Catherine E. Snow – författare

A devastatingly large number of people in America cannot read as well as they need for success in life. With literacy problems plaguing as many as four in ten children in America, this book discusses how best to help children succeed in reading. This book identifies the most important questions and explores the authoritative answers on the topic of how children can grow into readers, including: * What are the key elements all children need in order to become good readers? * What can parents and caregivers provide all children so that they are prepared for reading instruction by the time that they get to school? * What concepts about language and literacy should be included in beginning reading instruction? * How can we prevent reading difficulties starting with infants and into the early grades? * What to ask school boards, principals, elected officials, and other policy makers who make decisions regarding early reading instruction.You'll find out how to help youngsters build word recognition, avoid comprehension problems, and more--with checklists of specific accomplishments to be expected at different ages: for very young children, for kindergarten students, and for first, second, and third grade students. Included are 55 activities to do with children to help them become successful readers, a list of recommended children's books, and a guide to CD-ROMs and websites. Great strides have been made recently toward identifying the best ways to teach children to read. Starting Out Right provides a wealth of knowledge based on a summary of extensive research. It is a "must read" for specialists in primary education as well as parents, pediatricians, child care providers, tutors, literacy advocates, policy makers, and teachers.

While most children learn to read fairly well, there remain many young Americans whose futures are imperiled because they do not read well enough to meet the demands of our competitive, technology-driven society. This book explores the problem within the context of social, historical, cultural, and biological factors. Recommendations address the identification of groups of children at risk, effective instruction for the preschool and early grades, effective approaches to dialects and bilingualism, the importance of these findings for the professional development of teachers, and gaps that remain in our understanding of how children learn to read. Implications for parents, teachers, schools, communities, the media, and government at all levels are discussed. The book examines the epidemiology of reading problems and introduces the concepts used by experts in the field. In a clear and readable narrative, word identification, comprehension, and other processes in normal reading development are discussed. Against the background of normal progress, Preventing Reading Difficulties in Young Children examines factors that put children at risk of poor reading.It explores in detail how literacy can be fostered from birth through kindergarten and the primary grades, including evaluation of philosophies, systems, and materials commonly used to teach reading.

This volume summarizes a range of scientific perspectives on the important goal of achieving high educational standards for all students. Based on a conference held at the request of the U.S. Department of Education, it addresses three questions: What progress has been made in advancing the education of minority and disadvantaged students since the historic Brown v. Board of Education decision nearly 50 years ago? What does research say about the reasons of successes and failures? What are some of the strategies and practices that hold the promise of producing continued improvements? The volume draws on the conclusions of a number of important recent NRC reports, including How People Learn, Preventing Reading Difficulties in Young Children, Eager to Learn, and From Neurons to Neighborhoods, among others. It includes an overview of the conference presentations and discussions, the perspectives of the two co-moderators, and a set of background papers on more detailed issues.

The assessment of young children's development and learning has recently taken on new importance. Private and government organizations are developing programs to enhance the school readiness of all young children, especially children from economically disadvantaged homes and communities and children with special needs. Well-planned and effective assessment can inform teaching and program improvement, and contribute to better outcomes for children. This book affirms that assessments can make crucial contributions to the improvement of children's well-being, but only if they are well designed, implemented effectively, developed in the context of systematic planning, and are interpreted and used appropriately. Otherwise, assessment of children and programs can have negative consequences for both. The value of assessments therefore requires fundamental attention to their purpose and the design of the larger systems in which they are used. Early Childhood Assessment addresses these issues by identifying the important outcomes for children from birth to age 5 and the quality and purposes of different techniques and instruments for developmental assessments.

The assessment of young children's development and learning has recently taken on new importance. Private and government organizations are developing programs to enhance the school readiness of all young children, especially children from economically disadvantaged homes and communities and children with special needs. Well-planned and effective assessment can inform teaching and program improvement, and contribute to better outcomes for children. This book affirms that assessments can make crucial contributions to the improvement of children's well-being, but only if they are well designed, implemented effectively, developed in the context of systematic planning, and are interpreted and used appropriately. Otherwise, assessment of children and programs can have negative consequences for both. The value of assessments therefore requires fundamental attention to their purpose and the design of the larger systems in which they are used. Early Childhood Assessment addresses these issues by identifying the important outcomes for children from birth to age 5 and the quality and purposes of different techniques and instruments for developmental assessments.

