Language, literacy and early childhood education:
Gespeichert in:
| Hauptverfasser: | , |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
South Melbourne, Vic.
Oxford University Press
2010
|
| Ausgabe: | 1. publ. |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | Includes bibliographical references and index |
| Beschreibung: | XII, 604 S. Ill. |
| ISBN: | 9780195566284 |
Internformat
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| 100 | 1 | |a Fellowes, Janet |e Verfasser |4 aut | |
| 245 | 1 | 0 | |a Language, literacy and early childhood education |c Janet Fellowes, Grace Oakley |
| 250 | |a 1. publ. | ||
| 264 | 1 | |a South Melbourne, Vic. |b Oxford University Press |c 2010 | |
| 300 | |a XII, 604 S. |b Ill. | ||
| 336 | |b txt |2 rdacontent | ||
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| 338 | |b nc |2 rdacarrier | ||
| 500 | |a Includes bibliographical references and index | ||
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| 650 | 4 | |a Early childhood education | |
| 650 | 4 | |a Literacy | |
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Datensatz im Suchindex
| _version_ | 1804143758170652672 |
|---|---|
| adam_text | IMAGE 1
CONTENTS
------------------------------------------------------
--------------------------------------~
ABOUT THEAUTHORS PRIFAEE AEKNOWLEDGMENTS
PART I YOUNG EHILOREN ANO LANGUAGE
UNDERSTANDING ORAL LANGUAGE
INTRODUCTION LANGUAGE AND COMMUNICATION
LANGUAGE AND SPEECH
EXPRESSIVE AND RECEPTIVE MODES
PROPERTIES OF LANGUAGE
COMPONENTS OF SPOKEN LANGUAGE
LANGUAGE IS FUNCTIONAL
LANGUAGE REGISTER
LANGUAGE AND CULTURE
LANGUAGE VARIATIONS
BILINGUALISM
CODE SWITCHING
LANGUAGE DIVERSITY AND EARLY CHILDHOOD SETTINGS
2 THEORIES AND PHASESOF ORAL LANGUAGE DEVELOPMENT
THEORETICAL PERSPECTIVES OF LANGUAGE DEVELOPMENT PHASES AND MILESTONES
OF ORAL LANGUAGE DEVELOPMENT
ORAL LANGUAGE DEVELOPMENT IN CHILDCARE AND EDUCATION SETTINGS
3 EARLY CHILDHOOD SETTINGS AND ORAL LANGUAGE LEARNING
AND DEVELOPMENT
INTRODUCTION LANGUAGE DEVELOPMENT AND THE HOME SETTING
LANGUAGE DEVELOPMENT AND THE CHILDCARE SETTING
THE PRIMARY SCHOOL SETTING
4 KEY EARLY CHILDHOOD LEARNING CONTEXTS AND ORAL LANGUAGE
PLAY AND ORAL LANGUAGE READING ALOUD TO CHILDREN
STORYTELLING
J
X
XI XII
3
4 4
5 6
6
8
14 20 22 23
25
26 26
31
32 38 42
45
46 47
49 54
58
59 64
67
III
IMAGE 2
IV CONTENTS
CONVERSATION AND DISCUSSION 71
INVESTIGATIONS 76
5 LEARNING EXPERIENCES AND ACTIVITIES FOR SPEAKING AND LISTENING 79
INTRODUCTION: IMPORTANT CONSIDERATIONS 80
SPEAKING AND LISTENING ACTIVITIES 81
THE IMPORTANCE OF LISTENING 99
DIVERSITY AND LISTENING 104
6 LANGUAGE. THINKING AND LEARNING 106
COGNITION AND LANGUAGE 107
LANGUAGE USE AND BRAIN DEVELOPMENT 108
THE RELATIONSHIP BETWEEN LANGUAGE AND COGNITION 108
INNER SPEECH AND THINKING 110
LANGUAGE AND LEARNING 110
QUESTIONING FOR COGNITION AND LEARNING 116
7 ASSESSMENT: SPEAKING AND LISTENING 127
INTRODUCTION 128
ORAL LANGUAGE ASSESSMENT 129
COLLECTING INFORMATION ABOUT CHILDREN S ORAL LANGUAGE 130
DOCUMENTATION OF ORAL LANGUAGE LEARNING 137
