By Laura M. Justice PhD, Carol Vukelich PhD, William H. Teale
High-quality preschool courses are necessary to bettering children’s results in examining fulfillment and leveling language and literacy disparities between scholars from various backgrounds. Grounded in cutting-edge learn facts, this practice-oriented booklet demonstrates how preschool pros can create, overview, and maintain exemplary courses. Chapters from top professionals conceal training, evaluate, and differentiation, in addition to specific suggestions for educating English language inexperienced persons and aiding at-risk readers. dialogue questions and recommended actions for pro improvement are incorporated, as are reproducible overview types and making plans instruments to be used within the classroom.
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Extra resources for Achieving Excellence in Preschool Literacy Instruction
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.
Can the age of entry into child care and the quality of child care predict adjustment in kindergarten? Developmental Psychology, 26, 292–303. Howes, C. (1997). Children’s experiences in center-based child care as a function of caregiver background and adult:child ratio. Merrill–Palmer Quarterly, 43, 404–425. , & Kralik, J. M. (2004). The impact of mentoring on teacher retention: What the research says. Denver, CO: Education Commission of the States. Jacobson, L. (2006, June 14). California voters reject universal pre-k initiative.
2002). Inservice training or professional development: Contrasting opportunities in a school/university partnership. Teaching and Teacher Education, 18(7), 815–830. , & Rickman, D. (2007). Do peers inf luence children’s skill development in preschool? Economics of Education Review, 26(1), 100–112. Howes, C. (1990). Can the age of entry into child care and the quality of child care predict adjustment in kindergarten? Developmental Psychology, 26, 292–303. Howes, C. (1997). Children’s experiences in center-based child care as a function of caregiver background and adult:child ratio.
Achieving Excellence in Preschool Literacy Instruction by Laura M. Justice PhD, Carol Vukelich PhD, William H. Teale