Bringing together leading scholars, this book describes proven ways to enhance early literacy skills in 3- and 4-year-olds, especially those from low-income families. Presented are scientifically based methods and approaches that are being applied in Early Reading First programs around the country. Important topics include promoting oral language and phonemic awareness, conducting read-alouds, setting up effective classroom environments, meeting the needs of English language learners, providing effective preschool coaching, using assessment to plan instruction, and helping students transition to kindergarten. Contributors also share lessons learned about evaluating and sustaining high-quality programs.
This book will be of most value to preschool teachers, administrators, and staff developers; instructors and graduate students in early education. It will also serve as a text in courses including Preschool Instruction and Administration of Preschool Programs.
Publisher: Guilford Publications
Number of pages: 256
Weight: 382 g
Dimensions: 229 x 152 x 18 mm
"This outstanding resource makes rich connections between the research base and instructional practices for preschoolers. It provides the tools to assess children and to plan appropriate lessons. The chapter on language development is very powerful. The case studies take you through the implementation of effective teaching strategies and document their impressive results."--Elaine Merritt, EdS, literacy coach, Johnson County Elementary School, Wrightsville, Georgia
"Wow--this book is a 'one-stop shop' for early educators! It explains the benefits of establishing a nourishing reading environment for young learners and offers research-based strategies for designing and implementing effective programs. The instructional suggestions are realistic and easy to follow. The case studies of successful classrooms are a testament that we can't afford not to provide relevant classroom instruction to preschool-age children."--Nacole S. Guyton, EdS, Head Start and Early Head Start Director, Economic Opportunity Authority, Savannah, Georgia
"McKenna, Walpole, and Conradi have assembled an outstanding group of early literacy scholars, who admirably address key issues in early reading instruction. This excellent volume will be useful in graduate-level teacher education courses in both reading and early childhood programs. I recommend it highly."--Dorothy S. Strickland, PhD, Samuel DeWitt Proctor Professor Emerita, Graduate School of Education, Rutgers, The State University of New Jersey
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