young children construct literacy and how teachers can support and guide that activity through developmentally-appropriate teaching practices. Advocates giving children a choice of the reading material from which they will learn; and, caution against grouping children solely by literacy ability. Examines current research into emergent and holistic literacy, and tie its findings to instructional practices that teach such skills as phonemic awareness, phonics, and spelling within the context of meaningful reading and writing tasks. Increased coverage of assessment—emphasizes performance-based alternatives to standardized testing during early childhood and examines current recommendations in terms of developmentally-appropriate practice. Provides a strong explanation of shared and interactive writing. Discusses literacy development in infants and toddlers. For future or current teachers interested in literacy or reading methods in early childhood.

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