No Limits to Literacy for Preschool English Learners
'This book offers a foundation in language and literacy that greatly benefits dual language learners.' Pamela S. Allen, Lead Teacher/Gifted FacilitatorBallantyne Elementary School, Charlotte, NCProduce strong language and literacy outcomes for the youngest English learners!Research and practice have established that early oral language and literacy skills development can predict later academic success. But how do young children whose first language is not English become proficient learners, and which classroom strategies have the most impact on literacy learning? This valuable resource helps teachers understand how English learners (ELs) ages 3 to 5 acquire the foundations for literacy and offers practical, research-based strategies for teaching language and literacy skills. Theresa A. Roberts, an expert literacy practitioner and researcher for preschool ELs, offers strategies that have been field-tested and proven effective by more than 1,000 early childhood educators. One of the few literacy resources available that focuses exclusively on preschool ELs, this book helps teachers of young children: Understand the essential elements for building early literacy skills, including teaching the alphabetic principle, phonological awareness, and vocabularyEncourage family involvement and nurture the home-school allianceBuild on children's primary languageStrengthen preschool programs serving young ELs No Limits to Literacy for Preschool English Learners shows teachers how to lead children to high levels of literacy competence, engagement, and enjoyment!
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Chapter 1 Resources English Language Learners Bring to Literacy Learning
Chapter 2 Building On and Scaffolding With Primary Language
Chapter 3 Oral Language Development in a Second Language
Why and How
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achievement alphabet letters Apply Your Knowledge attention autonomy benefits bilingual ch in g challenge child child’s children learn children’s language classroom cognitive context cultural Educational Principle effectance motivation English language learners English learner children English-only children explicit instruction family engagement focus g P rinc goal guage help children high-quality Hmong important influence interaction language and literacy language development language resources learning letter lesson letter names letter shapes letter sounds literacy activities literacy competence literacy development literacy experiences literacy learning lowercase letters mary language motivation for literacy opportunities oral language parents participate personal names phonemes phonological awareness preschool children preschool English learners preschool settings primary language promote pronunciation relationships responsive rhyming rinc ip second language second language acquisition self-determination theory skills social-emotional sounds in words Spanish specific storybook reading studies talk tasks teachers Teaching Principle understanding uppercase vocabulary write