Tanya S. Wright: Dr. Wright's research and teaching focus on curriculum and instruction in language and literacy during the early childhood and elementary years. Wright is co-author of several books for teachers and parents including A Teacher's Guide to Vocabulary Development Across the Day: Grades K-3 released in 2020. Her work has been published in journals such as American Educator, The Elementary School Journal, The Reading Teacher, Reading and Writing, Reading Research Quarterly, the Journal of Literacy Research and the Journal of Teacher Education. Wright's research has been funded by the National Science Foundation, the Spencer Foundation, the Institute of Education Sciences, the W. K. Kellogg Foundation, and the CREATE for STEM foundation at MSU.
Sonia Q. Cabell: Dr. Cabell's research focuses on the prevention of reading difficulties among young children for who are at-risk, particularly those living in poverty. Dr. Cabell's work spans pre-kindergarten through second grade and consists of how to strengthen children's language and literacy skills that serve as precursors to both successful reading comprehension and word recognition. She is the co-author of the book Emergent Literacy: Lessons for Success.
Nell K. Duke: Dr. Duke's work focuses on early literacy development, particularly among children living in poverty.
She has served as Co-Principal Investigator of projects funded by the Institute of Education Sciences, the National Science Foundation, the Spencer Foundation, and the George Lucas Educational Foundation, among other organizations. Duke has been named one of the most influential education scholars in the U.S. in EdWeek.
Duke is author and co-author of numerous journal articles and book chapters. Her most recent books are Inside Information: Developing Powerful Readers and Writers of Informational Text through Project-based Instruction and Beyond Bedtime Stories: A Parent's Guide to Promoting Reading, Writing, and Other Literacy Skills From Birth to 5, Second Edition.
Marianna Souto-Maning: Dr. Souto-Manning is President of the Erikson Institute. She holds academic appointments abroad at the University of Iceland and King's College London. Prior to her career in higher education, Souto-Manning was a teacher in public preschools in Brazil and the United States.
Souto-Manning has published 10 books, co-authored more than 75 peer-reviewed articles and received a number of distinguished research awards.
About the Authors
Introduction and How to Use this Book
Introduction to the purposes and structure of the book including an introduction to the eight core Practices for early childhood educators: Knowing, Showing, Designing, Including, Engaging, Explaining, Observing, and Responding.
Chapter 1: Clever Communicators
Both language and conceptual knowledge are critical for understanding texts and for learning about the world. In Chapter 1, early childhood educators learn to support young children in building knowledge, and in developing language, including vocabulary, to talk about the concepts they learn and texts that are read.
Chapter 2: Print Navigators
As children interact with different types of written text, they learn about how print is used to convey meaning. In Chapter 2, early childhood educators learn to support these understandings by encouraging children to engage with literacy materials in meaningful ways.
Chapter 3: Sound?Letter Linkers
The understanding that oral language can be broken into smaller sounds is a critical building block for literacy development. In Chapter 3, early childhood educators learn to use games and activities that encourage children to play with sounds in words.
Chapter 4: Resourceful Writers
In the early childhood years, children can begin to represent their ideas using pictures, symbols, and eventually with letters. In Chapter 5, early childhood educators learn to encourage and support children's attempts to share their ideas through writing.
Chapter 5: Text Comprehenders
Young children can understand, enjoy, learn from, and apply ideas from texts and images. In Chapter 6, early childhood teachers learn to engage children in read alouds and other interactions with written text that facilitate language development and higher-order discussion.
Index
Your request is processing... Please Wait