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Literacy Development in the Early Years: Helping Children Read and Write, 9th edition

Published by Pearson (May 7, 2019) © 2020

  • Lesley Mandel Morrow Rutgers, The State University of New Jersey

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For courses in emergent literacy focusing on birth to Grade 3.

A comprehensive and balanced approach to early literacy instruction with a focus on integrating language arts

Literacy Development in the Early Years explores both the science and art of teaching literacy from birth through Grade 3. It presents a wealth of theory, research, practical strategies and perspectives about how children learn literacy skills while recognizing that literacy development is an active process between educators and their students.

Reorganized with shorter, easier-to-read chapters, the 9th Edition contains added strategies for developing literacy in writing workshops, reading workshops and more.

Hallmark features of this title

  • Problem-solving teaching techniques and direct, theoretical and research-based instructional approaches provide the background and tools teachers need.
  • The integrated language arts approach emphasizes learning to read by integrating key literacy skills (reading, writing, listening, speaking, viewing) into content-area learning.
  • Differentiation of instruction to meet the diverse needs of each child is a major theme.
  • Diversity is emphasized, including the impact of shifting demographics and cultural diversity on literacy.
  • Strategies for adapting instruction for English learners and children with special learning needs are covered.
  • Sample lessons; vignettes; teacher and child dialogues; and model interactions illustrate how strategies can be put into practice.

New and updated features of this title

  • Shorter, reorganized chapters target information and make the book easier to teach and learn from. Updated content reflects current standards, research, and policies influencing early literacy development and instruction.
  • Strategies with step-by-step instructions cover developing literacy in writing and reading workshops, independent and partner reading, organizational methods and comprehension development.
  • An integrated language arts unit about physical and mental health demonstrates implementing CCSS in the content areas (Appendix B).
  • Additional assessment tools include a new case study to give teachers the opportunity to practice assessing children's needs.
  • ADDED: Strategies to organize and manage language arts throughout the day give pre-service educators practical ideas to implement in the classroom (Ch. 13).
  • Chapter 1 provides an exemplary model of excellent literacy instruction and shows “what works” in an early childhood classroom.
  1. Looking at an Exemplary Early Literacy Classroom
  2. Foundations of Early Literacy: From the Past to the Present
  3. Assessment in Early Literacy
  4. Literacy and Diversity: Teaching Children with Different Needs
  5. Early Childhood Language Development: Birth to Age Two
  6. Language and Vocabulary Development: Preschool through Third Grade
  7. Emergent Literacy Skills and Strategies: Helping Children to Figure Out Words
  8. Phonological Awareness and Phonics Instruction
  9. Developing Comprehension of Text and Fluency
  10. Writing, Spelling, and Literacy Development
  11. Using Children’s Literature in the Classroom
  12. Creating a Motivating Environment for Literacy Development: Positive Mindset, Technology, Integration, and Play
  13. Organizing and Managing Literacy Instruction
  14. Family Literacy Partnerships

About our authors

Lesley Mandel Morrow is a distinguished professor of literacy at Rutgers University's Graduate School of Education, where she is director of the Center for Literacy Development. She began her career as a classroom teacher, then became a reading specialist, and later received her Ph.D. from Fordham University in New York City. Her area of research deals with early literacy development and the organization and management of language arts programs. Her research is carried out with children and families from diverse backgrounds.

Dr. Morrow has more than 300 publications, including journal articles, book chapters, monographs and books. She has received Excellence in Research, Teaching and Service Awards from Rutgers University. She was the recipient of the International Reading Association's (now known as the International Literacy Association, or ILA) Outstanding Teacher Educator of Reading Award and the William S. Gray Citation of Merit and ILA's Special Service Award. She also received Fordham University's Alumni Award for Outstanding Achievement. In addition, Dr. Morrow has received numerous grants for research from the federal government and has served as a principal research investigator for the Center of English Language Arts, the National Reading Research Center and the Center for Early Reading Achievement. She was an elected member of the board of directors and president of the ILA, an organization of 60,000 educators from 100 countries. Dr. Morrow was elected into the Reading Hall of Fame and was president of the Hall of Fame as well. In 2010 she received the Literacy Research Association's Oscar Causey Award for research that has added knowledge to and caused change in literacy practice. She is extremely proud of the work done in the Center for Literacy Development, which provides coaching in schools throughout New Jersey. She has provided professional development for the Rutgers Reading Club and after-school program for struggling readers, which is training she created with Susan Dougherty. Dr. Morrow has also provided professional development at conferences she organized with well-known speakers from around the country and abroad. In addition, she is the proud grandmother of James Ethan and Natalie Kate.

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