By Laura M. Justice PhD, Carol Vukelich PhD, William H. Teale
High-quality preschool courses are necessary to bettering children’s results in studying success and leveling language and literacy disparities between scholars from various backgrounds. Grounded in cutting-edge learn facts, this practice-oriented publication demonstrates how preschool execs can create, review, and maintain exemplary courses. Chapters from major gurus disguise training, evaluate, and differentiation, in addition to specific ideas for educating English language newcomers and aiding at-risk readers. dialogue questions and prompt actions for pro improvement are incorporated, as are reproducible overview varieties and making plans instruments to be used within the classroom.
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Extra resources for Achieving Excellence in Preschool Literacy Instruction
Left-to-right, top-to-bottom sequence) of print, has also been found to be positively correlated with reading ability in the primary grades. These skills, sometimes referred to as the “Big Four,” are the primary instructional objectives of SBRR programs within the field of education. SBRR investigators have also focused on identifying effective strategies for teaching this core literacy content to young children. , 1998). This instruction may not only take the form of games and other engaging activities but it also involves preplanning and contains the elements of direct instruction: teacher modeling, guided practice, and independent practice.
NICHD Early Child Care Research Network. (2002a). Child-care structure– process–outcome: Direct and indirect effects of child-care quality on young children’s development. American Psychological Society, 13(3), 199–206. NICHD Early Child Care Research Network. (2002b). The relation of global firstgrade classroom environment to structural classroom features and teacher and student behaviors. Elementary School Journal, 102(5), 367–387. , & Burchinal, M. (1997). Relations between preschool children’s child-care experiences and concurrent development: The cost, quality, and outcomes study.
Family and classroom correlates of Head Start children’s developmental outcomes. Early Childhood Research Quarterly, 9, 289–309. Burchinal, M. , Roberts, J. , Nabors, L. , & Bryant, D. M. (1996). Quality of center child care and infant cognitive and language development. Child Development, 67, 606–620. Caplan, G. (1970). Theory and practice of mental health consultation. New York: Basic Books. , & Caplan, R. B. (1993). Mental health consultation and collaboration. San Francisco: Jossey-Bass. , & McLaughlin, M.
Achieving Excellence in Preschool Literacy Instruction by Laura M. Justice PhD, Carol Vukelich PhD, William H. Teale