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Editorial Reviews
Book Description
Written from a constructivist viewpoint, this popular book for future teachers of children from preschool through the primary grades focuses on how young children construct literacy and how teachers can support and guide that activity through developmentally-appropriate teaching practices. Advocates giving children a choice of the reading material from which they will learn; and, caution against grouping children solely by literacy ability. Examines current research into emergent and holistic literacy, and tie its findings to instructional practices that teach such skills as phonemic awareness, phonics, and spelling within the context of meaningful reading and writing tasks. Increased coverage of assessment—emphasizes performance-based alternatives to standardized testing during early childhood and examines current recommendations in terms of developmentally-appropriate practice. Provides a strong explanation of shared and interactive writing. Discusses literacy development in infants and toddlers. For future or current teachers interested in literacy or reading methods in early childhood. --This text refers to the Paperback edition.
The publisher, Prentice-Hall Career & Technology
A "holistic," developmental approach to teaching emergent readers from pre-Kindergarten through the primary grades. This text presents the latest research findings in the field of emergent literacy, linking these findings directly to early childhood education theory in a way that is easy-to-understand and apply, with numerous illustrations of ways to implement these findings in the classroom. Coverage follows development from infancy through independent reading and writing...explaining the theory behind developmentally appropriate practice describing these teaching techniques within home and classroom environments. Emphasis is on the constructivist approach to gaining knowledge through exploration and discovery. Recent breakthroughs in understanding children's self-initiated reading and writing activities also help explain a child-centered method of reading instruction.
See all Editorial Reviews
Written from a constructivist viewpoint, this popular book for future teachers of children from preschool through the primary grades focuses on how young children construct literacy and how teachers can support and guide that activity through developmentally-appropriate teaching practices. Advocates giving children a choice of the reading material from which they will learn; and, caution against grouping children solely by literacy ability. Examines current research into emergent and holistic literacy, and tie its findings to instructional practices that teach such skills as phonemic awareness, phonics, and spelling within the context of meaningful reading and writing tasks. Increased coverage of assessment—emphasizes performance-based alternatives to standardized testing during early childhood and examines current recommendations in terms of developmentally-appropriate practice. Provides a strong explanation of shared and interactive writing. Discusses literacy development in infants and toddlers. For future or current teachers interested in literacy or reading methods in early childhood. --This text refers to the Paperback edition.
The publisher, Prentice-Hall Career & Technology
A "holistic," developmental approach to teaching emergent readers from pre-Kindergarten through the primary grades. This text presents the latest research findings in the field of emergent literacy, linking these findings directly to early childhood education theory in a way that is easy-to-understand and apply, with numerous illustrations of ways to implement these findings in the classroom. Coverage follows development from infancy through independent reading and writing...explaining the theory behind developmentally appropriate practice describing these teaching techniques within home and classroom environments. Emphasis is on the constructivist approach to gaining knowledge through exploration and discovery. Recent breakthroughs in understanding children's self-initiated reading and writing activities also help explain a child-centered method of reading instruction.
See all Editorial Reviews
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