Improving Early Literacy

Wilma H. Miller, Ed.D., is professor emeritas of education at Illinois State University in Normal, where she taught undergraduate and graduate students in reading for over thirty years. Prior to that she taught at the University of Wisconsin and was an elementary teacher in Illinois and Arizona. Dr. Miller has published numerous journal articles dealing with reading and has also authored many books in the field, including Reading Comprehension Activities Kit, Complete Reading Disabilities Handbook, and Alternative Assessment Techniques for Reading & Writing.

• Preface viiAcknowledgments ixAbout the Author xiChapter 1: A Practical Introduction to Early Literacy 1A Brief Description of Early Literacy 3The Rationale for Developing Early Literacy Skills in Early Childhood Programs 10Whole Language and Its Place in Early Literacy Instruction 10Whole Language and Children Who Have Special Needs 14Whole Language and Children Who Have Average Linguistic Skills 16Whole Language and Children Who Have Above Average Linguistic Skills 20The Language-Experience Approach (LEA) in Early Literacy Programs 22The Language-Experience Approach for Children Who Have Special Needs 25The Language-Experience Approach for Children with Average Linguistic Skills 27The Language-Experience Approach for Children with Above Average Linguistic Skills 28Chapter 2: Assessment Devices in Early Literacy Programs 31Standardized Tests and Their Major Advantages and Limitations 33Informal Assessment in Early Literacy Programs 35Checklist of Primary-Grade Writing Behaviors 104Chapter 3: Listening and Oral Language Skills 107Listening 109Oral Language 114Theories of Oral Language Development 114Stages of Oral Language Development 117Chapter 4: Letter-Name and Sight-Word Knowledge 125Letter-Name Recognition and Identification 127Sight-Word Recognition and Identification 153Chapter 5: Improving Competency in Phonics 173Phonemic Awareness 175Phonics 175The Most Common Phonic Elements 177Chapter 6: Improving Ability in Word Structure and Context 199Word Structure 201Context Clues 217Chapter 7: Improving Ability in Vocabulary and Comprehension 231Types of Meaning Vocabularies and Their Relation to Reading Achievement 233Reading Comprehension 242Appendix I: Big Book Resources 269Appendix II: Predictable Books 271Appendix III: Recommended LEA Resources 275Appendix IV: For Additional Reading 277Appendix V: Chants, Finger Plays, Action Verses, and Recommended Books 279Appendix VI: Wordless Books 287Appendix VII: The Dolch Basic Sight Words 289Appendix VIII: Books for Reviewing Individual Letter Names 293Appendix IX: Cooking and Baking Activities to Review Letter Names 299Appendix X: Contemporary Easy-to-Read Trade Books 303Appendix XI: Further Reading on Phonics 305Appendix XII: Trade Books for Improving Phonic Skills in Context 307Appendix XIII: Books to Promote Enjoyment of Words 313Appendix XIV: Poetry Books for Young Children 315Appendix XV: Books for Visual Imagery 317Bibliography 319Answer Key 327