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E-grāmata: Language and Literacy Development: What Educators Need to Know

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Language and Literacy Development: What Educators Need to KnowPalielināt
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Byrnes and Wasik (both: education, Temple U.) developed a course for the University of Maryland introducing future elementary teachers to theories of language and literacy skills. They discovered that available texts about such theories were mostly by and for developmental psychologists rather than teachers, and tended to discuss either language or literacy, but not both. Their goal was clear. They cover brain development, spoken language competence, reading and writing skills, individual and group differences in language and literacy, and instructional techniques and programs. Annotation ©2009 Book News, Inc., Portland, OR (booknews.com)

Children's speaking, reading, and writing skills are closely connected, and this engaging text guides preservice and practicing teachers in choosing instructional strategies that promote the integrated development of these skills. The authors explore the foundations of language in the developing brain and show how language acquisition in early childhood influences later literacy and language use. Chapters cover phonological skills, vocabulary, grammatical knowledge, comprehension, and writing, as well as instructional techniques and programs. The book examines why some students struggle with particular language and literacy tasks and how motivation and sociocultural factors affect proficiency. Rich classroom vignettes and examples of effective teaching strategies are accompanied by accessible explanations of relevant research.

Recenzijas

"An invaluable teaching tool. The authors have masterfully integrated theoretical background, empirical evidence, and practical concerns, including helpful examples. The explanations of research methods will enable practitioners-in-training to become better consumers of research--a key component of evidence-based practice. I think this book will become the premier text for courses that address language development and literacy acquisition in educational psychology, special education, and reading programs."--Alida Anderson, PhD, Special Education Department, Center for Education, Widener University

"Byrnes and Wasik have crafted an amazing book that has been sorely needed for a long time. I found myself returning to it time and time again, and my copy is now decorated with myriad sticky notes. The authors present challenging concepts while rendering them manageable and relevant for educators. This is an ideal text for upper-level undergraduate and graduate courses."--JoAnne Schudt Caldwell, PhD, College of Education and Leadership, Cardinal Stritch University

"Byrnes and Wasik have created a book that celebrates teachers as professionals, as master learners who can transform classrooms, and as skilled decision makers. Weaving together the scientific literatures on language, literacy, and pedagogy, this book uses evidence on how children learn to guide educational practice about what children should learn."--Kathy Hirsh-Pasek, PhD, coauthor of How Babies Talk; Lefkowitz Professor of Psychology, Temple University "An invaluable teaching tool. The authors have masterfully integrated theoretical background, empirical evidence, and practical concerns, including helpful examples. The explanations of research methods will enable practitioners-in-training to become better consumers of researcha key component of evidence-based practice. I think this book will become the premier text for courses that address language development and literacy acquisition in educational psychology, special education, and reading programs." - Alida Anderson, Special Education Department, Center for Education, Widener University, USA

"Byrnes and Wasik have crafted an amazing book that has been sorely needed for a long time. I found myself returning to it time and time again, and my copy is now decorated with myriad sticky notes. The authors present challenging concepts while rendering them manageable and relevant for educators. This is an ideal text for upper-level undergraduate and graduate courses." - JoAnne Schudt Caldwell, College of Education and Leadership, Cardinal Stritch University, USA

"Byrnes and Wasik have created a book that celebrates teachers as professionals, as master learners who can transform classrooms, and as skilled decision makers. Weaving together the scientific literatures on language, literacy, and pedagogy, this book uses evidence on how children learn to guide educational practice about what children should learn." - Kathy Hirsh-Pasek, coauthor of How Babies Talk; Lefkowitz Professor of Psychology, Temple University, USA

