This study presents research-based best practices for supporting young children's development as readers and writers.

This book presents current, research-based best practices in the US for supporting young children's development as readers and writers. From leading figures in early literacy, the book demonstrates that scientifically grounded instruction need not be dull, drill-oriented, or one-size-fits-all rather, it describes language-rich approaches to engaging with children's existing levels of knowledge while moving them to more complex literacy understandings. Topics covered include the impact of home literacy experiences, teaching English learners and culturally diverse children, phonemic awareness and word knowledge for preschoolers, new uses for communication technologies and informational text, and fluency instruction. Also addressed are professional development issues, including teacher training practices that support change. Exemplary teaching strategies and activities are clearly depicted and illustrated with samples of student work, providing Pre-K-3 teachers with many useful ideas that can be readily applied in the classroom.

Part I: Foundations for Early Literacy Learning and Instruction. Morrow, Casey, Haworth, Staff Development for Early Literacy Teachers: A Plan to Facilitate Change. Teale, Questions About Early Literacy Learning and Teaching That Need Asking-And Some That Don't. Gaskins, A Multidimensional Approach
to Beginning Literacy. Xu, The Learner, the Teacher, the Text, and the Context: Sociocultural Approaches to Early Literacy Instruction for English Language Learners. Part II: Home
Literacy Experiences of Children. Lenhart, Roskos, What Hannah Taught Emma and Why It Matters. Paratore, Melzi, Krol-Sinclair, Learning About the Literate Lives of Latino Families. Part III: Phonemic Awareness, Code Learning, and Book Acting. Schickedanz, Engaging Preschoolers in Code Learning: Some Thoughts about Preschool Teachers' Concerns. Invernizzi, Concepts, Sounds, and the ABCs: A Diet for a Very Young Reader. McGee, Book Acting: Storytelling and Drama in the Early Childhood Classroom. Part IV: Recent Trends in Literacy Research: Technology, Fluency, and Informational Text. Karchmer, Mallette, Leu, Early Literacy in a Digital Age: Moving from a Singular Book Literacy to the Multiple Literacies of Networked Information and Communication Technologies. Stahl, No More "Madfaces": Motivation and Fluency Development with Struggling Readers. Kuhn, How Can I Help Them Pull It All Together? A Guide to Fluent Reading Instruction. Duke, Bennett-Armistead, Roberts, Bridging the Gap between Learning to Read and Reading to Learn. Casbergue, Plauch?, Immersing Children in Nonfiction: Fostering Emergent Research and Writing. Vukelich, Evans, Albertson, Organizing Expository Texts: A Look at the Possibilities. Barone, Caution, Apply with Care: Recommendations for Early Literacy Instruction.