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Language and Literacy Development, Second Edition: What Educators Need to Know 2nd edition [Pehme köide]

3.33/5 (30 hinnangut Goodreads-ist)
(Temple University, United States), (Temple University, United States)
  • Formaat: Paperback / softback, 464 pages, kõrgus x laius: 234x156 mm, kaal: 680 g
  • Sari: Solving Problems in the Teaching of Literacy
  • Ilmumisaeg: 03-Sep-2019
  • Kirjastus: Guilford Press
  • ISBN-10: 146254004X
  • ISBN-13: 9781462540044
Teised raamatud teemal:
Language and Literacy Development, Second Edition: What Educators Need to Know 2nd editionSuurem pilt
  • Formaat: Paperback / softback, 464 pages, kõrgus x laius: 234x156 mm, kaal: 680 g
  • Sari: Solving Problems in the Teaching of Literacy
  • Ilmumisaeg: 03-Sep-2019
  • Kirjastus: Guilford Press
  • ISBN-10: 146254004X
  • ISBN-13: 9781462540044
Teised raamatud teemal:
Püsilink: https://www.kriso.ee/db/9781462540044.html
Märksõnad:
This established text--now revised and updated--reveals how spoken language skills are acquired and how they affect children’s later reading and writing achievement. With a unique focus on the needs of educators, the book examines the foundations of language in the developing brain. It explores the relationship of language processes to core literacy skills and probes the impact of motivational and sociocultural factors on children’s learning. Implications of developmental knowledge for classroom instruction are highlighted, and effective practices reviewed. Revealing vignettes, clear explanations of research, and lists of “main ideas” enhance the text’s accessibility for preservice teachers.

New to This Edition
*Chapter on emergent literacy and the predictors of reading success.
*Incorporates the latest research, including findings from key longitudinal studies.
*Increased attention to English learners, low-income children, and children with disabilities.
*Updated and expanded topics, including usage-based theories of language acquisition, morphological knowledge in vocabulary and comprehension, phonological processing skills, and writing development.

Arvustused

"This updated second edition provides an accessible yet thorough overview of how children develop critical language and literacy skills and why these skills are so important. Particularly important is the strong review of how early development fosters skilled reading comprehension later on. Byrnes and Wasik are recognized experts who translate current research in a meaningful way to help transform readers understanding of the remarkable task of language and literacy acquisition in children."--Laura M. Justice, PhD, EHE Distinguished Professor of Educational Psychology, The Ohio State University

Once again, Byrnes and Wasik provide an incredibly readable summary of the latest research on language and literacy development--and, at the same time, they make strong links to the implications for classroom instruction. This is a unique volume that appropriately merges the literatures on oral language and literacy skills, while successfully bridging the divide between psychology and education. It is an essential book for graduate students who plan to be teachers, for current educators and administrators, and for psychology students with applied interests. I highly recommend this volume as a course text! It is ideal for graduate-level classes on language and literacy development. My graduate students appreciate the 'relevance' portions of the chapters, which help motivate their learning; and the main ideas that frame each chapter help me to organize class discussions. The increased focus throughout on English language learners is relevant and timely. What was already an indispensable classroom text is even better in this updated second edition."--Meredith L. Rowe, EdD, Saul Zaentz Professor of Early Learning and Development, Harvard Graduate School of Education

"The developmental perspective presented by Byrnes and Wasik is unique and important. The notion of 'education as a developmental mechanism' frames literacy learning as a pathway along which we need to recognize milestones and guide students accordingly. This book's message is that all students can achieve if we determine where they are and where they need to go--and offer experiences that are effective to help them get there."--Margaret G. McKeown, PhD, Senior Scientist, Learning Research and Development Center, University of Pittsburgh -

