Children develop language-related abilities simultaneously from infancy onward, and the conditions that promote first language learning are the same conditions that promote total literacy development: a social context involving immersion, approximation, opportunity to practice, feedback, and modeling. Intended for teachers, reading specialists, administrators, students in teacher education programs, and for parents, this book presents descriptions of strategies for fostering emergent literacy and steps for carrying them out. An underlying theme is the merging of the art and the science of teaching. Chapters in the book are: (1) "Foundations of Early Literacy Development," including past practices, the whole-language movement, thematic instruction, and professional associations and related journals dealing with early literacy; (2) "Observing and Assessing the Needs of Children: Multicultural and Special Learning Needs," including various methods of assessment, and multicultural and language concerns; (3) "Family Literacy Partnerships: Home and School Working Together," exploring why family literacy is important, how to include a family literacy component in the literacy program, and multicultural considerations related to literacy; (4) "Language and Literacy Development," examining how children acquire language and formats for promoting language in the classroom; (5) "How Young Children Learn to Read and Write: An Emerging Literacy Perspective," including developmental trends in literacy acquisition and the place of play in the curriculum; (6) "Motivating Reading and Writing through the Use of Children's Literature," including preparing a literacy-rich environment and creative techniques for story telling; (7) "Developing Concepts about Books and Comprehension of Text," including repeated story readings, webbing and mapping, and authentic assessment of concepts and comprehension; (8) "Developing Reading through Learning about Print," including sight vocabulary, the language experience approach, and strategies for developing sound-symbol relationships; (9) "Writing and Literacy Development," examining how early writing is acquired and authentic assessment of children's writing development and the writing environment; and (10) "Organizing and Managing the Learning Environment for Literacy Development at School," including integrating literacy learning into content areas and strategies for meeting individual special needs. Each chapter includes two case-study activities. Four appendices list children's literature, quality television programs with associated children's books, computer software designed to promote literacy development and creativity, and suggestions for instructors. (HTH)