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E-book: Constructing Strong Foundations of Early Literacy [Taylor & Francis e-book]

(Metroplitan State University of Denver, USA), (Metroplitan State University of Denver, USA)
  • Format: 302 pages, 10 Tables, black and white; 97 Line drawings, black and white; 4 Halftones, black and white; 101 Illustrations, black and white
  • Pub. Date: 31-Aug-2022
  • Publisher: Routledge
  • ISBN-13: 9780429284021
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Constructing Strong Foundations of Early LiteracyLarger Image
  • Format: 302 pages, 10 Tables, black and white; 97 Line drawings, black and white; 4 Halftones, black and white; 101 Illustrations, black and white
  • Pub. Date: 31-Aug-2022
  • Publisher: Routledge
  • ISBN-13: 9780429284021
Other books in subject:
Taylor & Francis e-booksMore info about Taylor & Francis e-books
Companion website: https://www.taylorfrancis.com/books/9780429284021

This text provides a comprehensive understanding of the foundational literacy knowledge, skills, behaviors, and attitudes necessary to guide emerging readers and writers in early childhood.


Centered on the critical question of why some children learn to read easily, while others do not, this text walks readers through developmentally appropriate goal setting based on the foundational literacy skills that are critical for preschool and kindergarten children to develop. Written in an authoritative yet accessible style, chapters offer instructional strategies, insights, and scenarios from educators, self-reflection, and a variety of methods for implementation. Each chapter also includes differentiation for children with language and learning challenges as well as dual language learners, exploring methods for valuing the home language while building critical literacy skills in the classroom.


Providing critical skills for guiding all emerging readers to an independent reading level, this is an essential resource for both students in early childhood, literacy, and special education courses and educators in early childhood public education, non-profit preschool settings such as Head Start, home and daycare settings, and private and corporate care and education centers.



This text provides a comprehensive understanding of the foundational literacy knowledge, skills, behaviors and attitudes necessary to guide emerging readers and writers in early childhood.

List of figures
vii
List of contributors
x
In Gratitude xii
1 Early Literacy: Essential Understandings
1(13)
2 The Foundational Anchors of Literacy
14(19)
3 Learning to Read
33(14)
4 Effective Curriculum for Young Children
47(9)
5 Assessment and Instruction: Critical Connections
56(10)
6 Direct Learning Contexts
66(15)
7 Indirect Learning Contexts
81(15)
8 Oral Language: The Engine of Thinking and Learning
96(23)
9 Play, Cognition, and Early Literacy
119(24)
10 Socio-Dramatic Play: The Teacher's Role
143(16)
11 Reading Aloud
159(16)
12 Planning for Read-Aloud
175(10)
13 Phonological Awareness
185(20)
Krista M. Griffin
14 Alphabet Knowledge and Phonics
205(15)
15 Emerging Reading
220(15)
16 Emerging Writing
235(19)
17 Delays in Literacy Development
254(13)
Rebecca L. Dennis-Canges
Appendix 267(16)
Glossary 283(11)
Index 294
Malinda E. Jones is an Associate Professor Emeritus of Early Childhood Education at Metropolitan State University of Denver. She began her career teaching preschool through second grade. She taught courses in early childhood education, literacy development (birth through aged 5), and primary (K-1) literacy with field supervision. She earned her B.A. in Early Childhood Education from Towson State University, and her M.A. in Early Childhood Education and Ed.D. in Reading Education from the University of Northern Colorado. She believes that intentional responsive teaching is both a powerful mindset and a pedagogy critical to ensuring all children become those for whom reading and writing comes easily and remains personally meaningful.

Ann E. Christensen has been an educator for more than 40 years. She has been a classroom teacher, a teacher coach and professional development leader, and a district level Early Childhood Specialist and Intervention Coordinator. She earned her B.A. from the University of Northern Colorado, her M.A. from the University of Colorado at Denver, and achieved National Teacher Board Certification in Language Arts. She is currently retired and working as a substitute teacher. Ann believes in the power of planning for responsive teaching and supports teachers in developing that power and expertise. She actively supports inclusion, equity, and non-racist education for children and for the adults who nurture and teach them.
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