Best Practices in Early Literacy Instruction

Edited by Diane M. Barone and Marla H. Mallette

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Hardcover
September 2, 2013
ISBN 9781462511761
Price: $88.00
334 Pages
Size: 7" x 10"
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Paperback
September 3, 2013
ISBN 9781462511563
Price: $38.00
334 Pages
Size: 7" x 10"
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e-book
September 4, 2013
ePub and PDF ?
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334 Pages
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print + e-book
Paperback + e-Book (ePub and PDF) ?
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334 Pages
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Bringing together prominent scholars, this book shows how 21st-century research and theory can inform everyday instructional practices in early childhood classrooms (PreK-3). Coverage includes foundational topics such as alphabet learning, phonological awareness, oral language development, and learning to write, as well as cutting-edge topics such as digital literacy, informational texts, and response to intervention. Every chapter features guiding questions; an overview of ideas and findings on the topic at hand; specific suggestions for improving instruction, assessment, and/or the classroom environment; and an engrossing example of the practices in action.

“This book presents a rich assortment of advice and practical examples from an expert team of authors, explaining how to provide young children with supportive literacy and language environments. Dive right in and pull out a gem on topics as diverse and necessary as parent involvement, digital literacy, the role of play, literary and informational texts, oral language, assessment, early intervention, response to intervention, writing, reading comprehension, and more. Definitely a keeper.”

—Timothy Shanahan, PhD, Distinguished Professor Emeritus, Department of Curriculum and Instruction, University of Illinois at Chicago


“A welcome addition to the bookshelves of practitioners, early childhood leaders, early literacy scholars, and university students. This is an excellent volume, coherently written and arranged. It will help broaden the reader's knowledge base about literacy development, materials, instruction, intervention, and assessment. The examples and approaches in this visionary book can be adapted readily to learners' unique needs. I recommend it strongly! As a text, I would use this book in courses such as Early Literacy and Acquisition and Development of Language and Literacy.”

—Patricia A. Edwards, PhD, Department of Teacher Education, Michigan State University; past president, International Literacy Association


“Research has consistently demonstrated the impact of early literacy instruction on young children’s educational outcomes. Sadly, best practices are not always common knowledge. This book provides educators with critical information about what should be taught in the preschool classroom as well as explicit guidance for using research-based instructional strategies. The volume also acknowledges the critical roles that parents and culture play in children's early literacy, offering strategies for engaging parents and bridging the home and school settings.”

—Billie J. Enz, PhD, College of Education (Emerita), Arizona State University

Table of Contents

I. Influences on Literacy Development

1. Parent Involvement Supporting Early Literacy Achievement: Best Practices for Bridging the Home and School Environments, Beth M. Phillips, Kylie S. Flynn, Galiya A. Tabulda, Smriti Jangra, and Christopher J. Lonigan

2. A Comprehensive Approach to Building Oral Language in Preschool: Prerequisites for Literacy, Allyssa McCabe

3. Working with Culturally and Linguistically Diverse Students: Lessons Learned from Reading Recovery, Catherine Compton-Lilly

4. Supporting Language and Literacy Development in Quality Preschools, Shannon Riley-Ayers

II. Materials and Texts

5. Early Literacy Development in the Digital Age, Jackie Marsh and Dylan Yamada-Rice

6. What, When, and How Electronic Media Can Be Used in an Early Literacy Classroom, Annie M. Moses

7. New Perspectives on Literature for Young Children, Diane M. Barone and Andrea Morency

8. Read All about I.T.!: Informational Text in the Early Childhood Classroom, Lynne M. Watanabe and Nell K. Duke

III. Reconceptualizing Developmentally Appropriate Practice

9. Phonological Awareness and Alphabet Knowledge: The Foundations of Early Reading, Marcia Invernizzi and Laura S. Tortorelli

10. Reading to Learn from the Beginning: Comprehension Instruction in the Primary Grades, Katherine A. Dougherty Stahl

11. Best Practices in Oral Vocabulary Instruction, Susan B. Neuman and Tanya S. Wright

12. Real Books, Real Reading: Effective Fluency Instruction for Striving Readers, Melanie R. Kuhn, Kristina Zukauskas Phelan, and Paula J. Schwanenflugel

13. Best Practices in Early Writing Instruction, Deborah Wells Rowe and Tanya R. Flushman

14. Strengthening Play in Early Literacy Teaching Practice, Kathleen A. Roskos and James Christie

IV. Intervention and Assessment

15. "How Am I Doing?": Students' Perceptions of Literacy and Themselves, Marla H. Mallette, Peter P. Afflerbach, and Christine E. Wiggs

16. The Interactive Strategies Approach to Early Literacy Intervention, Donna M. Scanlon, Kimberly L. Anderson, and Frank R. Vellutino

17. An Evidence-Based Approach to Response to Intervention, Monica T. Billen and Richard L. Allington


About the Editors

Diane M. Barone, EdD, is Foundation Professor of Literacy Studies at the University of Nevada, Reno. Her research focuses on young children's literacy development and instruction in high-poverty schools. Dr. Barone served as the editor of Reading Research Quarterly and was a board member of the International Reading Association and the National Reading Conference. She is coeditor of The Reading Teacher with Marla H. Mallette.

