Learn More About This Book:
Table of Contents
Read an Excerpt #1:
How do children become good readers and writers?
Read an Excerpt #2:
Lessons about classrooms as learning environments and how teachers work with children.
The Home-School
Web Site
Visit the web site for The Home-School Study of Language and Literacy Development for more information about the authors' research.
Related Titles:
Meaningful Differences in the Everyday Experience of Young American Children
The Social World of Children Learning to Talk
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Beginning Literacy with Language
Young Children Learning at Home and School
Edited by David K. Dickinson, Ed.D., & Patton O. Tabors, Ed.D.
| "Pay attention to the title! Beginning Literacy with Language is the bottom-line message of this longitudinal research on the language and literacy development of Head Start children all the way from preschool through 7th grade. Rich oral language opportunities matter a lot, at home and maybe even more at school. An encouraging and inspiring account of how schools, in early childhood and beyond, can make a difference." —Courtney Cazden, Harvard Graduate School of Education
"The contributors to Beginning Literacy with Language present vivid descriptions and thoughtful explanations of language development in young children. The book has great value to social scientists studying this enticing field. It also conveys a valuable message to parents and early childhood educators that their everyday interactions with small children form the abilities they will need to achieve literacy as they progress through formal schooling." —Edward Zigler, Ph.D. |
In this exciting new book, you'll travel into the homes and schools of over 70 young children from diverse backgrounds and observe parent-child and teacher-child interactions. Through research gathered in the Home School Study of Language and Literacy Development, the authors share with you the relationship they've found between these critical, early interactions and children's kindergarten language and literacy skills.
You'll explore both the home and school environments of these children at ages 3, 4, and 5. You'll see how families talk to their young children during everyday activities like book reading, toy play, and mealtimes. You'll also examine children's conversations throughout the classroom day and consider how teachers strive to support children's development. In each chapter, you'll
- see how the data was collected
- read actual transcripts of parent-child and teacher- child interactions
- recognize how these interactions relate to later development
- get suggestions for supporting children's language and literacy development
- learn how these findings play out in the lives of four of the children in the study
Find out how young children's home and classroom experiences during the preschool years are related to their kindergarten language and literacy skills, and discover the kinds of conversations that make a difference. |
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ORDERING INFO
ISBN 1-55766-479-X
Paperback
432 pages / 6 x 9
2001 / $32.95
Stock# 479X
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Table of Contents
About the Editors
About the Contributors
Foreword
Sue Bredekamp
Acknowledgments
- Language Development in the Preschool Years
Catherine E. Snow, Patton O. Tabors, and David K. Dickinson
- Importance of Language Development in the Preschool Years
- Anatomy of a Research Study
- The Portrait Children
- Purpose of this Book
Section 1: Supporting Language and Literacy Development in the Home
Patton O. Tabors
- Parents and Children Reading Books Together
Jeanne M. DeTemple
- Importance of Book Reading in Children's Development of Language and Literacy Skills
- Talk During Book Reading in the Home-School Study
- Home Support for Literacy
- Discussion
- Suggestions for Parents
- Playing at Home: The Talk of Pretend Play
Jane R. Katz
- Defining Social Pretend Play
- Theoretical Views on the Development of Social Pretend Play
- Analyzing the Play Sessions
- Suggestions for Parents
- Eating and Reading: Links Between Family Conversations with Preschoolers and Later Language and Literacy
Diane E. Beals
- Mealtime Data Collection
- Literacy Outcomes
- Conclusions
- Suggestions for Parents
- "You Know What Oxygen Is?": Learning New Words at Home
Patton O. Tabors, Diane E. Beals, and Zehava O. Weizman
- Learning New Words
- Support for Rare-Word Use in the Different Conversational Contexts
- Relationships Between Rare Words and Kindergarten Vocabulary
- Conclusions
- Suggestions for Parents
- Home Language and Literacy Environment: Final Results
Patton O. Tabors, Kevin A. Roach, and Catherine E. Snow
- Magnet Task and Science Process Talk
- Home Language and Literacy Environment: Putting the Pieces Together
- Home Language and Literacy Environment and Kindergarten Skills
- Discussion
- Conclusions
Section II: Supporting Language and Literacy Development in the Preschool Classroom
David K. Dickinson and Miriam W. Smith
- Prior Studies of Preschool Supports for Language and Literacy
- Summary
- Classroom Data Collection
- Overview of the Chapters in this Section
- Children's Experiences in Preschool
Miriam W. Smith
- Methodological Considerations
- Focus Teachers
- Teachers' Pedagogical Beliefs
- Teachers' Classroom Practices
- Conclusions
- Book Reading in Preschool Classrooms: Is Recommended Practice Common?
David K. Dickinson
- How Effective Book-Reading Practices Support Literacy Development
- Mariana's Classroom: A Didactic Instruction Approach
- Todd's Classroom: A Constructivist Approach
- Place of Book Reading in the Classroom Day Across All Classrooms
- How Two Teachers Read Books
- Overall Style of Reading Books
- Book-Reading Styles and Group Management
- Content of Book Discussions Across Classrooms
- Conclusions
- Suggestions for Teachers
- Language Opportunities During Mealtimes in Preschool Classrooms
Linda R. Cote
- Role of Mealtimes in the Head Start Day
- Comparisons of the Quality of Mealtime Conversations
- Long-Term Implications of Language Use During Mealtimes
- Suggestions for Teachers
- Conclusions
- Large-Group and Free-Play Times: Conversational Settings Supporting Language and Literacy Development
David K. Dickinson
- Background Research
- Profile Classrooms: Astra's and Casey's Classroom Days
- Examining Large-Group Activities in Our Classrooms
- Examining Free-Play Activities in Our Classrooms
- Shift Between Preschool and Kindergarten
- How We Examined Children's Conversations
- Relationships Between Language Experiences and Development in Kindergarten
- Contributions of Group Times to Language and Literacy in Kindergarten
- Contributions of Free Play to Language and Literacy in Kindergarten
- Conclusions
- Suggestions for Teachers
- Putting the Pieces Together: Impact of Preschool on Children's Language and Literacy Development in Kindergarten
David K. Dickinson
- Dimensions of Children's Classroom Experiences
- Factors Affecting Teacher's Classroom Practices
- Examining the Overall Impact of Preschool
- Understanding How Classrooms Support Children's Development
Section III: Bringing Homes and Schools Together
David K. Dickinson and Patton O. Tabors
- Parent Involvement as a Link Between Home and School
Michelle V. Porche
- Measuring Parent Involvement in the Home-School Study
- Conclusions
- Homes and Schools Together: Supporting Language and Literacy Development
Patton O. Tabors, Catherine E. Snow, and David K. Dickinson
- Long-Term Importance of Kindergarten Language and Literacy Skills
- Linking Home and School Data
- Implications for Practioners and Policymakers
- Conclusions
Appendix: Home-School Study Data
References
Index |
