Language and Literacy Development: What Educators Need to Know (Solving Problems in the Teaching of Literacy)

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.

Children's Literature

This book is a result of a state department of education's recommendation that all colleges of education provide a course for their elementary education students focusing on language and literacy development. Combining both research and theory and "sound" instructional practice, it is aimed at pre-service teachers and master's students in search of more effective literacy instruction. It is arranged in five sections, including an introduction about the book's organization, the basics of brain development and language and literacy, the development of reading and writing skills, individual and group differences, and instructional techniques and programs. The thirteen chapters include five recurring questions aimed at facilitating the highest comprehension for users of the book. Introductory vignettes in each chapter present a practical and universal approach for students and set the stage for discovery. The discussion about the kinds of existing programs that promote language and literacy development is straightforward and balanced. A well-researched and user-friendly textbook for beginning students. Reviewer: Meredith Kiger, Ph.D.

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 children’s 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.