Science is a way of knowing about the world. At once a process, a product, and an institution, science enables people to both engage in the construction of new knowledge as well as use information to achieve desired ends. Access to sciencea "whether using knowledge or creating ita "necessitates some level of familiarity with the enterprise and practice of science: we refer to this as science literacy. Science literacy is desirable not only for individuals, but also for the health and well- being of communities and society. More than just basic knowledge of science facts, contemporary definitions of science literacy have expanded to include understandings of scientific processes and practices, familiarity with how science and scientists work, a capacity to weigh and evaluate the products of science, and an ability to engage in civic decisions about the value of science. Although science literacy has traditionally been seen as the responsibility of individuals, individuals are nested within communities that are nested within societiesa "and, as a result, individual science literacy is limited or enhanced by the circumstances of that nesting.Science Literacy studies the role of science literacy in public support of science. This report synthesizes the available research literature on science literacy, makes recommendations on the need to improve the understanding of science and scientific research in the United States, and considers the relationship between scientific literacy and support for and use of science and research.

First published in 1977, this book draws together various contributions on the area of speech used by parents with their children. Numerous perspectives on the topic include the comparison of baby talk with other simplified registers by linguists, the analysis of cross-cultural differences in mother and child interaction by anthropologists, and the relation of language development to differences in styles of childcare and the child's social environment in general by psychologists. The text had its origins in a conference sponsored by the Sociolinguistics Committee of the Social Science Research Council. It will be of value to anyone with an interest in language acquisition and development.

This volume presents current research findings on vital issues in language development compiled by an international group of leading researchers. The data are drawn from studies of the acquisition of Swedish, Polish, Serbo-Croatian, Hungarian, Portuguese, Italian, and English. Themes emphasized in all the chapters include the importance of the social context of acquisition, the existence of interconnections among various domains of language development, and the impossibility of understanding acquisition using a simple theory or a single methodological approach.

The central question in this volume is how to create a society of "engaged readers" in today's world, where reading is increasingly overruled by other media, such as television and personal computers. Engaged readers, as the term is used in this book, means readers who are socially interactive, strategic, and motivated. This state-of-the-art review contains research on integrating cognitive, social, and motivational aspects of reading and reading instruction, the chapter authors argue that coming to grips with the notion of engagement in literacy requires redefining literacy itself to acknowledge the degree to which it is not only a cognitive accomplishment, but a social activity and an affective commitment as well. Promoting literacy acquisition thus requires interventions that address attitudes and beliefs as much as those that assure cognitive changes in learners. Equally important, the authors posit that literacy engagement involves the integration of cognitive strategies and motivational goals during literate activities. This necessary link between literacy and motivation is addressed from a variety of perspectives. Acknowledging the value of cross-national and cross-cultural comparisons, the book features chapters on the promotion of literacy in different regions around the world.

The central question in this volume is how to create a society of "engaged readers" in today's world, where reading is increasingly overruled by other media, such as television and personal computers. Engaged readers, as the term is used in this book, means readers who are socially interactive, strategic, and motivated. This state-of-the-art review contains research on integrating cognitive, social, and motivational aspects of reading and reading instruction, the chapter authors argue that coming to grips with the notion of engagement in literacy requires redefining literacy itself to acknowledge the degree to which it is not only a cognitive accomplishment, but a social activity and an affective commitment as well. Promoting literacy acquisition thus requires interventions that address attitudes and beliefs as much as those that assure cognitive changes in learners. Equally important, the authors posit that literacy engagement involves the integration of cognitive strategies and motivational goals during literate activities. This necessary link between literacy and motivation is addressed from a variety of perspectives. Acknowledging the value of cross-national and cross-cultural comparisons, the book features chapters on the promotion of literacy in different regions around the world.

This volume provides a comprehensive and in-depth analysis of the contribution of multiparty intergenerational talk in a variety of cultures to the development of children's communicative capacities. The book focuses on the complexity of the cultural and interactional contexts in which pragmatic learning occurs and re-examines certain assumptions implicit in research on language socialization to date, such as primacy of dyadic interactions in the early ages and the presupposition of a monolingual social matrix. One of the aims of the book is to demonstrate the degree of cultural diversity in paths of pragmatic development. Individual chapters present empirically grounded analyses of talk with children of all ages, in different participation structures and in a variety of cultures. In pursuing this theme the volume is meant to further enrich cross-cultural perspectives on language socialization by providing in each of its chapters an empirically grounded analysis of the development of one specific dimension of discursive skill. The nine invited chapters comprise new empirical work on the development of specific discourse dimensions. Authors have been asked also to adopt a reflexive stand on their line of research and to incorporate in the chapter a comprehensive and critical perspective on former work on the discursive dimension investigated. The discourse dimensions represented in the volume include narratives, explanations, the language of control in intergenerational and intragenerational talk, the language of humor and affect, and bilingual conversations. The volume offers a rich spectrum of cultural variety in pragmatic development, including studies of American, Greek, Japanese, Mayan, Norwegian, and Swedish children and families.

