Open Daily: 10am - 10pm | Alley door pickup 10am - 7pm 3038 Hennepin Ave Minneapolis, MN
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  • Open Daily: 10am - 10pm
    Alley-side Pickup: 10am - 7pm

    3038 Hennepin Ave Minneapolis, MN
    612-822-4611

Open Daily: 10am - 10pm | Alley-side Pickup: 10am - 7pm
3038 Hennepin Ave Minneapolis, MN
612-822-4611
Contemporary Perspectives in Literacy in Early Childhood Education (Hc)

Contemporary Perspectives in Literacy in Early Childhood Education (Hc)

Saracho, Olivia N.
Spodek, Bernard

Hardcover

Series: Contemporary Perspectives in Early Childhood Education, Book 2

General Education

ISBN10: 1930608292
ISBN13: 9781930608290
Publisher: Information Age Publishing
Published: Jan 1 2002
Pages: 208
Weight: 1.03
Height: 0.50 Width: 6.14 Depth: 9.21
Language: English

This volume identifies and critically analyzes research studies related to the critical skills, environments, and adult interactions that contribute to young children's literacy development. The volume reminisces on the reformation that has emerged in the language and literacy education of young children. Prior to the 1960's, few studies were available on pre?first?grade literacy. Then studies began to emerge in the 1960's focusing on the reading readiness paradigm and on the conventional assumption that literacy development was only introduce and when children experienced formal reading instruction in school (Sulzby & Teale, 1986). Fortunately, Durkin (1966) found that there were children reading before first grade and determined that the reading readiness paradigm was theoretically and pragmatically incongruous. Others followed Durkin's footsteps. Sulzby and Teale (1986) identify the following concepts about young children's acquisition of literacy learning:

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Saracho, Olivia N.

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General Education

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