Critical Issues in Early Literacy
Routledge (Verlag)
978-0-8058-5900-3 (ISBN)
*presents current research and thinking in the field;
*documents research that is currently being ignored by many who make decisions about children’s learning;
*values who children are and what they bring with them to school;
*provides a useful tool for advocacy and for social action toward improving education in ways that can make a difference in the lives of young children; and
*raises thoughtful issues for discussion.
Critical Issues in Early Literacy is essential reading for early childhood teachers and prospective teachers, for teacher educators, for literacy researchers (including teacher researchers), for special educators, for those working with English-language and foreign-language learners, and for early childhood education administrators, advocates, and policy makers.
Yetta Goodman, Prisca Martens
Contents: Y. Goodman, P. Martens, Preface. Part I: What Children Know About Literacy: Theory and Research.Y. Goodman, P. Martens, Introduction. D. Goodman, A. Flurkey, Y. Goodman, Effective Young Beginning Readers. W. Lin, The Literacy Stories of Tang-Tang and Tien-Tien. B. Flores, Biliteracy as Social Practice in Schooling: A Bilingual First Grader’s Journey in Learning to Read and Write in L1 and L2. K. Kim, M. Knox, J. Brown, Eye Movement and Strategic Reading. E. Ferreiro, Letters and Numbers in Early Literacy. Part II:Literacy Learning in the Classroom.Y. Goodman, P. Martens, Introduction. Y.M. Goodman, Documenting Critical Literacy Development in Classrooms. B. Cohen, D. Welner, Writing From a Personal Perspective: A Story of Two Classrooms. D. Schwarzer, Monolingual Teachers Fostering Students’ Native Literacies. M.R. Davenport, C. Lauritzen, Nurturing Reflective Readers in Primary Grades Through Over the Shoulder Miscue Analysis. P. Martens, P. Wilson, P. Arya, Influences on Retellings: Learning From High and Low Retellers. A.H. Dyson, Literacy “Basics” in Childhood Spaces: A Critical Perspective on the “Basics”. Part III:Literacy Learning Through Home and School Collaborations. Y. Goodman, P. Martens,Introduction. K.F. Whitmore, Bridging the Worlds of Home and School: Keeping Children’s Identities Whole in the Classroom. H.S. Gosse, L.M. Phillips, No Gain in Blame: Fostering Literacy Collaborations Between Home and School. S. Long, D. Volk, M.E. Romero-Little, E. Gregory, Invisible Mediators of Literacy: Learning in Multicultural Communities. Part IV:Cultural and Political Perspectives on Early Literacy. Y. Goodman, P. Martens, Introduction. K. Short, D. Fox, Debates About Cultural Authenticity in Literature for Young Children. J. Evans, War and Peas in the 21st Century: Young Children Responding Critically to Picture Story Texts. R.J. Meyer, Learning to Be Culturally Responsive: Lessons From a Beginning Teacher. Y-N. Hung, Critical Issues in Early Foreign Language Literacy Instruction: Taiwan Experience. D. Taylor, B. Kabuto, Reading Everybody’s Child: Teaching Literacy as a Human Right.
| Erscheint lt. Verlag | 27.3.2007 |
|---|---|
| Verlagsort | New York |
| Sprache | englisch |
| Maße | 152 x 229 mm |
| Gewicht | 600 g |
| Themenwelt | Schulbuch / Wörterbuch |
| Sozialwissenschaften ► Pädagogik ► Schulpädagogik / Grundschule | |
| ISBN-10 | 0-8058-5900-4 / 0805859004 |
| ISBN-13 | 978-0-8058-5900-3 / 9780805859003 |
| Zustand | Neuware |
| Informationen gemäß Produktsicherheitsverordnung (GPSR) | |
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