(See related pages)
In this chapter you will:
|
|
|
Read descriptions of what a very young child can learn about reading. |
|
|
|
Read several findings from researchers regarding the way parents share books with young children. |
|
|
|
Note information on the links between literature and early literacy. |
|
|
|
Be able to describe the first books that appeal to babies. |
|
|
|
Determine the purpose for toy books and be able to describe them. |
|
|
|
Read suggestions on how to use toy books with children. |
|
|
|
Learn the guidelines for evaluating books for the very young child. |
|
|
|
Learn about finger songs and nursery rhymes. |
|
|
|
Find reasons why Mother Goose rhymes appeal to children. |
|
|
|
Know factors to consider when selecting editions of Mother Goose. |
|
|
|
Know the various types of alphabet books. |
|
|
|
Learn where counting books fit into the scheme of the child's learning. |
|
|
|
Find the definition of a concept book. |
|
|
|
Learn the definition of a wordless book. |
|
|
|
Read suggestions for ways to use wordless books with children. |
|
|
|
Read a description of recent books for preschoolers. |
|
|
|
Contrast the differences between primers and trade books for preschoolers. |
|
|
|
Identify the characteristics of several kinds of predictable books. |
|
|
|
Define "big books" and learn how they are used. |
|
|
|
Identify potential problems of controlled-vocabulary books. |
|
|
|
Know the importance of helping children to choose the right book at the right time. |
|
|
|
Develop the ability to evaluate the quality of books designed for beginning readers. |