Literacy Learning for Infants, Toddlers, and Preschoolers: Key Practices for Educators
About the Book
Language and knowledge
Sounds and letters
Table of Contents
About the Authors
Introduction and How to Use this Book
Chapter 1: Clever Communicators
Chapter 3: Sound–Letter Linkers
Chapter 4: Resourceful Writers
Chapter 5: Text Comprehenders
Publish Date: 2022
“DAP in Action in an Infant-Toddler Setting” - This contribution to Young Children’s Rocking and Rolling column by Kathy Kinsner, illustrates what developmentally appropriate practice looks and sounds like in a child-centered classroom. (Young Children, Spring 2022)
“Equalizing Opportunities to Learn: A Collaborative Approach to Language and Literacy Development in Preschool” - Authors Laura B. Raynolds, Margie B. Gillis, Cristina Matos, and Kate Delli Carpini share the engaging, challenging activities they designed with and for preschoolers growing up in an under-resourced community. (Young Children, March 2019)
“‘How Do You Spell Butterfly?’ Connecting Play to Content Learning” - Jenna Valasek explores playful, integrated learning in a preschool setting. (Teaching Young Children, Summer 2022)
Tanya S. Wright, PhD, is associate professor of literacy in the Department of Teacher Education at Michigan State University. She earned her PhD from the University of Michigan. Dr. Wright is a former kindergarten teacher whose research and teaching focus on literacy instruction during the early childhood years. She is the author of several books for teachers, including A Teacher’s Guide to Vocabulary Development Across the Day. Dr. Wright is lead author of SOLID Start, an open-access science and disciplinary literacy curriculum for grades K–2 (http://solidstart.msu.edu). She is senior editor of The Reading Teacher, a peer-reviewed journal that publishes research-based practices for literacy educators working with children up to age 12. Dr. Wright received the International Literacy Association’s Jerry Johns Outstanding Teacher Educator in Reading Award in 2022.
Sonia Q. Cabell, PhD, is associate professor of reading education in the School of Teacher Education and the Florida Center for Reading Research at Florida State University. Before receiving her PhD at the University of Virginia, she worked as a second grade teacher and literacy coach. Dr. Cabell’s research focuses on early literacy instruction with a particular interest in the prevention of reading difficulties. She has authored over 60 publications, including research articles, books, book chapters, and early childhood language and literacy curricula. She has served as principal investigator or co-principal investigator on federally funded research projects totaling approximately $9 million. Dr. Cabell has been an advisor or consultant for a variety of national organizations and state departments of education.
Nell K. Duke, EdD, is professor in literacy, language, and culture in the School of Education and the combined program in education and psychology at the University of Michigan. As of September 2022, Dr. Duke serves as the executive director of the Center for Early Literacy Success at Stand for Children (www.stand.org). She earned her bachelor’s degree from Swarthmore College and her master’s and doctoral degrees from Harvard University. Her work focuses on early literacy development, particularly among children living in economic poverty. Dr. Duke has received the International Literacy Association’s William S. Gray Citation of Merit for outstanding contributions to research, theory, practice, and policy. Her website is www.nellkduke.org.
Mariana Souto-Manning, PhD, is the fifth president of Erikson Institute in Chicago. She has served as professor of education at Teachers College, Columbia University, and held academic appointments at the University of Iceland and King’s College London. Committed to the pursuit of justice in early childhood teaching and teacher education, Dr. Souto-Manning’s research (re)centers methodologies and pedagogies on the lives, values, and experiences of intersectionally minoritized people of color. As she problematizes issues of colonization, assimilation, and oppression in schooling and society, Dr. Souto-Manning critically examines theoretical and methodological issues and dilemmas of doing research with communities of color, considering questions such as “Critical for whom?” and “According to whom?” Dr. Souto-Manning authored and coauthored 10 books, dozens of book chapters, and over 80 peer-reviewed articles. She has received a number of research awards, including the American Educational Research Association Division K Innovations in Research on Diversity in Teacher Education Award.