Bridges to literacy : children, families, and schools

著者

書誌事項

Bridges to literacy : children, families, and schools

edited by David K. Dickinson

Blackwell, 1994

  • : pbk

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注記

Includes bibliographical references and index

内容説明・目次

巻冊次

ISBN 9781557863720

内容説明

In increasingly technological economies around the world, workers need to be able to read and write complex material. Yet demographic changes - emigration resulting in minorities with language and cultures different from those of the dominant group, some without family traditions of literacy; poverty persisting from generation to generation - mean more impediments to full literacy. "Bridges to Literacy" reviews the progress that has been made in developing school- and community-based programmes to help beginning students surmount the difficulties. The authors, leading researchers and practitioners, describe and analyze programmes which have been studied over a period of years. They aim to offer sufficient detail to enable a broad audience to understand how each promising project has been implemented, and how it has solved the problems of programme delivery, communication and collaboration with parents and teachers. An introduction sets the programmes in broad context; two concluding chapters and an epilogue draw together the main lessons they teach us and outline the challenges for future programme developers. People from a number of different backgrounds have been involved in studying and promoting the acquisition of literacy. But there has been little dialogue across disciplinary boundaries. This book chronicles the construction of new bridges not only among schools, communities and families, but also among developmental and cognitive psychologists, education researchers, early childhood educators and library scientists.

目次

  • Chapter 1: Talking and Listening that Support Early Literacy Development of Children from Low-Income Families: Diane E. Beals, Jeanne M. DeTemple and David K. Dickinson (Washington University, Harvard Graduate School of Education, Clark University). Chapter 2: The Effect of Story-Reading on the Language Development of Disadvantaged Pre-kindergarten and Kindergarten Students: Nancy Karweit (The Johns Hopkins University). Chapter 3: "I Got to Get Him Started Out Right": Promoting Literacy by Beginning with Books: Elizabeth Segel (Carnegie Library of Pittsburgh). Chapter 4: The Making of Readers: The Work of Professor Dina Feitelson: Joseph Shimron (University of Haifa). Chapter 5: Accelerating Language Development Through Picture-Book Reading: A Summary of Dialogic Reading and its Effects: David S. Arnold and Grover J. Whitehurst (State University of New York at Stony Brook). Chapter 6: Fostering Children's Early Literacy Development Through Parent Involvement: A Five-Year Programme: Derek Toomey and Judith Sloane (La Trobe University, Melbourne). Chapter 7: Family Reading: Still Got It
  • Adults as Learners, Literacy Resources, and Actors in the World: Ruth D. Handel and Ellen Goldsmith (Montclair State College and New York City Technical College). Chapter 8: Responses of Teachers and African-American Mothers to a Book-Reading Intervention Programme: Patricia A. Edwards (Michigan State University). Chapter 9: Collaborations: A Key to Success in Family Literacy Programmes: Ruth S. Nickse and Shelley Quezada (Nickse Associates and Massachusetts Board of Library Commissioners). Chapter 10: Evaluating Family Literacy Programmes: Tales From the Field: Katherine E. Ryan, Suzanne Knell and Barbara Geissler (University of Illinois, Illinois Resource Development Center and Illinois Literacy Resource Development Center). Chapter 11: Enhancing Literacy Development: Programmes and Research Perspectives: Catherine E. Snow (Harvard Graduate School of Education). Chapter 12: Implications for Family Literacy Programmes: Sharon Darling, Susan Paul (National Center for Family Literacy). Chapter 13: Epilogue: What Next?: David K. Dickinson (Clark University).
巻冊次

: pbk ISBN 9781557863737

内容説明

In increasingly technological economies around the world, workers need to be able to read and write complex material. Yet demographic changes - emigration resulting in minorities with language and cultures different from those of the dominant group, some without family traditions of literacy; poverty persisting from generation to generation - mean more impediments to full literacy. "Bridges to Literacy" reviews the progress that has been made in developing school- and community-based programmes to help beginning students surmount the difficulties. The authors, leading researchers and practitioners, describe and analyze programmes which have been studied over a period of years. They aim to offer sufficient detail to enable a broad audience to understand how each promising project has been implemented, and how it has solved the problems of programme delivery, communication and collaboration with parents and teachers. An introduction sets the programmes in broad context; two concluding chapters and an epilogue draw together the main lessons they teach us and outline the challenges for future programme developers. People from a number of different backgrounds have been involved in studying and promoting the acquisition of literacy. But there has been little dialogue across disciplinary boundaries. This book chronicles the construction of new bridges not only among schools, communities and families, but also among developmental and cognitive psychologists, education researchers, early childhood educators and library scientists.

目次

  • Chapter 1: Talking and Listening that Support the Early Literacy Development of Children from Low-Income Families: Diane E. Beals, Jeanne M. DeTemple and David K. Dickinson (Washington University, Harvard Graduate School of Education, Clark University). Chapter 2: The Effect of Story-Reading on the Language Development of Disadvantaged Pre-kindergarten and Kindergarten Students: Nancy Karweit (The Johns Hopkins University). Chapter 3: "I Got to Get Him Started Out Right": Promoting Literacy by Beginning with Books: Elizabeth Segel (Carnegie Library of Pittsburgh). Chapter 4: The Making of Readers: The Work of Professor Dina Feitelson: Joseph Shimron (University of Haifa). Chapter 5: Accelerating Language Development Through Picture-Book Reading: A Summary of Dialogic Reading and its Effects: David S. Arnold and Grover J. Whitehurst (State University of New York at Stony Brook). Chapter 6: Fostering Children's Early Literacy Development Through Parent Involvement: A Five-Year Programme: Derek Toomey and Judith Sloane (La Trobe University, Melbourne). Chapter 7: Family Reading: Still Got It
  • Adults as Learners, Literacy Resources and Actors in the World: Ruth D. Handel and Ellen Goldsmith (Montclair State College and New York City Technical College). Chapter 8: Responses of Teachers and African-American Mothers to a Book-Reading Intervention Programme: Patricia A. Edwards (Michigan State University). Chapter 9: Collaborations: A Key to Success in Family Literacy Programmes: Ruth S. Nickse and Shelley Quezada (Nickse Associates and Massachusetts Board of Library Commissioners). Chapter 10: Evaluating Family Literacy Programmes: Tales From the Field: Katherine E. Ryan, Suzanne Knell and Barbara Geissler (University of Illinois, Illinois Resource Development Center and Illinois Literacy Resource Development Center). Chapter 11: Enhancing Literacy Development: Programmes and Research Perspectives: Catherine E. Snow (Harvard Graduate School of Education). Chapter 12: Implications for Family Literacy Programs: Sharon Darling, Susan Paul (National Center for Family Literacy). Chapter 13: Epilogue: What Next?: David K. Dickinson (Clark University).

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