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Best Practices in Early Literacy Instruction

Edited by Diane M. Barone, Marla H. Mallette

Best Practices in Early Literacy Instruction


Learn how 21st-century research and theory can inform everyday literacy instructional practices in early childhood instruction, preK-3.

Bringing together prominent scholars, this  edited volume includes topics such as:

  • Alphabet learning
  • Phonological awareness
  • Oral language development
  • Learning to write
  • Digital literacy
  • Informational texts
  • Response to intervention

Each chapter features:

  • Guiding questions
  • An overview of ideas and findings on the topic at hand
  • Specific suggestions for improving instruction, assessment, and/or the classroom environment
  • An example of the practices in action

Kylie S. Flynn of WestEd’s Science, Technology, Engineering, and Mathematics program co-authored a key chapter, Parent Involvement Supporting Early Literacy Achievement: Best Practices for Bridging the Home and School Environments.

The edited volume should prove useful for preK–3 classroom teachers, reading specialists/ coaches, and staff developers; and teacher educators and researchers in early literacy.


Resource Details

Product Information

ISBN: 978-1-4625-1156-3
Copyright: 2013
Format: Trade Paper
Pages: 334
Publisher: Guilford Press

Available Previews

Praise for this Resource

  • “This book presents a rich assortment of advice and practical examples from an expert team of authors, explaining how to provide young children with supportive literacy and language environments. Dive right in and pull out a gem on topics as diverse and necessary as parent involvement, digital literacy, the role of play, literary and informational texts, oral language, assessment, early intervention, response to intervention, writing, reading comprehension, and more. Definitely a keeper.”

    Timothy Shanahan, Distinguished Professor Emeritus, Department of Curriculum and Instruction, University of Illinois at Chicago
  • “A welcome addition to the bookshelves of practitioners, early childhood leaders, early literacy scholars, and university students. This is an excellent volume, coherently written and arranged. It will help broaden the reader’s knowledge base about literacy development, materials, instruction, intervention, and assessment. The examples and approaches in this visionary book can be adapted readily to learners’ unique needs. I recommend it strongly! As a text, I would use this book in courses such as Early Literacy and Acquisition and Development of Language and Literacy.”

    Patricia A. Edwards, Distinguished Professor, Teacher Education Department, Michigan State University
  • “Research has consistently demonstrated the impact of early literacy instruction on young children’s educational outcomes. Sadly, best practices are not always common knowledge. This book provides educators with critical information about what should be taught in the preschool classroom as well as explicit guidance for using research-based instructional strategies. The volume also acknowledges the critical roles that parents and culture play in children’s early literacy, offering strategies for engaging parents and bridging the home and school settings.”

    Billie J. Enz, Professor, College of Education (Emerita), Arizona State University