Throughout, the book highlights ways to work effectively with English-language learners and their families, a theme that is the exclusive focus of two chapters. Other timely topics covered include creative uses of technology and ways to engage with popular culture in the classroom.
Over two dozen reproducible assessment tools and handouts enhance the utility of this volume as an instructional resource, professional development tool, or graduate-level text.
Publisher: Guilford Publications
Number of pages: 246
Weight: 592 g
Dimensions: 260 x 181 x 22 mm
"Teaching Early Literacy is a particularly comprehensive text on early literacy learning and research-based instruction. The emphasis on the practical applications of the material contained in each chapter makes this book especially attractive and useful for graduate students in literacy and teachers engaged in professional development. The inclusion of the grade-level teachers' perspectives in the appropriate chapters provides an insightful glimpse of practice that is derived from research. This integration of research and practice makes Teaching Early Literacy an excellent choice for courses in early literacy development and the teaching of reading in elementary schools."--Deborah Gee Woo, EdM, Department of Learning and Teaching, Graduate School of Education, Rutgers, The State University of New Jersey
"This book makes an important contribution to our understanding of how children develop as readers and writers. It describes three phases of reading and writing development and explains ways to target the instructional needs of children at each phase. Chapters focusing on teaching English language learners are especially rich with helpful information. I also appreciated the book's listings of relevant websites and its discussion of how to engage families in children's literacy development. Undergraduate and graduate students in early childhood, elementary, or reading education will find this book highly useful in learning how to address the instructional needs of all students, particularly those considered to be at risk."--Lea M. McGee, EdD, College of Education, University of Alabama
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