Marla H. Mallette, PhD, is Associate Professor of Literacy Education at Binghamton University. Her research interests include literacy instruction and learning with students of culturally and linguistically diverse backgrounds, and early literacy. She is also interested in literacy research methodologies and has used various methodologies in her own work. Dr. Mallette is coeditor of The Reading Teacher with Diane M. Barone.

Contributors

Peter P. Afflerbach, PhD, is Professor in The Reading Center, University of Maryland.

Richard L. Allington, PhD, is Professor of Literacy Studies at the University of Tennessee.

Kimberly L. Anderson, PhD, is Director of Professional Development for the Interactive Strategies Approach (ISA) Professional Development Project. She is jointly affiliated with the Child Research and Study Center and the Reading Department at the University at Albany.

Diane M. Barone, EdD, is Foundation Professor of Literacy Studies at the University of Nevada.

Monica T. Billen, MA, is a doctoral student at the University of Tennessee, Knoxville, in the Theory and Practice in Teacher Education Department.

James Christie, PhD, is Professor of Social and Family Dynamics at Arizona State University.

Catherine Compton-Lilly, PhD, is Associate Professor in Curriculum and Instruction at the University of Wisconsin–Madison.

Nell K. Duke, EdD, is Professor of Language, Literacy, and Culture at the University of Michigan.

Tanya R. Flushman, PhD, is Assistant Professor in the School of Education at California Polytechnic State University at San Luis Obispo.

Kylie S. Flynn, PhD, is Associate in Research at Florida State University's Florida Center for Reading Research.

Marcia Invernizzi, PhD, is the Henderson Professor of Reading Education at the University of Virginia's Curry School of Education.

Smriti Jangra, MA, is a PhD student in Educational Psychology and Learning Systems at the College of Education at Florida State University.

Melanie R. Kuhn, PhD, is Associate Professor in Literacy Education at Boston University.

Christopher J. Lonigan, PhD, is Distinguished Research Professor of Psychology and Associate Director of the Florida Center for Reading Research at Florida State University.

Marla H. Mallette, PhD, is Associate Professor of Literacy Education at Binghamton University.

Jackie Marsh, PhD, is Professor of Education at the University of Sheffield, United Kingdom.

Allyssa McCabe, PhD, is Professor of Psychology at University of Massachusetts–Lowell.

Andrea Morency, MEd, is an elementary school teacher and a PhD student in Education at the University of Nevada, Reno.

Annie M. Moses, PhD, is Assistant Professor of Early Childhood/Teacher Education in the Department of Education and Allied Studies at John Carroll University.

Susan B. Neuman, EdD, is Professor in Teaching and Learning at the University of Michigan.

Kristina Zukauskas Phelan, MEd, is Reading Specialist at the Mahala F. Atchison School in Tinton Falls, New Jersey.

Beth M. Phillips, PhD, is Associate Professor of Educational Psychology and Learning Systems at the College of Education at Florida State University and Faculty Associate of the Florida Center for Reading Research.

Shannon Riley-Ayers, PhD, is Assistant Research Professor at the National Institute for Early Education Research at Rutgers University.

Kathleen A. Roskos, PhD, teaches courses in reading assessment and instruction at John Carroll University.

Deborah Wells Rowe, PhD, is Associate Professor in the Language, Literacy, and Culture Program at Peabody College, Vanderbilt University.

Donna M. Scanlon, PhD, is Professor in the Reading Department at the University at Albany, State University of New York.

Paula J. Schwanenflugel, PhD, is Professor of Educational Psychology and Adjunct Professor of Linguistics and Cognitive Science at the University of Georgia.

Katherine A. Dougherty Stahl, EdD, is Associate Professor of Reading at New York University, where she serves as Director of the Literacy Program and Director of the NYU Literacy Clinic.

Galiya A. Tabulda, MS, is a PhD student in the Learning and Cognition Program at the Department of Educational Psychology and Learning Systems at Florida State University.

Laura S. Tortorelli, MEd, is a PhD student in Reading Education at the Curry School of Education at the University of Virginia.

Frank R. Vellutino, PhD, is Distinguished Professor at the University at Albany, the State University of New York, where he holds joint appointments in the Department of Psychology and the Department of Educational and Counseling Psychology.

Lynne M. Watanabe, MA, is a PhD student in the Department of Educational Psychology and Educational Technology at Michigan State University.

Christine E. Wiggs, PhD, is a third/fourth-grade Title I and gifted teacher at an elementary school in Southern Illinois.

Tanya S. Wright, PhD, is Assistant Professor of Teacher Education at Michigan State University.

Dylan Yamada-Rice, PhD, is Lecturer in Early Years Education at the University of Sheffield, United Kingdom.

Audience

PreK–3 classroom teachers, reading specialist/coaches, and staff developers; teacher educators and researchers in early literacy.

Course Use

May serve as a text in undergraduate- and graduate-level courses such as Early Literacy Instruction and Research in Early Literacy.