Let's Begin Reading Right

Let's Begin Reading Right

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For Literacy in Early Childhood or Early Childhood Reading Methods courses.Written from a constructivist viewpoint, this popular text for future teachers of children from preschool through the primary grades focuses on how young children construct literacy and how teachers can support and guide that activity through developmentally-appropriate teaching practices. The authors examine current research of emergent and holistic literacy, and tie its findings to instructional practices that teach such skills as phonemic awareness, phonics, and spelling within the context of meaningful reading and writing tasks. As in previous editions, they advocate giving children a choice of the reading material from which they will learn; and, caution against grouping children solely by literacy ability.show more

Product details

  • Paperback | 448 pages
  • 186.9 x 236.2 x 20.8mm | 716.69g
  • Pearson Education (US)
  • Pearson
  • United States
  • English
  • 5th edition
  • 0130494917
  • 9780130494917

About Marjorie V. Fields

Marjorie V. Fields is Professor Emeritus of early childhood education at the University of Alaska Southeast. She coordinated early childhood graduate teacher education programs throughout the state of Alaska for many years. A former kindergarten and first grade teacher, she has studied how children become literate for several decades. She has published several articles in professional journals and chapters in edited books on the topic of emergent literacy and has also written the book Your Child Learns to Read and Write for parents on that topic (Olney, MD: Association for Childhood Education International, 1998). She has been active in early childhood professional associations, having served as vice president of the National Association of Early Childhood Teacher Educators and also having been on the Governing Board of the National Association for the Education of Young Children. Her proudest accomplishments relate to raising two sons: Michael, an employment law attorney, and David, a structural engineer. Her new focus is her granddaughters Sarah and Caroline, who will be closely documented during their emergent literacy process. Lois A. Groth is an assistant professor in the Graduate School of Education at George Mason University. A former elementary teacher, she now teaches literacy courses in the elementary education and literacy programs. Lois does staff development in early literacy, most recently with the Fairfax County, Virginia, Office for Children, to develop an Early Literacy Institute for early childhood practitioners. She has three young children, Kyle, Jennifer, and Sara, who help her practice reading and writing right. Katherine L. (Katy) Spangler is a professor of education at the University of Alaska Southeast, where she coordinates and teaches in an elementary teacher credential program for students in small, rural communities in Alaska. A former bilingual elementary teacher, she now teaches courses in reading and writing methods and children's literature. She has a special interest in literature for children from Alaska and the North. Katy is the Alaska editor of Exploring Our United States: The Pacific States (Oryx, 1994) and frequently gives workshops in Alaskan children's literature. Her two children, Patrick and Mary McCormick, grew up with Let's Begin Reading Right and are now in high school and middle school.show more

Table of contents

1. Understanding Emergent Readers and Writers. 2. Emergent Literacy Develops through Play and Experiences. 3. Emergent Literacy Develops through Oral Language and Story. 4. Assisting Emergent Readers. 5. Assisting Emergent Writers. 6. Supporting Independent Writers. 7. Creating a Classroom for Readers. 8. Assessing Growth in Literacy. 9. Selecting Early Literacy Teaching Resources. References. Index.show more

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