Literacy and young children: research-based practices

Abstract

Contents: Part I: Foundations for Early Literacy Learning and Instruction. Morrow, Casey, Haworth, Staff Development for Early Literacy Teachers: A Plan to Facilitate Change. Teale, Questions About Early Literacy Learning and Teaching That Need Asking-And Some That Don't. Gaskins, A Multidimensional Approach to Beginning Literacy. Xu, The Learner, the Teacher, the Text, and the Context: Sociocultural Approaches to Early Literacy Instruction for English Language Learners. Part II: Home Literacy Experiences of Children. Lenhart, Roskos, What Hannah Taught Emma and Why It Matters. Paratore, Melzi, Krol-Sinclair, Learning About the Literate Lives of Latino Families. Part III: Phonemic Awareness, Code Learning, and Book Acting. Schickedanz, Engaging Preschoolers in Code Learning: Some Thoughts about Preschool Teachers' Concerns. Invernizzi, Concepts, Sounds, and the ABCs: A Diet for a Very Young Reader. McGee, Book Acting: Storytelling and Drama in the Early Childhood Classroom. Part IV: Recent Trends in Literacy Research: Technology, Fluency, and Informational Text. Karchmer, Mallette, Leu, Early Literacy in a Digital Age: Moving from a Singular Book Literacy to the Multiple Literacies of Networked Information and Communication Technologies. Stahl, No More Madfaces: Motivation and Fluency Development with Struggling Readers. Kuhn, How Can I Help Them Pull It All Together? A Guide to Fluent Reading Instruction. Duke, Bennett-Armistead, Roberts, Bridging the Gap between Learning to Read and Reading to Learn. Casbergue, Plauche, Immersing Children in Nonfiction: Fostering Emergent Research and Writing. Vukelich, Evans, Albertson, Organizing Expository Texts: A Look at the Possibilities. Barone, Caution, Apply with Care: Recommendations for Early Literacy Instruction.