Enhancing literacy for all students
This book prepares teachers to shape the reading, writing and language skills of children in diverse classroom settings. With its focus on early literacy activities in home and school settings, this book offers thorough coverage that helps readers grasp literacy development as it occurs from emergent to advanced levels. Rooted in practicality, it presents methods that have been successful with children who have a wide spectrum of learning abilities as well as those with substantial learning challenges. Chapter topics include foundations of literacy; students with literacy difficulties; assessing literacy; enhancing emergent literacy, early literacy, transitional literacy, and advanced literacy skills; specialized approaches for literacy difficulties; enhancing literacy with students with moderate and severe disabilities; literacy and diversity; and families and literacy. For elementary school teachers of reading and language arts.
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In the Beginning
Models of ReadingThe Characteristics of Literacy
A Balanced Approach to Literacy
14 other sections not shown
ability acquisition activities adolescents African-American approach appropriate asked assessment autism begin behavior chapter child classroom cognitive communication cultural decoding developmental dyslexia early literacy East Moline effective emergent literacy English enhance environment example experiences grade graphic organizer handwriting help students identify inclusive classroom individual instruction interaction International Reading Association journal knowledge language development language difficulties language skills learners learning disabilities lesson letters literacy development literacy difficulties literacy skills mental retardation moderate and severe morphemes Nigel Hunt opportunities Orton-Gillingham parents participate phonemic awareness phonics phonological awareness picture preschool problems procedure questions reading and writing reading difficulties reading disability reading program Reading Recovery Reading Research Quarterly response selection semantic sentence severe disabilities significant sounds speech spelling stage story strategies structure students with moderate successful taught teaching techniques types understanding vocabulary word recognition writing skills young children