Achieving Excellence in Preschool Literacy Instruction

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Laura M. Justice, Carol Vukelich
Guilford Press, 2008 - Language Arts & Disciplines - 344 pages
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High-quality preschool programs are essential to improving children's outcomes in reading achievement and leveling language and literacy disparities among students from diverse backgrounds. Grounded in state-of-the-art research evidence, this practice-oriented book demonstrates how preschool professionals can create, evaluate, and sustain exemplary programs. Chapters from leading authorities cover coaching, assessment, and differentiation, as well as explicit strategies for teaching English language learners and helping at-risk readers. Discussion questions and suggested activities for professional development are included, as are reproducible assessment forms and planning tools for use in the classroom.

 

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Contents

BACKGROUND
1
The Scientifically Based Reading Research Approach to Early Literacy Instruction
25
The Knowledge Application
41
PROFESSIONAL DEVELOPMENT AND TEACHER SUPPORT
65
Mentoring Preschool Teachers
84
Using Classroom Observations to Improve Implementation Quality
102
The CIRCLE Teacher Behavior Rating Scale
120
OPTIMIZING EARLY LEARNING ENVIRONMENTS
163
Strategic and Intentional Shared Storybook Reading
198
Bridging Emergent Literacy Instruction
221
Language and Literacy Practices for English Language Learners in the Preschool Setting
242
MAKING DATABASED DECISIONS
261
Indicators and Goals of HighQuality Program Evaluation for the Preschool Classroom
284
The Vocabulary of Screening and What Educators Need to Know
304
CurriculumBased Measurement of Preschoolers Early Literacy Skills
317
Index
339

Increasing Childrens Learning by Getting to the Bottom of Their Confusion
182

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Popular passages

Page 336 - Fuchs, LS, Deno, SL, & Mirkin, PK (1984). The effects of frequent curriculum-based measurement and evaluation on pedagogy, student achievement, and student awareness of learning.
Page 336 - Fuchs, LS, Fuchs, D., Hamlett, CL, & Ferguson, C. (1992). Effects of expert system consultation within curriculum-based measurement using a reading maze task. Exceptional Children, 58, 436-450. Fuchs, LS, Fuchs, D., Hamlett, CL, Phillips, NB, & Bentz, J.
Page 336 - Dickinson, DK, McCabe, A., Anastasopoulos, L., Peisner-Feinberg, ES, & Poe, MD (2003). The comprehensive language approach to early literacy: The interrelationships among vocabulary, phonological sensitivity, and print knowledge among preschool-aged children. Journal of Educational Psychology, 95, 465-481.
Page 336 - Fuchs, LS, & Deno, SL (1991). Paradigmatic distinctions between instructionally relevant measurement models. Exceptional Children, 57, 488-501.

About the author (2008)

Laura M. Justice, PhD, is Professor in the School of Teaching and Learning at The Ohio State University. A certified speech-language pathologist, her research and teaching interests include language disabilities, early literacy acquisition, parent-child interactions, and preschool quality. Dr. Justice's research on these topics has been supported by grants from the U.S. Department of Education, the National Institutes of Health, the American Speech-Language-Hearing Association, and the International Reading Association, and has received recognition from the American Speech-Language-Hearing Association (Editor's Award, American Journal of Speech-Language Pathology), the Council for Exceptional Children (Early Career Publication Award from the Division for Research), and the U.S. President (2005 Presidential Early Career Award in Science and Engineering). She has coauthored several books on young children's language and literacy development.

Carol Vukelich, PhD, is the L. Sandra and Bruce L. Hammonds Professor in Teacher Education and Director of the Delaware Center for Teacher Education at the University of Delaware. Her research and teaching interests include children's early literacy development and teachers' professional development, specifically coaching and reflection strategies. Dr. Vukelich has served as President of the Association for Childhood Education International and the International Reading Association's Literacy Development in Young Children Special Interest Group. She has coauthored several books and an early literacy curriculum program.

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