtney Haworth 2. Questions About Early Literacy Learning and Teaching That Need Asking--And Some That Don't William H. Teale 3. A Multidimensional Approach to Beginning Literacy Irene W. Gaskins 4. The Learner, the Teacher, the Text, and the Context: Sociocultural Approaches to Early Literacy Instruction for English Language Learners Shelley Hong Xu Part II. Home Literacy Experiences of Children 5. What Hannah Taught Emma and Why It Matters Lisa Lenhart and Kathleen Roskos 6. Learning About the Literate Lives of Latino Families Jeanne R. Paratore, Gigliana Melzi, and Barbara Krol-Sinclair Part III. Phonemic Awareness, Code Learning, and Book Acting 7. Engaging Preschoolers in Code Learning: Some Thoughts About Preschool Teachers' Concerns Judith A. Schickedanz 8. Concepts, Sounds, and the ABCs: A Diet for a Very Young Reader Marcia Invernizzi 9. Book Acting: Storytelling and Drama in the Early Childhood Classroom Lea M. McGee Part IV. Recent Trends in Literacy Research: Technology, Fluency, and Informational Text 10. Early Literacy in a Digital Age: Moving from a Singular Book Literacy to the Multiple Literacies of Networked Information and Communication Technologies Rachel A. Karchmer, Marla H. Mallette, and Donald J. Leu, Jr. 11. No More "Madfaces": Motivation and Fluency Development with Struggling Readers Steven A. Stahl 12. How Can I Help Them Pull It All Together? A Guide to Fluent Reading Instruction Melanie Kuhn 13. Bridging the Gap between Learning to Read and Reading to Learn Nell K. Duke, V. Susan Bennett-Armistead, and Ebony H. Roberts 14. Immersing Children in Nonfiction: Fostering Emergent Research and Writing Ren‚e M. Casbergue and Mary Beth Plauch‚ 15. Organizing Expository Texts: A Look at the Possibilities Carol Vukelich, Christine Evans, and Bonnie Albertson 16. Caution Apply with Care: Recommendations for Early Literacy Instruction Diane M. Barone

FROM THE PUBLISHER

This book presents current, research-based best practices for supporting young children's development as readers and writers. From leading figures in early literacy, the book demonstrates that scientifically grounded instruction need not be dull, drill-oriented, or one-size-fits-all--rather, it describes language-rich approaches to engaging with children's existing levels of knowledge while moving them to more complex literacy understandings. Topics covered include the impact of home literacy experiences, teaching English learners and culturally diverse children, phonemic awareness and word knowledge for preschoolers, new uses for communication technologies and informational text, and fluency instruction. Also addressed are professional development issues, including teacher training practices that support change. Exemplary teaching strategies and activities are clearly depicted and illustrated with samples of student work, providing Pre-K-3 teachers with many useful ideas that can be readily applied in the classroom.

SYNOPSIS