Written from a constructivist viewpoint, this popular text for future teachers of children from preschool through the primary grades focuses on how young children construct literacy and how teachers can support and guide that activity through developmentally-appropriate teaching practices. The authors examine current research of 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. As in previous editions, they advocate giving children a choice of the reading material from which they will learn; and, caution against grouping children solely by literacy ability.