Language Experience Approach and the Science of Literacy Instruction

The information contained in this text covers literacy instruction in kindergarten, primary grades, middle school, and secondary school. It gives the background on the developmental aspects of all attributes needed for successful reading. It presents a balanced body of information for instruction between wholistic approaches and traditional approaches for the total literacy curriculum. This book includes the complete developmental aspects of skills necessary for competence in all literacy tasks from birth to adolescent literacy, the need for availability for teachers to assess the progress of all these skills as they are presented in a wholistic fashion on a regular basis, the criteria of how decisions are made for remedial reading instruction, the interface of special education considerations for students experiencing literacy deficits, approaches for adolescent literacy programs, and extensive information on teaching English language learners.Table of ContentList of Figures; Acknowledgments; Introduction: LEA and the Science of Literacy Instruction; Chapter 1 Reading Development as Part of Literacy Development; Chapter 2 Language Development ; Chapter 3 The Development of Early Skills for Literacy Proficiency; Chapter 4 Development of Motor Ability for Writing; Chapter 5 Understanding Spelling; Chapter 6 Literacy Instruction in the Primary Grades; Chapter 7 Literacy Strategies for the Secondary School; Chapter 8 Reading Deficits and the Interface with Special Education; Chapter 9 Remediation of Mild to Moderate Reading Deficits; Chapter 10 Remediation of More Severe Deficits in Reading Ability; Chapter 11 The Counterparts of Written Expression: Comprehension, Vocabulary Memory, Word Retrieval, and Dysnomia; Chapter 12 Written Expression; Chapter 13 Teaching English Language Learners; Chapter 14 Technology Ideas; References; Appendices; IndexReview Quote“Elaine Traynelis Yurek and Mary Winifred Strong provide a comprehensive argument for implementing the language experience approach for developing students’ literacy capabilities. They revisit early ground-breaking research and examine current research that demonstrates the impact of literacy instruction that is grounded in students’ language, experiential histories, and capabilities. Rich contexts for learning are at the center of their instructional recommendations.” —Victoria J. Risko, EdD, Professor Emerita, Vanderbilt University, USA.Review Quote“It is a great summary of various strategies to teach reading to both typical and neurotypical readers. It is hard to find accurate information on so many varied approaches in one text. The power of a student’s own language should not be ignored. This is a resource every teacher of reading should have on their shelves!” —Nancy Foy, Head of School, The New Community School, USA.Biographical NoteDr. Elaine Traynelis Yurek has a strong research background in the areas of literacy, learning disabilities, emotional disturbance, and attention deficit disorders. She has presented and published extensively in these areas. Dr. Mary Winifred Strong has published over 30 articles on reading methodology in state, national, and international journals and proceedings; written several book chapters in literacy and international proceedings; and coauthored a textbook on literacy coaching.This book is a comprehensive guide that provides multiple wholistic approaches to literacy instruction in kindergarten, primary grades, middle school, and secondary school with an emphasis on research validation of methods and descriptions of the different ways that literacy can be taught in today’s schools.