| Description |
xxi, 674 pages : illustrations ; 28 cm |
| Contents |
Machine generated contents note: 1.Introduction to Literacy: Definitions and Theoretical Perspectives -- Defining literacy -- Theoretical perspectives on literacy -- Affective factors and young children's literacy learning -- pt. 1 YOUNG CHILDREN, LANGUAGE AND LITERACY -- 2.Understanding Oral Language -- Introduction -- Language and communication -- Language and speech -- Expressive (productive) and receptive modes -- Properties of language -- Components of spoken language -- Language is functional -- Language register -- Listening (receptive language) -- Language and culture -- Language variations -- 3.Oral Language: Perspectives and Phases -- Theoretical perspectives on oral language learning -- Phases, stages and milestones of oral language development -- Bilingual and multilingual language learners -- 4.Early Childhood Settings and Oral Language Learning and Development -- Introduction -- Language development and the home setting -- |
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Contents note continued: Language development and the childcare setting -- Language development and the preschool setting -- Language development and the early years of the primary school setting -- 5.Key Early Childhood Learning Contexts for Oral Language -- Play and oral language -- Reading aloud to children -- Storytelling -- Conversations and discussions -- Investigations -- 6.Learning Experiences and Activities for Speaking and Listening -- Introduction: Important considerations -- Speaking and listening activities -- Activities with a listening focus -- Drama as a medium for speaking and listening development -- 7.Language, Thinking and Learning -- Cognition and language -- Language use and brain development -- The relationship between language and cognition -- Inner speech and thinking -- Language and learning -- Questioning for cognition and learning -- 8.Assessing Speaking and Listening -- Assessment issues in Early Childhood -- What needs to be assessed? -- |
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Contents note continued: The components of language -- Collecting data about children's oral language -- Documentation of oral language learning -- Interpreting the information gathered about oral language -- pt. 2 YOUNG CHILDREN AND READING -- 9.Understanding Reading -- Defining reading -- Foundational knowledge for reading -- Knowledge about text purposes -- Phonological awareness -- Knowledge about letters and sounds -- Letter--sound relationships -- Word recognition: Phases of development -- Sight words -- Reading development -- Perspectives on how to teach reading -- Child-initiated or educator-initiated literacy learning? -- 10.Phonological Awareness, Letters, Sounds and Sight Words -- Phonological awareness -- Teaching phonological awareness -- Principles for teaching phonological awareness -- Assessment of phonological awareness -- Teaching about letter--sound relationships -- What do children need to know about letter--sound relationships? -- |
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Contents note continued: Suggested sequences for teaching phonics -- Principles of phonics teaching -- Strategies and games for teaching phonics -- Working with letters and sounds -- Assessment of letter--sound knowledge -- Teaching sight words -- Strategies for teaching sight words -- Assessment of sight-word knowledge -- 11.Vocabulary for Reading and Writing -- What do we mean by vocabulary? -- Why is vocabulary important in reading and writing? -- How does vocabulary develop? -- Levels of vocabulary knowledge -- How can vocabulary learning be facilitated in the early years? -- Indirect instruction -- Explicit vocabulary instruction -- Word study -- Word sorts/classifications -- Purposeful strategic conversations -- Using dictionaries -- Using contextual cues -- Teaching word consciousness -- Some principles for vocabulary teaching -- Assessment of vocabulary knowledge -- Toolbox of Vocabulary Strategies -- 12.Strategies for Teaching Reading -- |
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Contents note continued: Pedagogical strategies for supporting reading -- Reading aloud to children -- Shared reading -- Guided reading -- Language Experience Approach -- Buddy reading -- Independent reading -- Reciprocal teaching -- Literature circles -- Matching texts to children -- Finding out about children's reading interests -- 13.Reading for Comprehension -- Introduction -- How can reading comprehension be defined? -- What does a child need to know and do to comprehend a text? -- Reading comprehension: Suggested developmental pathway -- ̀Levels' of comprehension -- Strategic processes for comprehension -- Teaching comprehension processes and strategies -- Comprehension of informational texts -- Providing appropriate texts -- Vocabulary for reading -- Comprehension of multimodal texts -- Good practice recommendations -- Assessment of reading comprehension -- Toolbox of Comprehension Strategies -- 14.Developing Reading Fluency -- What is reading fluency? -- |
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Contents note continued: Elements of reading fluency -- Why is reading fluency important? -- Fluency development -- Key practices for fostering reading fluency -- Improving the elements of fluency -- Improving expressiveness -- Using ICTs to teach reading fluency -- Pulling it all together -- Assisting struggling readers -- Assessment of reading fluency -- What not to do -- Toolbox of Fluency Strategies -- pt. 3 YOUNG CHILDREN AND WRITING -- 15.Introduction to Writing -- Written communication -- Four components of writing -- The physical aspect of writing -- Writing traits -- The writing process -- Children's growth in written communication -- Using the phases of writing development -- 16.Writing Purpose and Text Organisation -- Introduction -- Writing purpose -- Audience -- Written texts -- Types of texts -- Teaching about texts: Beginning and emergent -- Teaching about texts in the early years of school -- 17.The Writing Conventions: Grammar and Punctuation -- |
