|About the Book|
Promoting children’s desire to read and write is as important as helping children develop the necessary understandings and skills essential for learning how to read and write. Without motivation, children will read and write relatively little and only what and when they must.
This book addresses:
1. What children need to learn in these early years
2. The strategies teachers can use to help children acquire these foundations
3. The features of emergent literacy and language understandings and skills
4. How to design the physical environment in early childhood classrooms to support language and literacy learning
Teachers and families can use this book to support young children develop the knowledge, and skills needed for later success in learning to read and write.
“This is a masterful must-read for anyone interested in the literacy development of young children. Research on language, reading, writing, and motivation is woven seamlessly together with precise instructional guidance. For teachers, this book offers a treasure trove of practical advice; for parents, literacy coaches, and university faculty, it provides a broad, accurate view of early literacy development and pedagogy.”
—David K. Dickinson, Professor, Vanderbilt University
“In their new edition, Schickedanz and Collins have continued the heart of their argument from the first edition of More than the ABCs: the foundations of literacy laid down during the early years involve considerably more than merely learning the alphabet and acquiring the alphabetic principle.”
—Lea M. McGee, Marie Clay Chair of Reading Recovery and Early Literacy, The Ohio State University
“So Much More than the ABCs is a must-read for parents and teachers of preschoolers. This outstanding book is based on research and the authors’ lifetime experiences devoted to the study of early literacy.”
— Lesley Mandel Morrow, Professor of Literacy, Rutgers University
“Drs. Schickedanz and Collins' text offers explicit guidance for teaching children not only decoding skills but also interesting strategies for teaching children how to interact with both narrative and expository text. A special feature is the chapter about reading with infants and toddlers, which is critically important for both parents and caregivers.”
— Billie J. Enz, Emeritus Professor, Arizona State University
|About the Authors|
Judith A. Schickedanz, PhD, is professor emerita at Boston University. She has authored numerous articles and books, including Increasing the Power of Instruction (NAEYC, 2008); Writing in Preschool (International Reading Association, 2009); and Understanding Children and Adolescents (Allyn & Bacon, 2000).
Molly F. Collins, EdD, is a lecturer in the Department of Teaching and Learning, Peabody College, Vanderbilt University. Her articles include “Sagacious, Sophisticated, and Sedulous: The Importance of Discussing 50-Cent Words with Young Children” (Young Children, 2012).