Developing Early Literacy

Focuses on the development of reading, writing, speaking and listening for children from birth to eight years.

Developing early literacy: Assessment and teaching, third edition, updates the research and practical implications for teaching reading, writing, speaking and listening. It provides a comprehensive resource for teacher education students and practising teachers working with children from birth to eight years in early childhood settings, including preschools and the first years of school.There are new chapters on vocabulary and fluency to provide teacher education students and practising teachers with the latest knowledge and practical application in these areas.It explores:-developmental phases of literacy-ways of assessing children's literacy development-research into oral language, home and community languages and literacy, play and literacy, reading and writing -the importance of children's literature and reading aloud using different text types for scaffolding children's reading and writing-phonemic awareness, phonics scope and sequences and high-frequency words -teacher scaffolding by modelling, sharing, guiding and encouraging independent activities-practical ideas for planning, teaching and managing the literacy program.

A valuable resource for professionals working with pre-school children, or with older children lacking basic literacy skills, this book provides practical photocopiable activities to develop the early skills required for success with literacy. Includes: rhyming activities; alphabet activities; phonological awareness; writing and handwriting; and reading. Each section is structured so that children can build up their knowledge and skills. Developed within the classroom, these ideas and activities can be used with a range of children in whole class, group and individual situations both at home and in pre-school settings. Designed to help children showing early signs of dyslexia or a specific learning difficulty, these activities will also benefit older children who lack a foundation of early literacy skills. It is invaluable for teachers, learning support assistants, nursery workers, parents and carers.

The National Assessment of Educational Progress reveals that 37 percent of U.S. fourth graders fail to achieve basic levels of reading achievement. In 1997, the U.S. Congress asked that a review of research be conducted to determine what could be done to improve reading and writing achievement. The resulting "Report of the National Reading Panel: Teaching Children to Read" (NICHD, 2000) has been influential in helping to guide reading-education policy and practice in the United States. However, that report did not examine the implications of instructional practices used with children from birth through age 5. To address this gap in the knowledge base, the National Early Literacy Panel (NELP) was convened. The panel was asked to apply a similar methodological review process to that used by the National Reading Panel (NRP) to issues of instructional practices for young children so that parents and teachers could better support their emerging literacy skills. The NELP report represents a systematic and extensive synthesis of the published research literature concerning children's early literacy skills. It provides educators and policymakers with important information about the early skills that are implicated in later literacy learning, as well as information about the type of instruction that can enhance these skills. The results also identify areas in which additional research is needed. The meta-analyses conducted by the panel showed that a wide range of interventions had a positive impact on children's early literacy learning.

Developing Early Literacy Skills Outdoors provides practitioners with practical planning for how to develop and enhance the outdoor area to facilitate literacy learning. The activities throughout the book are low cost and easy to set up, aiming to reassure practitioners and give them confidence to plan more literacy learning experiences outdoors. This is further supported with planning guidance and resource ideas, as well as advice on observation and assessment, including suggestions for how to reduce the paperwork burden and a useful observation template. The book is divided into sections that represent the different aspects of communication, language and literacy and includes: an introduction to each aspect, explaining why it is important and outlining the fundamental skills and concepts that underpin it; ideas for adult-led and adult-initiated activities that aim to develop children's early knowledge, skills and understanding in communication, language and literacy; suggestions for how to enhance continuous outdoor provision so that it promotes communication, language and literacy skills; pointers and tips about teaching mathematics in the early years and includes ideas for how to involve parents and carers.

'Developing Early Literacy presents an interesting range of literacy-related topics which address issues of current importance to early years practice and, in places, question current thinking. There is an excellent balance of theoretical background and case study examples which would make this a relevant and practical text for both students and early years professionals.' - Mary-Louise Maynes, Lecturer in Early Childhood Studies, Bishop Grosseteste University Providing clear guidance on how to develop early literacy, this book offers support with the planning and teaching of this vital aspect of the curriculum using innovative and exciting methods. Linking theory with practice, topics covered include: babies and very early communication the importance of role play corners outdoor learning and literacy how rhyme and repetition help to develop literacy teaching literacy to children who have English as an Additional Language (EAL) literacy and diversity using picture books to develop literacy supporting transitions different approaches to the teaching of phonics and early reading. Each chapter has learning objectives, case studies featuring younger and older children from the Birth to 8 age range, a summary and suggested Further Reading. This text is essential reading for those on Early Childhood Studies, Early Years, Primary PGCE and Early Years teacher education courses. Virginia Bower is Senior Lecturer at Canterbury Christ Church University.

Widely recognized as a leading text in its field, this popular guide explores literacy development beginning in infancy and through fourth grade. The latest edition continues to prepare teachers to create and implement literacy-rich curricula in early childhood classrooms, while providing updates to federal legislation and highlighting the impact of state standards on educational settings. Recent technology is integrated into activities used to enhance literacy competencies. Throughout the book, the author’s approach to reflective teaching empowers teachers to become effective decision makers and thoughtful mediators in children’s transactions with literacy. A conceptual and theoretical foundation for describing reading and writing processes is followed by research-based descriptions of the signs of emergent literacy and developmentally appropriate instructional strategies. The emphasis on linguistic and cultural diversity includes an array of approaches for supporting English language learners. Chapter extension activities challenge readers to apply concepts through observation, research, curriculum development, and discussion. Sample observation and assessment forms assist in determining children’s progress in developing literacy.

This book provides pre-service and practising teachers with an integrated approach to language and literacy learning in early childhood. Written by leading academics in the field, it explores how children learn to talk, play using language, become literate and make meaning - from birth through to the pre-school years. Emphasising the importance of imagination and the arts in language learning, this book addresses a wide range of contemporary issues, highlights the impact of diverse socioeconomic, language and cultural backgrounds on young children's language and literacy development, and shows how early childhood teachers can effectively partner with parents and caregivers to help children learn through and about language. Case studies, interviews, reflective questions, clear links to the Early Years Learning Framework and the Australian Curriculum, and a rich array of practical and creative activities for use in early childhood environments help students connect theory and current research to practice.