Research in Young Children's Literacy and Language Development: Language and Literacy Development for Different Populations

ISBN-13: 9781138091092 / Angielski / Twarda / 2018 / 522 str.

Olivia N. Saracho

Opis

This book presents a series of studies, and researchers’ ideas, that describe how children acquire language and literacy and how their knowledge in language and literacy progress from infancy through the preschool years and to the early years of school. Based on the results of the studies, all authors offer research and practical applications in early childhood education. Readers can use this book as a starting point to conduct future studies that contribute to theory, while practitioners can use the studies’ results to promote and support the children’s language and literacy in their classrooms. This book was originally published as a special issue of Early Child Development and Care.

Spis treści

Introduction – Literacy and language: new developments in research, theory, and practice  1. Research, policy, and practice in early childhood literacy  2. Early reading and practice-inspired research  3. Creating mathematicians and scientists: disciplinary literacy in the early childhood classroom  4. Is dosage important? Examining Head Start preschoolers’ language and literacy learning after one versus two years of ExCELL  5. Testing a nested skills model of the relations among invented spelling, accurate spelling, and word reading, from kindergarten to grade 1  6. Young dual language learners’ emergent writing development  7. Quality standards matter: a comparative case study examining interactive writing in the preschool setting  8. Understanding influences on writing instruction: cases of two kindergarten teachers  9. Scaffolded writing and early literacy development with children who are deaf: a case study  10. Contributions of Skinner’s theory of verbal behaviour to language interventions for children with autism spectrum disorders  11. The effects of the Language for Learning programme on the social adjustment of kindergarten children  12. Are young children’s utterances affected by characteristics of their learning environments? A multiple case study  13. Translanguaging in a Reggio-inspired Spanish dual-language immersion programme  14. Conversation Compass© Communication Screener: a conversation screener for teachers  15. Talking about talk: reviewing oracy in English primary education  16. Talking the talk: translating research to practice  17. Language insights for caregivers with young children  18. Investigating predictors of fidelity of implementation for a preschool vocabulary and language curriculum  19. Parents’ shared storybook reading – learning to read  20. Multimodal play–literacy: a preschooler’s storytelling, drawing, and performing of dinosaur extinction theories  21. Increasing early reading skills in young signing deaf children using shared book reading: a feasibility study  22. Informational and fictional books: young children’s book preferences and teachers’ perspectives  23. A small-scale, feasibility study of academic language time in primary grade language arts  24. Literacy in the twenty-first century: children, families and policy  25. Family literacy programmes and young children’s language and literacy development: paying attention to families’ home language  26. Effective interventions to strengthen early language and literacy skills in low-income countries: comparison of a family-focused approach and a pre-primary programme in Ethiopia  27. Early literacy programme as support for immigrant children and as transfer to early numeracy  28. Childcare, language-use, and vocabulary of second-generation Latino immigrant children growing up in a new immigrant enclave in the United States  29. Supporting preschool dual language learners: parents’ and teachers’ beliefs about language development and collaboration  30. The relative importance of English versus Spanish language skills for low-income Latino English language learners’ early language and literacy development  31. Assessing the early literacy skills of toddlers: the development of four foundational measures  32. Development of the language proficiency of five- to seven-year-olds in rural areas  33. Evidence-based reform: enhancing language and literacy in early childhood education

O autorze

Olivia N. Saracho is Professor in the Department of Teaching and Learning, Policy and Leadership at the University of Maryland, College Park, MD, USA. She is a former bilingual teacher, and has taught Head Start, preschool, kindergarten, and elementary school classes. Her current research and writing is in the field of early childhood education, and she has conducted research on children’s play, emergent literacy, and family literacy. She is co-author of Foundations of early childhood education (with Spodek and Davis, 1991), Right from the start: Teaching children ages three to eight (with Spodek, 1994), Dealing with Individual differences in the early childhood classroom (with Spodek, 1994), and An integrated play-based curriculum for young children (2012); and co-editor of the Handbook of Research Methods in Early Childhood Education (2014).