By Laura M. Justice PhD, Carol Vukelich PhD, William H. Teale
Fine quality preschool courses are necessary to enhancing children’s results in studying fulfillment and leveling language and literacy disparities between scholars from assorted backgrounds. Grounded in state of the art study proof, this practice-oriented ebook demonstrates how preschool execs can create, review, and maintain exemplary courses. Chapters from prime experts hide training, evaluation, and differentiation, in addition to particular concepts for instructing English language novices and supporting at-risk readers. dialogue questions and advised actions for pro improvement are integrated, as are reproducible evaluation kinds and making plans instruments to be used within the lecture room.
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Additional resources for Achieving Excellence in Preschool Literacy Instruction (Solving Problems in the Teaching of Literacy)
950–1016). New York: Wiley. , & Snipper, A. (1982). Lasting effects of early education: A report from the Consortium for Longitudinal Studies. Monograph of the Society for Research in Child Development, 47(2–3, Serial No. 195), whole issue. Lieberman, A. (1995). Practices that support teacher development. Phi Delta Kappan, 76(8), 591–596. Los Angeles Universal Preschool, Quality Standards. (2005). Abbreviated LAUP 5-Star Quality Rating Scale for Centers. Retrieved August 11, 2006, from www. pdf.
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The sections that follow illustrate how each of the “Big Four” instructional objectives of Early Reading First—vocabulary, phonological awareness, alphabet knowledge, and print awareness—was taught in this project. The examples are intended to give readers the “feel” of developmentally appropriate, science-based early literacy instruction. Vocabulary Instruction “Vocabulary” refers to children’s knowledge of word meanings.