Part I. Introductory Issues
1 Introduction
3(8)
Overview of Topics
4(1)
The General Approach of This Book
5(6)
2 Brain Development, Language, and Literacy
11(26)
Why Study Brain Development?
12(1)
The Goal of Brain Development
13(1)
Further Explorations of Cytoarchitecture: Cell Types and Brain Layers
13(2)
Seven Major Processes of Brain Development
15(7)
Factors Affecting Brain Development
22(10)
Conclusions and Caveats
32(5)
Part II. The Development of Spoken Language Competence
3 An Overview of Spoken Language Competence
37(21)
The "Nature of" Question: What Does It Mean to Say That a Child Has Spoken Language Competence?
39(5)
The Relevance Question: Why Should Teachers Care about Whether Children Acquire Spoken Language Competence?
44(1)
The Developmental Trends Question: How Does Spoken Language Competence Change over Time?
45(6)
The Developmental Mechanisms Question: What Factors Promote Changes in Spoken Language Competence?
51(5)
The Deficiencies Question: Are There Populations of Children or Adults Who Lack Some or All of the Key Skills of Spoken Language Competence? Do These Individuals Experience Problems When They Learn to Read or after They Have Learned to Read?
56(2)
4 The Development of Phonological Skills
58(36)
The "Nature of" Question: What Does It Mean to Say That a Child Has Phonological Processing Competence?
60(11)
The Relevance Question: Why Should Teachers Care about Whether Children Acquire Phonological Processing Competence?
71(1)
The Developmental Trends Question: How Does Phonological Processing Competence Change over Time?
72(13)
The Developmental Mechanisms Question: What Factors Promote Changes in Phonological Processing Competence?
85(7)
The Deficiencies Question: Are There Populations of Children or Adults Who Lack Some or All of the Key Skills of Phonological Processing Competence? Do These Individuals Experience Problems When They Learn to Read or after They Have Learned to Read?
92(2)
5 The Development of Word Meaning and Vocabulary
94(40)
The "Nature of" Question: What Does It Mean to Say That a Child Knows the Meaning of Words?
95(11)
The Relevance Question: Why Should Teachers Care about Whether Children Know the Meaning of a Large Number of Words?
106(2)
The Developmental Trends Question: How Does a Child's Spoken Vocabulary Change over Time?
108(6)
The Developmental Mechanisms Question: What Factors Promote Changes in Children's Spoken Vocabulary?
114(18)
The Deficiencies Question: Are There Populations of Children or Adults Who Have Underdeveloped or Impaired Spoken Vocabularies? Do These Individuals Experience Problems When They Learn to Read or after They Have Learned to Read?
132(2)
6 The Development of Grammatical Knowledge
134(43)
The "Nature of" Question: What Does It Mean to Say That a Child Has Grammatical Knowledge?
135(10)
The Relevance Question: Why Should Teachers Care about Whether Children Ever Acquire Grammatical Knowledge?
145(1)
The Developmental Trends Question: How Does a Child's Grammatical Knowledge Change over Time?
146(7)
The Developmental Mechanisms Question: What Factors Promote Changes in Children's Grammatical Knowledge?
153(19)
The Deficiencies Question: Are There Populations of Children or Adults Who Have Underdeveloped or Impaired Grammatical Knowledge? Do These Individuals Experience Problems When They Learn to Read or after They Have Learned to Read?
172(5)
Part III. The Development of Reading and Writing Skills
7 Emergent Literacy and Predictors of Early Reading Success
177(14)
Emergent Literacy
178(2)
Preliminary Issues
180(2)
Identifying and Rank Ordering Predictors of Reading Success
182(3)
Understanding Differences in Predictive Power
185(1)
Reasons for Caution in Interpreting Bivariate Correlations
186(5)
8 Beginning Reading
191(34)
The "Nature of" Question: What Does It Mean to Say That a Child Has Beginning Reading Skills?
192(10)
Two Influential Models of Reading
202(9)
The Relevance Question: Why Should Teachers Care about Whether Children Acquire Beginning Reading Skills?
211(1)
The Developmental Trends Question: How Do Beginning Reading Skills Change over Time?
211(6)
The Developmental Mechanisms Question: What Factors Promote Changes in Beginning Reading Skills?
217(1)
The Deficiencies Question: Are There Populations of Children or Adults Who Lack Some or All of the Beginning Reading Skills? Do These Individuals Experience Problems When They Learn to Read or after They Have Learned to Read?
218(7)
9 The Development of Reading Comprehension
225(34)
