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Early Language and Literacy (NWTC)

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Early Language and Literacy (NWTC)

This text covers foundational concepts and strategies for supporting language and literacy development in early childhood. It includes practical activities on topics such as emergent literacy, language acquisition, and effective instructional practices for young learners.

Social Sciences
Author
Vicki Tanck
Publisher
Northeast Wisconsin Technical College
Source
LibreTexts
Language
EN
Category
Basic Sciences
Read online Download PDF (open licence)
Contents· 65 sections
  1. 01: Introduction to Literacy Theory Practices and Resources
  2. 1.01: NAEYC Position Statements
  3. 1.02: Early Learning Standards
  4. 1.03: Literacy Model and Theory Overview
  5. 1.04: Constructivist Theories
  6. 1.05: Sociocultural Theories
  7. 1.06: Ecological Theories
  8. 1.07: Language and Literacy Resources
  9. 1.08: Language and Literacy Assessment
  10. 02: Emergent Literacy Foundations
  11. 2.01: Building the Foundation for Literacy - Oral Language
  12. 2.02: The Importance of Hands-On Play
  13. 2.03: Emergent Literacy
  14. 2.04: Emergent Literacy Skills Progression
  15. 2.05: Early Literacy Development Strategies
  16. 03: Culturally Responsive Language and Literacy Practices
  17. 3.01: Language Development
  18. 3.02: Developmental Patterns of Language Skills
  19. 3.03: Components of Language Overview
  20. 3.04: Language Acquisition Differences
  21. 3.05: Understanding and Valuing Home Literacy Environments
  22. 3.06: Engaging Families in Early Literacy Strategies
  23. 3.07: Literacy Instruction for Diverse Learners
  24. 3.08: Supporting Families in Promoting Literacy
  25. 04: Interactive Reading Strategies
  26. 4.01: The Importance of Interactive Reading- Making Meaning
  27. 4.02: The Power of Early Literacy
  28. 4.03: Dialogic Reading
  29. 4.04: Dialogic Reading with Toddlers
  30. 4.05: Fluent Reading and Comprehension Strategies
  31. 4.06: Felt Stories
  32. 4.07: Puppets
  33. 05: Phonological Awareness
  34. 5.01: Phonological Awareness
  35. 5.02: Phonological Awareness Continuum
  36. 5.03: Teaching Phonological Awareness
  37. 5.04: Explicit Phonological Awareness Instruction
  38. 5.05: Considerations for English Learner Students and Students with Disabilities and Additional Resources
  39. 06: Concepts of Print
  40. 6.01: Concepts of Print
  41. 6.02: Concepts of Print Continuum
  42. 6.03: Explicit Print Knowledge Instruction
  43. 6.04: Print Referencing
  44. 6.05: English Learner Students and Students with Disabilities
  45. 07: Alphabet Knowledge
  46. 7.01: Alphabet Knowledge and the Alphabetic Principle
  47. 7.02: Alphabet Knowledge Continuum
  48. 7.03: Alphabet Knowledge Instruction
  49. 08: Writing Development
  50. 8.01: Introduction to Emergent Writing
  51. 8.02: Progression of Writing Development
  52. 8.03: Strategies for Writing Development
  53. 8.04: Instructional Practices for Emergent Writers
  54. 8.05: Involving Families
  55. 09: The Literacy Environment
  56. 9.01: Designing Literacy Rich Play Environments
  57. 9.02: Print Rich Environments
  58. 9.03: Critically Responsive Children's Books
  59. 10: Language and Literacy Experience Plans
  60. 10.01: Relevant Developmental Domains
  61. 10.02: Appropriately Challenging
  62. 10.03: Culturally and Linguistically Appropriate
  63. 10.04: Effective Transitions
  64. 10.05: Wisconsin Model Early Learning Standards Framework
  65. 10.06: The Teaching Cycle