000			11205cam a2200493 i 4500
005			20221103181400.0
008			200122s2019 vra 000 0 eng d
010			_a 2019287261
011			_aZ3950 Direct Search: Record 5 of 7
011			_aZ9350 Search Query @attr 1=7 "9780190318567"
011			_aMARC Score : 10600(21950) : OK
011			_aField 020 : Incoming Record contains no ISBN matches to any existing record on the database
020			_a0190318562 _qpbk.)
020			_a9780190318567 _qpbk.)
035			_a(ATU)b30493985
035			_a(OCoLC)1232011981
040			_aUKMGB _beng _erda _cDLC _dZ5A
042			_alccopycat
050	0	0	_aLB1139.L3 _bF45 2019
082	0	4	_a372.6049 _223
099			_a372.6049 FEL
100	1		_aFellowes, Janet, _eauthor. _91092450
245	1	0	_aLanguage, literacy and early childhood education / _cJanet Fellowes, Grace Oakley.
250			_aThird edition.
264		1	_aMelbourne : _bOxford University Press, _c2019.
264		4	_c©2019
300			_axxi, 649 pages : _billustrations ; _c25 cm
336			_atext _btxt _2rdacontent
337			_aunmediated _bn _2rdamedia
338			_avolume _bnc _2rdacarrier
500			_aPrevious edition: 2014.
505	0	0	_g1. _tIntroduction to Literacy: Definitions and Theoretical Perspectives -- _tIntroduction: Defining literacy -- _tTheoretical perspectives on literacy learning -- _tAffective factors and young children's literacy learning -- _g2. _tChildren's Literature -- _tIntroduction -- _tPicture books -- _tPicture storybooks -- _tChoosing quality picture storybooks -- _tInformation picture books -- _tChoosing quality information picture books -- _tChildren's literature and the Early Years Learning Framework -- _tChildren's literature and digital technology -- _tLiterature from and about Asia -- _tLiterature of and about Aboriginal and Torres Strait Islander peoples -- _tResponse to literature -- _tLiterary texts as models for children's writing -- _gPart 1. _tYoung Children, Language and Literacy : -- _g3. _tUnderstanding Oral Language -- _tIntroduction -- _tLanguage and communication -- _tLanguage and speech -- _tProperties of language -- _tComponents of spoken language -- _tLanguage is functional -- _tLanguage functions -- _tLanguage register -- _tListening (receptive language) -- _tIdentifying children who have reduced hearing -- _tLanguage and culture -- _tLanguage diversity and early childhood settings -- _g4. _tOral Language: Perspectives and Phases -- _tIntroduction: Theoretical perspectives on oral language learning -- _tPhases, stages and milestones of oral language development -- _tBilingual and multilingual language learners -- _g5. _tEarly Childhood Settings and Oral Language Learning and Development -- _tIntroduction -- _tLanguage development and the home setting -- _tLanguage development and the childcare setting -- _tLanguage development and the preschool setting -- _tLanguage development and the early years of the primary school setting -- _g6. _tKey Early Childhood Learning Contexts for Oral Language -- _tIntroduction: Play and oral language -- _tSocio-dramatic play -- _tReading aloud to children -- _tStorytelling -- _tConversations and discussions -- _tInvestigations.
505	0	0	_g7. _tLearning Experiences and Activities for Speaking and Listening -- _tIntroduction: Important considerations -- _tSpeaking and listening activities -- _tActivities with a listening focus -- _tDrama as a medium for speaking and listening development -- _g8. _tLanguage, Thinking and Learning -- _tIntroduction: Cognition and language -- _tLanguage use and brain development -- _tInner speech and thinking -- _tLanguage and learning -- _tQuestioning for cognition and learning -- _g9. _tAssessing Speaking and Listening -- _tIntroduction: Assessment issues in early childhood -- _tWhat needs to be assessed? -- _tThe components of language -- _tCollecting data about children's oral language -- _tDocumentation of oral language learning -- _tInterpreting the information gathered about oral language -- _gPart 2. _tYoung Children and Reading : -- _g10. _tUnderstanding Reading -- _tIntroduction: Defining reading -- _tFoundational knowledge for reading -- _tKnowledge about text purposes -- _tPhonological awareness -- _tKnowledge about letters and sounds -- _tLetter-sound relationships -- _tWord recognition: Phases of development -- _tSight words -- _tReading development -- _tPerspectives on how to teach reading -- _tChild-initiated or educator-initiated literacy learning? -- _g11. _tPhonological Awareness, Letters, Sounds and Sight Words -- _tIntroduction: Phonological awareness -- _tTeaching phonological awareness -- _tPrinciples for teaching phonological awareness -- _tAssessment of phonological awareness -- _tTeaching about letter-sound relationships -- _tWhat do children need to know about letter-sound relationships? -- _tSuggested sequences for teaching phonics -- _tPrinciples of phonics teaching -- _tStrategies and games for teaching phonics -- _tWorking with letters and sounds -- _tAssessment of letter-sound knowledge -- _tTeaching sight words -- _tStrategies for teaching sight words -- _tAssessment of sight-word knowledge -- _g12. _tVocabulary for Reading and Writing -- _tIntroduction: What do we mean by vocabulary? -- _tWhy is vocabulary important in reading and writing? -- _tHow does vocabulary develop? -- _tLevels of vocabulary knowledge -- _tHow can vocabulary learning be facilitated in the early years? -- _tIndirect instruction -- _tExplicit vocabulary instruction -- _tWord study -- _tWord sorts{classifications} -- _tPurposeful strategic conversations -- _tUsing dictionaries -- _tUsing contextual cues -- _tTeaching word consciousness -- _tSome principles for vocabulary teaching -- _tAssessment of vocabulary knowledge -- _tToolbox of vocabulary strategies.