INTERPRETING THE INFORMATION GATHERED ABOUT ORAL LANGUAGE 146
PART 2 UNDERSTANDING LLTERACY: READINGANDWRITING 149
8 UNDERSTANDING LITERACY: DEFINITIONS AND THEORETICAL PERSPECTIVES 151
WHAT IS LITERACY? 152
WHY ARE DEFINITIONS IMPORTANT? 152
THEORETICAL PERSPECTIVES ON THE DEVELOPMENT OF READING AND WRITING 154
THE RECIPROCAL RELATIONSHIP BETWEEN THE CONSTITUENTS OF LITERACY 158
THE IMPORTANCE OF MOTIVATION IN LITERACY LEARNING I 58
ASSESSING AFFECTIVE FACTORS 159
PRACTICES OF HIGHLY EFFECTIVE LITERACY TEACHERS I 60
9 UNDERSTANDING READING
FOUNDATIONAL KNOWLEDGE FOR READING
TEXT USE AND UNDERSTANDING
CONCEPTUAL OR TOPIC KNOWLEDGE
TEACHING CONCEPTS ABOUT PRINT
ASSESSMENT OF CONCEPTS ABOUT PRINT
KNOWLEDGE ABOUT TEXT PURPOSES
PHONOLOGICAL AWARENESS
KNOWLEDGE ABOUT LETTERS AND SOUNDS
WORD RECOGNITION: PHASES OF DEVELOPMENT
164
165 166 168 170
170 172 172 174
177
IMAGE 3
CONTENTS
SIGHT WORDS 178
LEARNING TO READ 179
10 PHONOLOGICAL AWARENESS, GRAPHOPHONIC RELATIONSHIPS AND
SIGHT WORDS 187
PHONOLOGICAL AWARENESS 188
TEACHING PHONOLOGICAL AWARENESS 188
WORD-IEVEL PHONOLOGICAL AWARENESS 189
PRINCIPLES FOR TEACHING PHONOLOGICAL AWARENESS 202
ASSESSMENT OF PHONOLOGICAL AWARENESS 202
TEACHING ABOUT GRAPHOPHONIC RELATIONSHIPS 204
WHAT DO CHILDREN NEED TO KNOW ABOUT GRAPHOPHONIC RELATIONSHIPS? 206
POSSIBLE SEQUENCES OF PHONICS TEACHING 209
PRINCIPLES OF PHONICS TEACHING 211
STRATEGIES AND GAMES FOR TEACHING PHONICS 212
WORKING WITH LETTERS AND SOUNDS 214
ASSESSMENT OF PHONICS KNOWLEDGE 217
TEACHING SIGHT WORDS 219
STRATEGIES FOR TEACHING SIGHT WORDS 219
ASSESSMENT OF SIGHT WORDS 221
11 STRATEGIES FOR TEACHING READING 224
INTRODUCTION 225
READING ALOUD TO CHILDREN 225
LANGUAGE EXPERIENCE APPROACH 228
SHARED READING 228
GUIDED READING 235
BUDDY READING 238
INDEPENDENT READING 239
RECIPROCAL TEACHING 239
LITERATURE CIRCLES 239
MATCHING TEXTS TO CHILDREN 240
12 VOCABULARY FOR READING AND WRITING 244
WHAT DO WE MEAN BY VOCABULARY? 245
WHY IS VOCABULARY IMPORTANT IN READING AND WRITING? 245
HOW DOES VOCABULARY KNOWLEDGE DEVELOP? 246
LEVELS OF VOCABULARY KNOWLEDGE 246
HOW CAN VOCABULARY DEVELOPMENT BE FACILITATED IN THE EARLY YEARS? 248
INDIRECT INSTRUCTION 249
EXPLICIT VOCABULARY INSTRUCTION 251
WORD STUDY 252
USING DICTIONARIES 257
WORD SORTS/ C1ASSIFICATIONS 258
USING CONTEXTUAL C1UES 258
TEACHING WORD CONSCIOUSNESS 259
V
IMAGE 4
VI CONTENTS
SOME PRINEIPLES OF VOEABULARY TEAEHING
ASSESSMENT OF VOEABULARY KNOWLEDGE
TOO/BOXOF VOEOBU/ORYSTROTEGIES
1 3 READING FOR COMPREHENSION
INTRODUCTION HOW EAN READING EOMPREHENSION BE DEFINED?
WHAT DOES A EHILD NEED TO DO/KNOW IN ORDER TO EOMPREHEND A TEXT?
READING EOMPREHENSION: SUGGESTED DEVELOPMENTAL PATHWAY
LEVELS OF COMPREHENSION
WHAT STRATEGIE PROEESSES DOES COMPREHENSION INVOLVE?
TEAEHING COMPREHENSION PROEESSES AND STRATEGIES
COMPREHENSION OF INFORMATIONAL TEXTS
PROVIDING APPROPRIATE TEXTS
VOEABULARY FOR READING
COMPREHENSION OF MULTIMODAL TEXTS
ASSESSMENT OF READING COMPREHENSION
TOO/BOXOF VOEOBU/ORYSTROTEGIES
14 DEVELOPING READING FLUENCY
WHAT IS READING FLUENEY?
WHY IS READING FLUENEY IMPORTANT?
