Literaturnachweis - Detailanzeige
Sonst. Personen | Rhyner, Paula M. (Hrsg.) |
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Titel | Emergent literacy and language development. Promoting learning in early childhood. |
Quelle | New York, NY u.a.: Guilford Press (2009), XV, 240 S. |
Reihe | Challenges in language and literacy |
Beigaben | Tabellen |
Zusatzinformation | Inhaltsverzeichnis |
Sprache | englisch |
Dokumenttyp | gedruckt; Monographie |
ISBN | 1-60623-300-9; 978-1-60623-300-9 |
Schlagwörter | Entwicklungspsychologie; Metakognition; Verstehen; Frühe Kindheit; Förderung; Interaktion; Multikulturalität; Lernen; Sprechfertigkeit; Lesebuch; Erzählen; Sprachentwicklung; Sprachfertigkeit; Lesenlernen; Schreiben; Schriftsprache; Austausch; Fallbeispiel; USA |
Abstract | [The text] 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 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. ... Case examples illustrate specific ways to collaborate with parents to give all children a strong foundation for school readiness and success. (DIPF/Orig.). |
Erfasst von | DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main |
Update | 2010/1 |