By Laura M. Justice PhD, Carol Vukelich PhD, William H. Teale
High-quality preschool courses are necessary to enhancing children’s results in interpreting fulfillment and leveling language and literacy disparities between scholars from varied backgrounds. Grounded in state of the art study facts, this practice-oriented e-book demonstrates how preschool execs can create, evaluation, and maintain exemplary courses. Chapters from major specialists hide training, overview, and differentiation, in addition to particular innovations for educating English language beginners and aiding at-risk readers. dialogue questions and advised actions for pro improvement are incorporated, as are reproducible review varieties and making plans instruments to be used within the classroom.
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C. (2005). A new elementary school for American children. SRCD Social Policy Report, 19(3), 4–5. Pre-K Now. (2006). The history of pre-K. Retrieved August 1, 2006, from www. cfm. Putnam, R. , & Borko, H. (1997). Teacher learning: Implications of new views of cognition. In B. J. Biddle, T. L. Good, & I. F. ), The international handbook of teachers and teaching (Vol. II, pp. 1223–1296). Dordrecht, The Netherlands: Kluwer. Reynolds, A. J. (2000). Success in early intervention: The Chicago Child–Parent Centers.
Preventing Reading Difficulties in Young Children, edited by Snow and associates, specifically emphasized using empirical evidence or “science” to discover: (1) strong predictors of success and failure in reading, and (2) effective strategies for preventing reading difficulties. S. Department of Education, including Good Start, Grow Smart, and the Early Reading First and Early Childhood Professional Development grant programs designed to increase the school readiness of low-income children by providing them with print-rich environments and science-based instruction on oral language, phonological awareness, alphabet knowledge, and print awareness.
The field of early childhood education has not been immune from such shifts, as discussed in the remainder of this chapter. A new perspective on early literacy known as scientifically based reading research (SBRR) has come into prominence and has had a tremendous inf luence on preschool language arts instruction. The chapter begins by defining SBRR and discussing the main tenets of this perspective. The controversy surrounding this perspective is also discussed. Then each of the “core” SBRR early literacy skills—vocabulary, phonological awareness, alphabet knowledge, and print awareness—is defined, and examples of how each skill can be directly taught to preschool children are provided.
Achieving Excellence in Preschool Literacy Instruction by Laura M. Justice PhD, Carol Vukelich PhD, William H. Teale