The "Nature of" Question: What Does It Mean to Say That a Child Has Reading Comprehension Skills?
227(14)
The Relevance Question: Why Should Teachers Care about Whether Children Acquire Reading Comprehension Skills?
241(1)
The Developmental Trends Question: How Do Reading Comprehension Skills Change over Time?
241(14)
The Developmental Mechanisms Question: What Factors Promote Changes in Reading Comprehension Skills?
255(1)
The Deficiencies Question: Are There Populations of Children or Adults Who Lack Some or All Reading Comprehension Skills? Do These Individuals Experience Problems When They Learn to Read or after They Have Learned to Read?
256(3)
10 The Development of Writing Skills
259(30)
The "Nature of" Question: What Does It Mean to Say That Someone Has Writing Competence?
261(7)
The Relevance Question: Why Should Teachers Care about Whether Children Acquire Writing Skills?
268(1)
The Developmental Trends Question: How Do Writing Skills Change over Time?
269(12)
The Developmental Mechanisms Question: What Factors Promote Changes in Writing Skills?
281(2)
The Deficiencies Question: Are There Populations of Children or Adults Who Lack Some or All Writing Skills? Do These Individuals Experience Problems When They Learn to Write or after They Have Learned to Write?
283(6)
Part IV. Individual and Group Differences in Language and Literacy
11 Motivational Issues in Speaking, Reading, and Writing
289(32)
An Opportunity-Propensity (O-P) Model of Student Achievement
290(2)
The Nature of Motivation
292(17)
The Development of Motivation
309(7)
Individual Differences in Motivation
316(2)
Instructional Implications
318(3)
12 Sociocultural Issues in Speaking, Reading, and Writing
321(34)
The Role of Gender in Language and Literacy Skill Acquisition
324(5)
The Role of SES in Language and Literacy Skill Acquisition
329(5)
The Role of Ethnicity in Language and Literacy Skill Acquisition
334(10)
The Role of Home Language in Language and Literacy Skill Acquisition
344(1)
The Role of Dialect in Language and Literacy Skill Acquisition
345(7)
Conclusions
352(3)
Part V. Instructional Techniques and Programs
13 General Principles of Effective Instruction
355(19)
Effective Teachers Are Skilled Decision Makers in the Classroom
356(4)
Domain-General Principles of Effective Instruction Based on Cognitive Theories
360(11)
Domain-General Principles Derived from Observational Measures
371(1)
Summary: Identifying Effective Approaches
372(2)
14 Language and Literacy Programs That Work
374(23)
Interventions That Develop Emergent Literacy Skills
375(9)
Interventions That Develop Reading Skills
384(9)
Interventions That Develop Comprehension Skills
393(3)
Final Thoughts
396(1)
References 397(43)
Index 440
James P. Byrnes, PhD, is Professor of Educational Psychology and Applied Developmental Science in the College of Education at Temple University. He was a Fellow of Division 15 (Educational Psychology) of the American Psychological Association between 2002 and 2018, has served as Vice President of the Jean Piaget Society, and was Associate Editor of the Journal of Cognition and Development. Dr. Byrnes has published over 100 books, chapters, and articles on areas of cognitive development, including language development, logical reasoning, and mathematical learning. His most recent work has focused primarily on developing and testing a comprehensive theoretical model of academic achievement (the opportunitypropensity model) in order to provide insight into ways to eliminate or substantially reduce gender, ethnic, and racial gaps in achievement. Dr. Byrnes has received awards for his teaching and mentoring of undergraduate and graduate students.

Barbara A. Wasik, PhD, is Professor of Educational Psychology and holds the PNC Endowed Chair in Early Childhood in the College of Education at Temple University. She is a recipient of the University's Paul W. Eberman Faculty Research Award. Her research interests are emergent literacy and early intervention in beginning reading, with a focus on disadvantaged children. Dr. Wasik has extensive experience in program and curriculum development and is specifically interested in the role that teachers play in the development of childrens language and literacy skills. She has written several books and numerous articles on early literacy, one of which received the Dina Feitelson Research Award from the International Literacy Association. Also interested in educational policy issues, Dr. Wasik is the author of several papers that have affected teaching practices in classrooms.