505	0	0	_g13. _tStrategies for Teaching Reading -- _tIntroduction: Pedagogical strategies for teaching reading -- _tReading aloud to children -- _tShared reading -- _tGuided reading -- _tLanguage Experience Approach -- _tBuddy reading -- _tIndependent reading -- _tReciprocal teaching -- _tLiterature circles -- _tMatching texts to children -- _tFinding out about children's reading interests -- _g14. _tReading for Comprehension -- _tIntroduction -- _tWhat does a child need to know and do to comprehend a text? -- _tReading comprehension: Suggested developmental pathway -- _t'Levels' of comprehension -- _tStrategic processes for comprehension -- _tTeaching comprehension processes and strategies -- _tComprehension of informational texts -- _tProviding appropriate texts -- _tVocabulary for reading -- _tComprehension of multimodal texts -- _tGood practice recommendations -- _tAssessment of reading comprehension -- _tToolbox of comprehension strategies -- _g15. _tDeveloping Reading Fluency -- _tIntroduction: What is reading fluency? -- _tElements of reading fluency -- _tWhy is reading fluency important? -- _tFluency development -- _tKey practices for fostering reading fluency -- _tImproving the elements of fluency -- _tImproving expressiveness -- _tUsing digital technologies to teach reading fluency -- _tPulling it all together -- _tAssisting struggling readers -- _tAssessment of reading fluency -- _tWhat not to do -- _tToolbox of fluency strategies -- _gPart 3. _tYoung Children and Writing : -- _g16. _tIntroduction to Writing -- _tIntroduction: Written communication -- _tFour components of writing -- _tThe physical aspect of writing -- _tWriting traits -- _tThe writing process -- _tChildren's growth in written communication -- _tUsing the phases of writing development -- _g17. _tWriting Purpose and Text Organisation -- _tIntroduction -- _tWriting purpose -- _tAudience -- _tWritten texts -- _tTypes of texts -- _tTeaching about texts: Beginning and emergent -- _tTeaching about texts in the early years of school -- _g18. _tThe Writing Conventions: Grammar and Punctuation -- _tIntroduction: Writing conventions -- _tWhat is grammar? -- _tOral language and grammar as a prelude to writing -- _tUnderstanding English grammar -- _tPunctuation -- _tParagraphing -- _tTeaching about the writing conventions -- _g19. _tSpelling and Handwriting -- _tIntroduction: The importance of good spelling -- _tThe English orthographic system -- _tSpelling knowledge -- _tSpelling strategies -- _tChildren's spelling development -- _tInvented spelling -- _tTeaching spelling -- _tHandwriting -- _g20. _tKey Strategies for Teaching Writing -- _tIntroduction -- _tModelled writing -- _tShared writing -- _tWorking with texts produced in modelled or shared writing -- _tInteractive writing -- _tLanguage Experience Approach -- _tGuided writing -- _tIndependent writing -- _tThe teaching strategies in use -- _g21. _tWriting Experiences and Activities -- _tIntroduction: The emergence of writing -- _tSupporting the emergence of writing -- _tSupporting children's further progress as writers -- _tDeveloping writing lessons for children in the early years of school -- _tEstablishing the stimulus for writing activities.
505	0	0	_g22. _tAssessing and Evaluating Writing -- _tIntroduction: What to assess? -- _tCollecting information about children's writing -- _tAssessing spelling -- _tAssessment of writing interest and motivation -- _gPart 4. _tFraming Language and Literacy Learning : -- _g23. _tCritical Literacy and Visual Literacy -- _tIntroduction -- _tWhat is critical literacy? -- _tVisual literacy and its importance in the twenty-first century -- _tDefining viewing or visual literacy -- _tBroad approaches to teaching visual literacy or viewing -- _tSuggested themes for critical and visual literacy -- _tAssessment of visual literacy -- _g24. _tLanguage, Literacy and Digital Technologies -- _tIntroduction: Young children and digital technologies -- _tSAMR, TPACK and iPAC -- _tUsing digital technologies to further young children's literacy learning -- _tWriting{composing using digital technologies} -- _tDigital concept mapping for reading and writing -- _tUsing the web -- _tInteractive whiteboards -- _tTablet computers and mobile learning -- _tDigital technologies and safety concerns -- _g25. _tConnecting with Families -- _tIntroduction: Family literacy practices -- _tFamily literacy practices and emerging literacy -- _tOral language as a component of family literacy -- _tFamily literacy and emergent literacy -- _tFamily literacy diversity -- _tInitiatives: Family and community literacy -- _tParent-educator partnerships -- _tThe benefits of parent-educator partnerships -- _tPartnership practices -- _tWorking with families from culturally and linguistically diverse backgrounds -- _g26. _tPlanning for Language and Literacy -- _tIntroduction: The learning program -- _tThe literacy-enriched environment -- _tProgram considerations for culturally and linguistically diverse learners -- _tLanguage and literacy programs for the different early childhood settings -- _tThe informed early childhood professional.
650		0	_aChildren _xLanguage _xStudy and teaching.
650		0	_aEarly childhood education _xStudy and teaching _9669340
650		0	_aLiteracy _xStudy and teaching _9666338
700	1		_aOakley, Grace, _eauthor. _91092451
907			_a.b30493985 _b01-07-21 _c23-03-21
942			_cB
945			_a372.6049 FEL _g1 _iA537912B _j0 _lnmain _o- _p$181.93 _q- _r- _s- _t0 _u0 _v0 _w0 _x0 _y.i13673865 _z28-05-21
998			_ab _an _b31-03-21 _cm _da _feng _gvra _h0
999			_c1618381 _d1618381