About The Book

The role of parent-child and teacher-child shared story telling and storybook reading is a key vehicle for supporting children’s development of emergent literacy and early language skills. This highly usable and practical book brings the advantages of sharing books and stories to educational and clinical settings, effectively demonstrating how it may be used to support:

  • print knowledge
  • phonological awareness
  • vocabulary
  • inferential language abilities
  • grammatical and narrative skills

With contributions from notable scholars who actively conduct research in the areas of education, developmental psychology, speech language pathology, reading, and early literacy, this unique resource synthesizes and applies current theory and research on uses of sharing books and stories in educational and intervention contexts.

About The Author

nne van Kleeck, PhD, CCC-SLP, is Professor and Callier Research Scholar at the Callier Center for Communication Disorders in the School of Behavioral and Brain Sciences at the University of Texas at Dallas. Her teaching and scholarship focus broadly on children’s language development and language disorders. Dr. van Kleeck began publishing work on preliteracy development and socialization in children in 1987, and has since been involved in research on interactive book sharing and phonological awareness with preschoolers who are typically developing and those who are language delayed. She has been invited to lecture on preliteracy throughout the United States in a number of other countries, and has also published extensively on this topic in wide variety of journals and books.

Among her recent publications is a co-edited book entitled On Reading Books to Children: Parents and Teachers, which was published by Lawrence Erlbaum

Table Of Contents

  • Foreword by Laura M. Justice
  • About the Editor
  • Contributors
  • Introduction
    • A Matter of Emphasis: Different Ways to Share Books and Stories to Foster Different Language and Literacy Skills, Anne van Kleeck
  • Section I: Fostering Skills Related to Decoding Print
    • Fostering Phonological Awareness Using Shared Book Reading and an Embedded Explicit Approach, Lisa Hammett Price and Kendall Young Ruscher
    • Fostering Print Awareness Through Interactive Shared Reading, Anita McGinty, Amy Sofka, Margaret Sutton, and Laura Justice
    • Fostering Letter Knowledge in Prereaders During Book Sharing: New Perspectives and Cultural Issues, Anne van Kleeck
  • Section II: Fostering Language Skills and Promoting Text Comprehension
    • Optimizing the Effects of Shared Reading on Early Language Skills, Colleen E. Huebner
    • Cultural Issues in Promoting Interactive Book Sharing in the Families of Preschoolers, Anne van Kleeck
    • Bringing Words to Life: Optimizing Book Reading Experiences to Develop Vocabulary in Young Children, Annemarie H. Hindman and Barbara A. Wasik
    • Fostering Inferential Language During Book Sharing with Prereaders: A Foundation for Later Text Comprehension Strategies, Anne van Kleeck
    • Fostering Narrative and Grammatical Skills with “Syntax Stories”, Lizbeth H. Finestack, Marc E. Fey, Shari Baron Sokol, Sophie Ambrose, and Lori A. Swanson
  • Index


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