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Language, literacy and early childhood education

Author: Janet Fellowes; Grace Oakley
Publisher: South Melbourne, Victoria : Oxford University Press, 2014.
Edition/Format:   Print book : English : Second editionView all editions and formats

Language, Literacy and Early Childhood Education, Second Edition, helps students to understand the nature of oral language, reading and writing, providing the essential knowledge needed to guide the  Read more...


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Document Type: Book
All Authors / Contributors: Janet Fellowes; Grace Oakley
ISBN: 9780195521177 019552117X
OCLC Number: 907976334
Description: xxi, 674 pages : illustrations ; 28 cm
Contents: 1. Introduction to Literacy: Definitions and Theoretical Perspectives Defining literacy Theoretical perspectives on print literacy (traditional reading and writing) Affective factors and young children's literacy learning PART 1: YOUNG CHILDREN AND LANGUAGE2. 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 Language development and the childcare setting Language development and the preschool settingLanguage development and the early years of the primary school setting5. Key Early Childhood Learning Contexts for Oral Language Play and oral language Reading aloud to childrenStorytelling 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 PART 2: UNDERSTANDING LITERACY: READING AND WRITING8. Assessing Speaking and Listening Assessment issues in Early ChildhoodWhat needs to be assessed? The components of languageCollecting data about children's oral language Documentation of oral language learningInterpreting the information gathered about oral language 9. Understanding Reading Defining reading Foundational knowledge for readingKnowledge about text purposes Phonological awarenessKnowledge 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 WordsPhonological 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? 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 wordsStrategies for teaching sight words Assessment of sight-word knowledge 11. Vocabulary for Reading and WritingWhat do we mean by vocabulary? Why is vocabulary important in reading and writing? How does vocabulary develop? Levels of vocabulary knowledgeHow can vocabulary learning be facilitated in the early years?Indirect instruction Explicit vocabulary instruction Word study Word sorts/classifications Purposeful strategic conversationsUsing dictionaries Using contextual cues Teaching word consciousness Some principles for vocabulary teaching Assessment of vocabulary knowledge 12. Strategies for Teaching Reading 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 comprehensionTeaching comprehension processes and strategies Comprehension of informational texts Providing appropriate texts Vocabulary for reading Comprehension of multimodal texts Good practice recommendationsAssessment of reading comprehension 14. Developing Reading Fluency What is reading fluency? 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 ICT to teach reading fluencyPulling it all together Assisting struggling readers Assessment of reading fluency What not to do PART 3: LEARNING TO WRITE 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 emergentTeaching about texts in the early years of school 17. The Writing Conventions: Grammar and PunctuationWriting 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 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 22. Children's Literature by Helen Adam What is children's literature? The place of literature in the curriculum Laying the foundations Response to literatureCreating a postive environment for dynamic literary response 23. Visual and Critical Literacy Defining viewing or visual literacy 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 CommunicationTechnologies (ICT ) Young children and ICT SAMR and TPACK Using ICT to further young children's literacy learning ICT to help children learn sight words, comprehension and fluency Writing using ICT ICT-based concept mapping for reading and writing Using the web Interactive whiteboards ICT 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 The informed early childhood professional Appendix A: Compendium of Teaching Strategies and Activities for Language and LiteracyAppendix B: Test Your Language and Literacy Knowledge
Responsibility: Janet Fellowes, Grace Oakley.


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Review of the first edition"Language, Literacy and Early Childhood Education is a valuable text, of benefit to both pre-service teachers and to early childhood practitioners in under-five settings Read more...

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