This book examines emergent literacy as the foundations for
language instruction and seeks to relate the work of those doing
research on literacy acquisition and those designing programs to
facilitate children's literacy development. It bridges theory and
practice, looking at both cognitive processes and settings in which
children first experience literacy.
With contributions by leading researchers in the field, the book
examines emergent literacy in nonliterate homes; oral language
supports; parent-child reading; literacy and working class
families; literacy from a developmental perspective; parental
involvement; and collaborative efforts of teachers and parents. An
essential collection for all research and education in the language
arts methods area. Will also appeal to educators involved in
reading instruction and parent-education.
General
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