So Much More Than the ABCs: The Early Phases of Reading and Writing, Revised Edition

Laying a Strong Foundation for Literacy in the Early Years

A child's literacy development begins long before their formal education does. The skills and knowledge that infants, toddlers, and preschoolers acquire through meaningful, playful language and literacy experiences are the building blocks of their later success in reading and writing.

How do early childhood educators foster young children's understanding of reading and writing during this emergent literacy period? Moreover, how can they nurture a love of reading and writing? With these two questions at its core, the revised edition of this bestselling resource provides

• A comprehensive and updated overview of what literacy development looks like for children from birth through age 5


• Instructional approaches that support robust early language, literacy, and content knowledge learning


• Considerations for choosing and sharing materials and for designing the physical environment in ways that support language and literacy learning


• Recommendations for developmentally appropriate books that engage children's minds and imaginations


• Authentic writing samples that showcase young children's thinking around and explorations with mark making

Grounded in new research and drawn from the authors' extensive experience, this book gives educators the tools they need to create and build on learning opportunities that will lead to thriving, motivated readers and writers.

Author: Molly F. Collins, Judith A. Schickedanz
Publisher: National Association for the Education of You
Published: 10/01/2024
Pages: 240
Binding Type: Paperback
Weight: 1.10lbs
Size: 9.90h x 6.90w x 0.70d
ISBN: 9781952331329

About the Author
Molly F. Collins, EdD, is associate professor of the practice of literacy in the Department of Teaching and Learning at Vanderbilt University. Her research examines language and literacy development in young children with specific attention to quality features in educational contexts. Current projects focus on monolingual and multilingual preschoolers' vocabulary acquisition and inferential thinking in storybook reading and on professional learning collaborations with teachers of linguistically diverse children in national and international settings. Previously, Molly taught toddlers and preschoolers, and she was president of the Literacy Development in Young Children group within the International Reading Association (currently the International Literacy Association).

Judith A. Schickedanz , PhD, professor emerita at Boston University, taught courses in child development, early literacy, and curriculum and instruction; served as director of the laboratory preschool; coordinated the early childhood program; and helped launch the Jumpstart volunteer program. She taught preschool and has worked extensively with early childhood teachers on funded projects, including Early Reading First. Judy has authored numerous articles, book chapters, and books, including "For Young Children, Pictures in Storybooks Are Rarely Worth a Thousand Words" (The Reading Teacher, 2012); Increasing the Power of Instruction (NAEYC, 2008); Writing in Preschool (International Reading Association, 2009); and Understanding Children and Adolescents (Allyn & Bacon, 2000).