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Let's Begin Reading Right: A Developmental Approach to Emergent Literacy, 6/E
Marjorie V. Fields, University of Alaska
Lois Groth, George Mason University
Katherine Spangler, University of Alaska, Southeast

ISBN-10: 0131595024
ISBN-13:  9780131595026

Publisher:  Allyn & Bacon
Copyright:  2008
Format:  Paper; 448 pp
Published:  05/22/2007
Status: Instock


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Description

For Literacy in Early Childhood or Early Childhood Reading Methods courses.

 

Let's Begin Reading Right: A Developmental Approach to Emergent Literacy, sixth edition, takes a constructivist, developmental approach to emergent literacy for infants to 8-year olds.  This revision includes new introductory chapters that cover current issues (NCLB, standards) about emergent literacy, new features "Maintaining Developmentally Appropriate Practice in a No Child Left Behind World" and "Home-School Connection", and expanded coverage of working with English language learners.  It includes chapters and discussions on oral language development, reading, writing, setting up classrooms for literacy activities, how to select and read children's literature, how to assess literacy development, and how to select teaching resources.


Features

  • Significantly increased material on phonemic awareness, vocabulary, phonics, and spelling–Evident throughout the text.

    • Bolsters future teachers ability to teach these basic skills through the reading and writing experiences the text favors–addresses increased emphasis in elementary schools on the fundamentals of language and literacy skills.

  • Increased coverage of assessment–Emphasizes performance-based alternatives to standardized testing during early childhood and examines current recommendations in terms of developmentally-appropriate practice.

    • Presents a rationale for using procedures congruent with holistic approaches to literacy–offers numerous examples of assessment via children's involvement with printed materials.

  • Revised and expanded chapters on writing–Organized to match the reading chapters.

    • Provides a stronger explanation of shared and interactive writing–helps students understand the need to supply the right help, at the right time, for all children.

  • Updated references–Now including Internet/World Wide Web sources and an outline for evaluating the usefulness of computer literacy tools.

    • Encourages future teachers to take full advantage of the latest technology to introduce authentic literacy experiences into their classrooms.

  • A full chapter on selecting instructional materials for teaching reading and writing.

    • Creates a template future teachers can use when choosing classroom materials–helps them learn how to choose books, periodicals, and other tools for teaching literacy.

  • Numerous children's writing artifacts–Highlighted throughout the text.

    • Illustrates how children translate authentic reading experiences into progress toward literacy–shows the progression of knowledge as children's language skills grow.

  • Coverage of literacy development in infants and toddlers.

    • Fills in gaps in understanding for future teachers–gives them the necessary background in the stages of literacy development that affect learning in school age children.

  • A Conclusion section in every chapter–Consisting of Discussion Questions, Suggested Follow-Up Activities, and Recommended Further Reading.

    • Encourages students to extend their involvement with chapter material–help them assess their understanding, and provide possibilities for in-class discussions, assignments, and additional research.


New To This Edition

NEW! Includes new introductory chapters that cover current issues (NCLB, standards) about emergent literacy (Ex. pg. 1, CH.1).

  • Begins with information on understanding how children learn.  This is critical in order to make instructional decisions that are in children's best interests.

NEW! New feature "Maintaining Developmentally Appropriate Practice in a No Child Left Behind World".  (Ex. pg. 238).

  • This section provides additional information on developmentally appropriate literacy instruction. 

NEW! New feature "Home-School Connection". (Ex. pg. 188-190).

  • These sections thread information on working with families throughout the text. 

NEW! Expanded coverage of working with English language learners.  (Ex. pg. 151-152).

  • Providing the right help at the right time is emphasized for all children regardless of ability or special needs or language or diversity. 

NEW! Has chapters and discussions on oral language development, reading, writing, setting up classrooms for literacy activities, how to select and read children's literature, how to assess literacy development, and how to select teaching resources.  (Ex. pg. 77).


Table of Contents

1. Understanding How Children Learn.

2. Understanding How Literacy Emerges.

 

3. Emergent Literacy Develops through Play and Experiences.

4. Emergent Literacy Develops through Oral Language and Story.

5. Assisting Emergent Readers.

6. Creating a Classroom for Readers.

7. Assisting Emergent Writers.

8. Supporting Independent Writers.

9. Assessing Growth in Literacy.

10. Selecting Early Literacy Teaching Resources.

References.

Index.



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Author Bios

Marjorie V. Fields is Professor Emeritus of early childhood education at the University of Alaska Southeast. She coordinated early childhood graduate teacher education programs throughout the state of Alaska for many years. A former kindergarten and first grade teacher, she has studied how children become literate for several decades. She has published several articles in professional journals and chapters in edited books on the topic of emergent literacy and wrote the book Your Child Learns to Read and Write (1998) for parents. (Olney, MD: Association for Childhood Education International, 1998). With kindergarten teacher Deborah Hillstead, she also wrote a how-to book on literacy in pretend play, published by Scholastic. She has been active in early-childhood professional associations at the local, state, and national levels.  She is currently president of the National Association of Early Childhood Teacher Educators (NAECTE) and has served in several otherNAECTE leadership roles; she has also served on the governing board of the National Association for the Education of Young Children. Her proudest accomplishments relate to raising two sons: Michael and David, fine men and loving fathers. Her new focus is her grandchildren Sarah, Caroline, and Jackson who are being closely documented during their emergent literacy processes.

 

Lois A. Groth is an assistant professor in the Graduate School of Education at George Mason University. A former elementary teacher, she now teaches literacy courses in the elementary education and literacy programs. As the university facilitator of a Professional Development School, Lois works with student interns and clinical faculty throughout Annandale Terrace Elementary School.  She has three young children, Kyle, Jennifer, and Sara, who help her practice reading and writing right.

 

Katherine L. (Katy) Spangler is a professor of education at the University of Alaska Southeast, where she coordinates a graduate teacher education program.  She teaches courses in literacy and children's literature. Examples of her children's work appear throughout Let's Begin Reading Right.  Patrick is now a college student and Mary is in high school; both have grown up to be good readers and effective writers.

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