Before Words: Wordless Picture Books and the Development of Reading in Young Children. Language and Literacy Series

Autor/in	Lysaker, Judith T.
Titel	Before Words: Wordless Picture Books and the Development of Reading in Young Children. Language and Literacy Series
Quelle	(2018), (160 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-8077-5917-2
Schlagwörter	Picture Books; Childrens Literature; Emergent Literacy; Kindergarten; Preschool Children; Reading Instruction; Beginning Reading; Reading Comprehension; Skill Development; Reading Ability; Creativity; Child Development + Suchen Sie Ihr Suchwort? Picture book; Bilderbuch; 'Children''s literature'; Kinderliteratur; Frühleseunterricht; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Leseunterricht; Erstleseunterricht; Leseverstehen; Kompetenzentwicklung; Qualifikationsentwicklung; Reading competence; Lesekompetenz; Kreativität; Kindesentwicklung
Abstract	In this book, the author challenges reductive views of emergent literacy prevalent in many of today's kindergarten and pre-K classrooms. As an alternative, Lysaker explains how reading wordless books with young children helps them to develop a range of comprehension abilities that are important for understanding narrative texts. Readers will find concrete methods to help them gauge, document, and respond to children as they make meaning of and respond to wordless books. Through description and analysis, the text reveals the undervalued richness of young children's emergent comprehension and the intricate, purposeful nature of their specific early thinking activities. "Before Words" encourages readers to think about young children's comprehension as complex meaning-making and suggests new ways of responding to the unique sense-making tools young children use during wordless book reading. This book: (1) Demonstrates how young children develop reading comprehension abilities even before learning to read print; (2) Expands on reading as more than just a technical skill; (3) Illustrates how to engage the whole child and scaffold their formation of relationships with other people, including peers, teachers, families, and communities; (4) Shows how to nurture students' creativity, positive relationships with storytelling, and social-emotional growth; and (5) Offers guidance for building a wordless book library, including a selected list of books. [Foreword by Peter Johnston.] (As Provided).
Anmerkungen	Teachers College Press. 1234 Amsterdam Avenue, New York, NY 10027. Tel: 800-575-6566; Fax: 802-864-7626; e-mail: tcp.orders@aidcvt.com; Web site: http://www.tcpress.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01