No Limits to Literacy for Preschool English Learners

Front Cover
Theresa A. Roberts
Corwin Press, Jan 6, 2009 - Education - 264 pages
0 Reviews
Combining theory with proven teaching strategies, this resource helps preschool educators produce strong language and literacy outcomes for English learners ages 3 to 5.
 

What people are saying - Write a review

We haven't found any reviews in the usual places.

Contents

Introduction
1
Chapter 1 Resources English Language Learners Bring to Literacy Learning
7
Chapter 2 Building On and Scaffolding With Primary Language
16
Chapter 3 Oral Language Development in a Second Language
40
Why and How
80
Phonological Awareness
111
Chapter 6 Curriculum Instruction and Literacy Activity
142
Chapter 7 Engaging Family Caregivers
174
Chapter 8 Motivation for Literacy
201
References
233
Index
250
Copyright

Other editions - View all

Common terms and phrases

About the author (2009)

Theresa Roberts is currently a professor of child development at California State University, Sacramento. She has published studies on early literacy development with a focus on children who are learning English as a second language in journals such as Reading Research Quarterly, Journal of Educational Psychology, and Contemporary Educational Psychology. Her research interests include alphabet and vocabulary learning, classroom instruction experiments, and family engagement. She has collaborated with preschool and elementary teachers to develop instruction programs and teacher training on these topics. She was a member of the panel of experts that developed the State of California Prekindergarten Guidelines. She also serves as a research consultant for the California Preschool Instructional Network (CPIN) and is a consultant on an Early Reading First grant. She is an elected voting member of the Society for the Scientific Study of Reading, a reviewer for the Journal of Educational Psychology and Applied Linguistics, and sits on the editorial board of Reading Psychology. She earned her doctorate from the University of California, Los Angeles.

Bibliographic information