This volume provides a comprehensive and in-depth analysis of the contribution of multiparty intergenerational talk in a variety of cultures to the development of children's communicative capacities. The book focuses on the complexity of the cultural and interactional contexts in which pragmatic learning occurs and re-examines certain assumptions implicit in research on language socialization to date, such as primacy of dyadic interactions in the early ages and the presupposition of a monolingual social matrix. One of the aims of the book is to demonstrate the degree of cultural diversity in paths of pragmatic development. Individual chapters present empirically grounded analyses of talk with children of all ages, in different participation structures and in a variety of cultures. In pursuing this theme the volume is meant to further enrich cross-cultural perspectives on language socialization by providing in each of its chapters an empirically grounded analysis of the development of one specific dimension of discursive skill. The nine invited chapters comprise new empirical work on the development of specific discourse dimensions. Authors have been asked also to adopt a reflexive stand on their line of research and to incorporate in the chapter a comprehensive and critical perspective on former work on the discursive dimension investigated. The discourse dimensions represented in the volume include narratives, explanations, the language of control in intergenerational and intragenerational talk, the language of humor and affect, and bilingual conversations. The volume offers a rich spectrum of cultural variety in pragmatic development, including studies of American, Greek, Japanese, Mayan, Norwegian, and Swedish children and families.

The Routledge International Handbook of Early Literacy Education offers a pioneering overview of early literacy provision in different parts of the world and brings together interdisciplinary research evidence on effective literacy teaching to inform current and future practice and policy of early literacy. From the problem of identification of literacy difficulties in a particular learning context to supporting the provision of early literacy through digital media, the handbook deals with the major concerns and newest areas of interest in literacy research. With an international and future vision, it provides an accessible guide to the main debates and future trends in the global field of early literacy, and informs academics, policy-makers, practitioners, educators and students about innovative early literacy research methods and instruction.The three sections and 30 ground-breaking chapters reflect a conceptual framework of questions asked by scholars and educators interested in looking beyond traditional definitions of literacy.Part I provides contemporary insights collected by internationally renowned scholars on what literacy is, and what it can offer to young children in the twenty-first century.Part II is a collection of detailed portraits of 14 countries, regions or language communities, and focuses on early literacy provision, practice and policy from across the world.Part III outlines key interventions and research-endorsed practices designed to support home–school connections and children’s reading and writing skills, as well as vocabulary, phonological awareness and narrative abilities, with examples drawn from various home, school and community environments.All chapters promote discussion, critical analysis and questions for reflection and are written in jargon-free language in an easy-to use themed format. This handbook is an indispensable reference guide for practising teachers and student teachers, especially those undertaking postgraduate qualifications, as well as early literacy researchers, policy-makers and school-based literacy leaders.

Rising enrollments of students for whom English is not a first language mean that every teacher – whether teaching kindergarten or high school algebra – is a language teacher. This book explains what teachers need to know about language in order to be more effective in the classroom, and it shows how teacher education might help them gain that knowledge. It focuses especially on features of academic English and gives examples of the many aspects of teaching and learning to which language is key. This second edition reflects the now greatly expanded knowledge base about academic language and classroom discourse, and highlights the pivotal role that language plays in learning and schooling. The volume will be of interest to teachers, teacher educators, professional development specialists, administrators, and all those interested in helping to ensure student success in the classroom and beyond.

Rising enrollments of students for whom English is not a first language mean that every teacher – whether teaching kindergarten or high school algebra – is a language teacher. This book explains what teachers need to know about language in order to be more effective in the classroom, and it shows how teacher education might help them gain that knowledge. It focuses especially on features of academic English and gives examples of the many aspects of teaching and learning to which language is key. This second edition reflects the now greatly expanded knowledge base about academic language and classroom discourse, and highlights the pivotal role that language plays in learning and schooling. The volume will be of interest to teachers, teacher educators, professional development specialists, administrators, and all those interested in helping to ensure student success in the classroom and beyond.