FLUENEY DEVELOPMENT
FAEILITATING FLUENEY
KEY PRACTIEES FOR ENEOURAGING FLUENEY
IMPROVING THE ELEMENTS OF READING FLUENEY
IMPROVING EXPRESSIVENESS
USING ICT TO TEAEH READING FLUENEY
PULLING IT ALL TOGETHER
ASSISTING STRUGGLING BEGINNING READERS
ASSESSMENT OF READING FLUENEY
TOO/BOXOF VOCOBU/ORYSTROTEGIES
PART 3 LEARNING TO WRITE
15 INTRODUCTION TO WRITING WRITTEN COMMUNIEATION FOUR COMPONENTS OF
WRITING
THE PHYSIEAL ASPECT OF WRITING
WRITING TRAITS
THE WRITING PROEESS
CHILDREN S GROWTH IN WRITTEN COMMUNIEATION
USING THE PHASES OF WRITING DEVELOPMENT
16 WRITING PURPOSE AND TEXT ORGANISATION
INTRODUCTION WRITING PURPOSE
260
260 263
266
267 268 269 269
271 273 281
281 283 284 284
285 293
301
302 304 304 305
305 310 312 312
313 314 315 319
323
325 326 327 330
331 331 337 341
344
345 345
IMAGE 5
CONTENTS
AUDIENEES 346
WRITTEN TEXTS 347
TYPES OF TEXTS 348
TEAEHING ABOUT TEXTS: BEGINNING AND EMERGENT 354
TEAEHING ABOUT TEXTS IN THE EARLY YEARS OF SEHOOL 356
17 THE WRITING CONVENTIONS: GRAMMAR AND PUNCTUATION 362
WRITING EONVENTIONS 363
WHAT IS GRAMMAR? 363
ORAL LANGUAGE AND GRAMMAR AS APRELUDE TO WRITING 364
UNDERSTANDING ENGLISHGRAMMAR 365
GRAMMAR AND WRITING 373
TEAEHINGTHE WRITING CONVENTIONS 377
18 SPELLING AND HANDWRITING 381
THE IMPORTANEE OF GOOD SPELLING 382
INTRODUCTION TO THE ENGLISH ORTHOGRAPHIE SYSTEM 383
SPELLING KNOWLEDGE 385
SPELLING STRATEGIES 388
CHILDREN S SPELLING DEVELOPMENT 388
INVENTED SPELLING 391
TEAEHING SPELLING 392
SPELLING ACTIVITIES 393
SPELLING LESSONS 402
HANDWRITING 404
19 KEY STRATEGIES FOR TEACHING WRITING 409
INTRODUCTION 410
MODELIED WRITING 412
SHARED WRITING 416
WORKING WITH THE TEXTS PRODUEED IN SHARED AND MODELIED WRITING 419
INTERACTIVE WRITING 421
LANGUAGE EXPERIENEE APPROACH 422
GUIDED WRITING 424
INDEPENDENT WRITING 427
THE TEAEHING STRATEGIES IN USE 427
20 WRITING EXPERIENCES AND ACTIVITIES 432
THE EMERGENEE OF WRITING 433
SUPPORTING THE EMERGENEE OF WRITING 434
SUPPORTING EHILDREN S FURTHER PROGRESS AS WRITERS 443
DEVELOPING WRITING LESSONS FOR EHILDREN IN THE EARLY YEARS OF SEHOOL 444
ESTABLISHINGTHE STIMULUS FOR WRITING ACTIVITIES 445
21 WRITING: ASSESSMENT AND EVALUATION 453
WHAT TO ASSESS? 454
COLLECTING INFORMATION ABOUT EHILDREN S WRITING 455
LETTER IDENTIFIEATION 461
VII
IMAGE 6
VIII
CONTENTS
SPELLING 462
ASSESSMENT OF WRITING INTEREST AND MOTIVATION 466
PART 4 FRAMING LANGUAGE AND
LLTERACY LEARNING 469
22 CHILDREN S LITERATURE 471
HELENADAM
WHAT IS CHILDREN S LITERATURE? 472
THE PLACE OF CHILDREN S LITERATURE IN THE CURRICULUM 472
THE ROLE OF THE TEACHER 474
RESPONSE TO LITERATURE 475
THE ENVIRONMENT FOR READING AND RESPONSE 476
RESPONSE THROUGH INTEGRATED ACTIVITIES 48 I
23 VISUAL AND CRITICAL LITERACY 488
MULTILITERACIES 489
CRITICAL LITERACY 490
VISUAL LITERACY AND ITS IMPORTANCE IN THE TWENTY-FIRST CENTURY 495
BROAD APPROACHES TO TEATHING VIEWING 50 I
SUGGESTED THEMES FOR CRITICAL AND VISUAL LITERACY 503
ASSESSMENT OF VISUAL LITERACY 506
24 LITERACY AND INFORMATION AND COMMUNICATION TECHNOLOGIES (LET) 509
YOUNG CHILDREN S ENGAGEMENT WITH ICT IN THE MODERN WORLD 5 10
USING ICT TO FACILITATE LITERACY LEARNING IN C1ASSROOMS 5 12
USING ICT TO HELP CHILDREN LEARN WORD IDENTIFICATION AND GRAPHOPHONIC
RELATIONSHIPS 5 19
WORD PROCESSORS 521
DEDICATED SPELLING SOFTWARE 523
USING THE INTERNET 524
INTERACTIVE WHITEBOARDS 527
25 CONNECTING WITH FAMILIES 530
FAMILY LITERACY PRACTICES 53 I
