Literacy and Young Children: Research-Based Practices. Solving Problems in the Teaching of Literacy.

Sonst. Personen	Barone, Diane M. (Hrsg.); Morrow, Lesley Mandel (Hrsg.)
Titel	Literacy and Young Children: Research-Based Practices. Solving Problems in the Teaching of Literacy.
Quelle	(2003), (332 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	1-57230-819-2
Schlagwörter	Leitfaden; Unterricht; Lehrer; Beginning Reading; Beginning Writing; Case Studies; Classroom Techniques; Early Childhood Education; Emergent Literacy; Instructional Effectiveness; Phonemic Awareness; Reading Instruction; Reading Research; Young Children + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Erstleseunterricht; Erstschreibunterricht; Case study; Fallstudie; Case Study; Klassenführung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Frühleseunterricht; Unterrichtserfolg; Leseunterricht; Leseforschung; Frühe Kindheit
Abstract	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's essays demonstrate 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. Essays in the book under Part I, Foundations for Early Literacy Learning and Instruction, are: (1) "Staff Development for Early Literacy Teachers: A Plan to Facilitate Change" (Lesley Mandel Morrow; Heather Casey; 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). Under Part II, Home Literacy Experiences of Children, are these essays: (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; Barbara Krol-Sinclair). Under Part III, Phonemic Awareness, Code Learning, and Book Acting, are these essays: (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). Under Part IV, Recent Trends in Literacy Research: Technology, Fluency, and Informational Text, are these essays: (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; 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; Ebony M. Roberts); (14) "Immersing Children in Nonfiction: Fostering Emergent Research and Writing" (Renee M. Casbergue and Mary Beth Plauche); (15) "Organizing Expository Texts: A Look at the Possibilities" (Carol Vukelich; Christine Evans; Bonnie Albertson). Under Part V, Conclusion, is this essay: (16) "Caution, Apply with Care: Recommendations for Early Literacy Instruction" (Diane M. Barone). All essays contain references. (NKA)
Anmerkungen	Guilford Publications, Inc., Dept. 3R, 72 Spring St., New York, NY 10012 ($28). Tel: 800-365-7006 (Toll Free); Fax: 212-966-6708; e-mail: info@guilford.com; Web site: http://www.guilford.com.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01