Part I. Introductory Issues
1. Introduction
3
Overview of Topics
4
General Approach of This Book
5
2. Brain Development, Language, and Literacy
11
Further Explorations of Cytoarchitecture: Cell Types and Brain Layers
12
Seven Major Processes of Brain Development
14
Factors Affecting Brain Development
20
Conclusions and Caveats
30
Part II. The Development of Spoken Language Competence
3. An Overview of Spoken Language Competence
37
The "Nature of Question: What Does It Mean to Say That a Child Has Spoken Language Competence?
39
The Relevance Question: Why Should Teachers Care about Whether Children Acquire Spoken Language Competence?
43
The Developmental Trends Question: How Does Spoken Language Competence Change over Time?
44
The Developmental Mechanisms Question: What Factors Promote Changes in Spoken Language Competence?
50
The Deficiencies Question: Are There Populations of Children or Adults Who Lack Some or All of the Key Skills of Spoken Language Competence? Do These Individuals Experience Problems When They Learn to Read or after They Have Learned to Read?
55
4. The Development of Phonological Skills
57
The "Nature of Question: What Does It Mean to Say That a Child Has Phonological Processing Competence?
59
The Relevance Question: Why Should Teachers Care about Whether Children Acquire Phonological Processing Competence?
69
The Developmental Trends Question: How Does Phonological Processing Competence Change over Time?
70
The Developmental Mechanisms Question: What Factors Promote Changes in Phonological Processing Competence?
84
The Deficiencies Question: Are There Populations of Children or Adults Who Lack Some or All of the Key Skills of Phonological Processing Competence? Do These Individuals Experience Problems When They Learn to Read or after They Have Learned to Read?
91
5. The Development of Word Meaning and Vocabulary
93
The "Nature of Question: What Does It Mean to Say That a Child Knows the Meaning of Words?
94
The Relevance Question: Why Should Teachers Care about Whether Children Know the Meaning of a Large Number of Words?
105
The Developmental Trends Question: How Does a Child's Spoken Vocabulary Change over Time?
106
The Developmental Mechanisms Question: What Factors Promote Changes in Children's Spoken Vocabulary?
112
The Deficiencies Question: Are There Populations of Children or Adults Who Have Underdeveloped or Impaired Spoken Vocabularies? Do These Individuals Experience Problems When They Learn to Read or after They Have Learned to Read?
129
6. The Development of Grammatical Knowledge
131
The "Nature of" Question: What Does It Mean to Say That a Child Has Grammatical Knowledge?
132
The Relevance Question: Why Should Teachers Care about Whether Children Ever Acquire Grammatical Knowledge?
141
The Developmental Trends Question: How Does a Child's Grammatical Knowledge Change over Time?
142
The Developmental Mechanisms Question: What Factors Promote Changes in Children's Grammatical Knowledge?
149
The Deficiencies Question: Are There Populations of Children or Adults Who Have Underdeveloped or Impaired Grammatical Knowledge? Do These Individuals Experience Problems When They Learn to Read or after They Have Learned to Read?
167
Part III. The Development of Reading and Writing Skills
7. Beginning Reading
171
The "Nature of" Question: What Does It Mean to Say That a Child Has Beginning Reading Skills?
172
The Relevance Question: Why Should Teachers Care about Whether Children Acquire Beginning Reading Skills?
187
The Developmental Trends Question: How Do Beginning Reading Skills Change over Time?
187
The Developmental Mechanisms Question: What Factors Promote Changes in Beginning Reading Skills?
203
The Deficiencies Question: Are There Populations of Children or Adults Who Lack Some or All of the Beginning Reading Skills? Do These Individuals Experience Problems When They Learn to Read or after They Have Learned to Read?
204
8. The Development of Reading Comprehension
214
The "Nature of Question: What Does It Mean to Say That a Child Has Reading Comprehension Skills?
216
The Relevance Question: Why Should Teachers Care about Whether Children Acquire Reading Comprehension Skills?
229
The Developmental Trends Question: How Do Reading Comprehension Skills Change over Time?
229
The Developmental Mechanisms Question: What Factors Promote Changes in Reading Comprehension Skills?
245
The Deficiencies Question: Are There Populations of Children or Adults Who Lack Some or All Reading Comprehension Skills? Do These Individuals Experience Problems When They Learn to Read or after They Have Learned to Read?
246
9. The Development of Writing Skills
249
The "Nature of" Question: What Does It Mean to Say That Someone Has Writing Competence?
251
The Relevance Question: Why Should Teachers Care about Whether Children Acquire Writing Skills?
258
The Developmental Trends Question: How Do Writing Skills Change over Time?
258
The Developmental Mechanisms Question: What Factors Promote Changes in Writing Skills?
270
The Deficiencies Question: Are There Populations of Children or Adults Who Lack Some or All Writing Skills? Do These Individuals Experience Problems When They Learn to Write or after They Have Learned to Write?
270
Part IV. Individual and Group Differences in Language and Literacy
10. Motivational Issues in Speaking, Reading, and Writing
277
An Opportunity—Propensity Model of Student Achievement
278
The Nature of Motivation
280
The Development of Motivation
297
Individual Differences in Motivation
303
Instructional Implications
306
11. Sociocultural Issues in Speaking, Reading, and Writing
308
The Role of Gender in Language and Literacy Skill Acquisition
311
The Role of SES in Language and Literacy Skill Acquisition
315
The Role of Ethnicity in Language and Literacy Skill Acquisition
320
The Role of Dialect in Language and Literacy Skill Acquisition
330
Conclusions
336
Part V. Instructional Techniques and Programs
12. General Principles of Effective Instruction
339
Effective Teachers Are Skilled Decision Makers in the Classroom
340
Domain-General Principles of Effective Instruction
343
Summary: Identifying Effective Approaches
354
13. Language and Literacy Programs That Work
356
Interventions That Develop Emergent Literacy Skills
357
Interventions That Develop Reading Skills
366
Interventions That Develop Comprehension Skills
375
Final Thoughts
377
References 379
Index 417
James P. Byrnes, PhD, is Associate Dean for Academic Affairs in the College of Education at Temple University in Philadelphia. He is a Fellow of Division 15 (Educational Psychology) of the American Psychological Association and has served as Vice President of the Jean Piaget Society. An Associate Editor of the Journal of Cognition and Development, Dr. Byrnes has published over 70 books, chapters, or articles on several different areas of cognitive development, such as logical reasoning and mathematical learning. Dr. Byrnes has received grant funding from the National Science Foundation, the National Institutes of Health, and the U.S. Department of Education, and awards for his teaching and mentoring of undergraduate and graduate students. His most recent work has focused primarily on developing two comprehensive theoretical models, one on adolescent decision making and one on academic achievement. The model of academic achievement has been designed specifically to provide insight into ways to eliminate or substantially reduce gender, ethnic, and racial gaps in achievement.

Barbara A. Wasik, PhD, is Associate Professor and the PNC Endowed Chair in Early Childhood in the Department of Curriculum, Instruction, and Technology in Education at Temple University in Philadelphia. Her research interests are emergent literacy and early intervention in beginning reading, with a specific focus on disadvantaged children. Dr. Wasik has extensive experience in program and curriculum development, and is specifically interested in the role that teachers play in the development of childrens language and literacy skills. She has written numerous articles on early literacy, one of which received the Dina Feitelson Research Award from the International Reading Association for outstanding research article. She is the coauthor of several books, including one with Carol Seefeldt, Early Education: Three-, Four-, and Five-Year-Olds Go to School (2nd edition). Also interested in educational policy issues, Dr. Wasik is the author of several papers that have affected teaching practices in classrooms.
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