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Contents note continued: Writing conventions -- What is grammar? -- Oral language and grammar as a prelude to writing -- Understanding English grammar -- Punctuation -- Teaching about the writing conventions -- 18.Spelling and Handwriting -- The importance of good spelling -- The English orthographic system -- Spelling knowledge -- Spelling strategies -- Children's spelling development -- Invented spelling -- Teaching spelling -- Spelling activities -- Spelling journals -- Spelling lessons -- Spelling and editing -- Handwriting -- 19.Key Strategies for Teaching Writing -- Introduction -- Modelled writing -- Shared writing -- Working with texts produced in modelled or shared writing -- Interactive writing -- Language Experience Approach -- Guided writing -- Independent writing -- The teaching strategies in use -- 20.Writing Experiences and Activities -- The emergence of writing -- Supporting the emergence of writing -- Supporting children's further progress as writers -- |
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Contents note continued: Developing writing lessons for children in the early years of school -- Establishing the stimulus for writing activities -- 21.Assessing and Evaluating Writing -- What to assess? -- Collecting information about children's writing -- Spelling -- Assessment of writing interest and motivation -- pt. 4 FRAMING LANGUAGE AND LITERACY LEARNING -- 22.Children's Literature by Helen Adam -- What is children's literature? -- The place of literature in the curriculum -- Laying the foundations -- Response to literature -- Creating a positive environment for dynamic literary response -- 23.Visual and Critical Literacy -- Introduction -- Defining critical literacy -- Visual literacy and its importance in the 21st century -- Defining viewing or visual literacy -- Broad approaches to teaching viewing -- Suggested themes for critical and visual literacy -- Assessment of visual literacy -- 24.Language, Literacy and Information and Communication Technologies -- |
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Contents note continued: Young children and ICTs -- SAMR and TPACK -- Using ICTs to further young children's literacy learning -- ICTs to help children learn sight words, comprehension and fluency -- Writing using ICTs -- ICT-based concept mapping for reading and writing -- Using the web -- Interactive whiteboards -- ICTs and safety concerns -- 25.Connecting with Families -- Family literacy practices -- Family literacy practices and emerging literacy -- Oral language as a component of family literacy -- Family literacy and emergent literacy -- Family literacy diversity -- Family literacy initiatives -- Parent--educator partnerships -- The benefits of parent--educator partnerships -- Partnership practices -- Working with families from culturally and linguistically diverse backgrounds -- 26.Planning for Language and Literacy -- The learning program -- The literacy-enriched environment -- Language and literacy programs for the different early childhood settings -- |
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Contents note continued: The informed early childhood professional |
| Summary |
Language, Literacy and Early Childhood Education helps students to understand the nature of oral language, reading and writing, providing the essential knowledge needed to guide the language development and learning needs of young children |
| Analysis |
Australian |
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Teaching of specific subjects (Australia) |
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Elementary education & schools (Australia) |
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Literacy (Australia) |
| Notes |
Authors are residents of W.A |
| Bibliography |
Includes bibliographical references (pages 632-657) and index |
| Audience |
Tertiary/Undergraduate |
| Subject |
Language arts (Early childhood) -- Australia.
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Literacy -- Study and teaching (Primary)
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English language -- Composition and exercises -- Study and teaching (Primary)
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Reading (Early childhood)
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Reading (Primary)
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Literacy -- Australia.
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Language arts (Primary) -- Australia.
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Literacy -- Study and teaching (Early childhood)
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Language acquisition.
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Literacy -- Study and teaching.
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Children -- Language -- Study and teaching.
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Early childhood education -- Study and teaching.
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| Author |
Oakley, Grace, author
|
| LC no. |
2015304083 |
| ISBN |
9780195521177 |