FAMILY LITERACY PRACTICES AND EMERGING LITERACY 53 I
ORAL LANGUAGE AS A COMPONENT OF FAMILY LITERACY 53 I
FAMILY LITERACY AND EMERGENT LITERACY 532
FAMILY LITERACY DIVERSITY 533
FAMILY LITERACY INITIATIVES 535
PARENT-TEACHER PARTNERSHIPS 536
THE BENEFITS OF PARENT-TEACHER PARTNERSHIPS 537
PARTNERSHIP PRACTICES 538
WORKING WITH FAMILIES FROM CULTURALLY AND LINGUISTICALLY DIVERSE
BACKGROUNDS 544
26 PLANNINGFOR LANGUAGEAND LITERACY LEARNING AND DEVELOPMENT 550
PLANNING DEVELOPMENT AND LEARNING PROGRAMS 55 I
CREATING A LEARNING PROGRAM 552
IMAGE 7
KEY FEATURES OF A LEARNING PROGRAM
LANGUAGE AND LITERACY LEARNING PROGRAMS
THE INTEGRATED PROGRAM
INTEGRATED LEARNING AND THE INQUIRY APPROACH
LANGUAGE, LITERACY AND THE INTEGRATED CURRICULUM
READING AND WRITING IN AN INTEGRATED LEARNING PROGRAM
CHILDREN IN THE EARLY YEARS OF SCHOOL (SIX- TO EIGHT-YEAR-OLDS)
ATTITUDE AND MOTIVATION
THE INFORMED EARLY CHILDHOOD PROFESSIONAL
APPENDIX: OXFORD WORDLIST
BIBLIOGRAPHY INDEX
CONTENTS
552
554 559 561 562
564 566 568
570
574 576 593
IX
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| illustrated | Illustrated |
| indexdate | 2024-07-09T22:52:45Z |
| institution | BVB |
| isbn | 9780195566284 |
| language | English |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-021071915 |
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| physical | XII, 604 S. Ill. |
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| spelling | Fellowes, Janet Verfasser aut Language, literacy and early childhood education Janet Fellowes, Grace Oakley 1. publ. South Melbourne, Vic. Oxford University Press 2010 XII, 604 S. Ill. txt rdacontent n rdamedia nc rdacarrier Includes bibliographical references and index Children / Language Early childhood education Literacy Kind Vorschulerziehung (DE-588)4064016-4 gnd rswk-swf Schreib- und Lesefähigkeit (DE-588)4481193-7 gnd rswk-swf Vorschulerziehung (DE-588)4064016-4 s Schreib- und Lesefähigkeit (DE-588)4481193-7 s DE-604 Oakley, Grace Verfasser aut V:DE-604 application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=021071915&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Fellowes, Janet Oakley, Grace Language, literacy and early childhood education Children / Language Early childhood education Literacy Kind Vorschulerziehung (DE-588)4064016-4 gnd Schreib- und Lesefähigkeit (DE-588)4481193-7 gnd |
| subject_GND | (DE-588)4064016-4 (DE-588)4481193-7 |
| title | Language, literacy and early childhood education |
| title_auth | Language, literacy and early childhood education |
| title_exact_search | Language, literacy and early childhood education |
| title_full | Language, literacy and early childhood education Janet Fellowes, Grace Oakley |
| title_fullStr | Language, literacy and early childhood education Janet Fellowes, Grace Oakley |
| title_full_unstemmed | Language, literacy and early childhood education Janet Fellowes, Grace Oakley |
| title_short | Language, literacy and early childhood education |
| title_sort | language literacy and early childhood education |
| topic | Children / Language Early childhood education Literacy Kind Vorschulerziehung (DE-588)4064016-4 gnd Schreib- und Lesefähigkeit (DE-588)4481193-7 gnd |
| topic_facet | Children / Language Early childhood education Literacy Kind Vorschulerziehung Schreib- und Lesefähigkeit |
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