Emergent Literacy and Language Development

Promoting Learning in Early Childhood
1. Auflage 2009
ISBN: 978-1-60623-300-9
Verlag: Guilford Publications

Buch, Englisch, 240 Seiten, Format (B × H): 162 mm x 236 mm, Gewicht: 476 g

Reihe: Challenges in Language and Literacy

This concise, accessible book explores the connection between language acquisition and emergent literacy skills, and how this sets the stage for later literacy development. Chapters address formative early experiences such as speaking and listening, being read to, and talking about print concepts and the alphabet. Written for early childhood professionals, reading specialists, and speech–language pathologists, the book describes effective assessment and instructional approaches for fostering language learning and emergent literacy in typically developing children and those at risk for language delays. Vivid case examples illustrate specific ways to collaborate with parents to give all children a strong foundation for school readiness and success.

Zielgruppe

Professional Practice & Development

Autoren/Hrsg.

Rhyner, Paula M

Fachgebiete

• Sozialwissenschaften Pädagogik Schulen, Schulleitung Grundschulen, Hauptschulen

Inhaltsverzeichnis

Introduction, Paula M. Rhyner
1. Understanding Frameworks for the Emergent Literacy Stage, Paula M. Rhyner, Eileen K. Haebig, and Kaycee M. West
2. Book Sharing and the Development of Meaning, Judith Vander Woude, Anne van Kleeck, and Elizabeth Vander Veen
3. Metaphonological Awareness: Enhancing Literacy Skills, Elizabeth Hester and Barbara W. Hodson
4. Early Writing and Spelling Development, Joan N. Kaderavek, Sonia Q. Cabell, and Laura M. Justice
5. Children’s Early Narratives, Froma P. Roth
6. Multiculturalism, Language, and Emergent Literacy, Dolores E. Battle

Über Autor(innen)

Paula M. Rhyner, PhD, CCC-SLP, is Professor in the Department of Communication Sciences and Disorders at the University of Wisconsin-Milwaukee (UWM). She is a Board Recognized Specialist in Child Language and has served in various roles on the Specialty Board on Child Language, including that of Chair. Dr. Rhyner is a member of the editorial board for Communication Disorders Quarterly, and served as an Associate Editor for Language, Speech, and Hearing Services in Schools. She directs the Child Language Lab at UWM, which conducts interdisciplinary research in areas related to development and disabilities in children from birth through 5 years of age. Her published research on language assessment and intervention and her interest in emergent literacy and early language acquisition led her to collaborate with the series editors and the other contributing authors to create this book.