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Best Practices in Early Literacy Instruction

Author: Diane M. Barone

Publisher: Guilford Publications

Published: 2013-09-04

Total Pages: 542

ISBN-13: 1462511775

Bringing together prominent scholars, this book shows how 21st-century research and theory can inform everyday instructional practices in early childhood classrooms (PreK-3). Coverage includes foundational topics such as alphabet learning, phonological awareness, oral language development, and learning to write, as well as cutting-edge topics such as digital literacy, informational texts, and response to intervention. Every chapter features guiding questions; an overview of ideas and findings on the topic at hand; specific suggestions for improving instruction, assessment, and/or the classroom environment; and an engrossing example of the practices in action.

Early Intervention for Reading Difficulties, First Edition

Author: Donna M. Scanlon

Publisher: Guilford Press

Published: 2010-07-02

Total Pages: 385

ISBN-13: 1606238558

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This book presents a research-supported framework for early literacy instruction that aligns with multi-tiered response-to-intervention (RTI) models. The book focuses on giving teachers a better understanding of literacy development and how to effectively support children as they begin to read and write. The authors' interactive strategies approach is designed around essential instructional goals related both to learning to identify words and to comprehending text. Detailed guidance is provided on ways to target these goals with K–2 students at risk for reading difficulties. Assessment and instructional strategies for whole-class, small-group, and one-to-one settings are discussed in depth. Numerous reproducible forms for documenting student learning are included.

Early Reading Instruction

Author: Diane McGuinness

Publisher: MIT Press

Published: 2006-01-20

Total Pages: 429

ISBN-13: 0262633353

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Early Reading Instruction is a comprehensive analysis of the research evidence from early writing systems to computer models of reading. In this book, Diane McGuinness provides an innovative solution to the "reading war"—the century-old debate over the efficacy of phonics (sound-based) versus whole-word (meaning- based) methods. She has developed a prototype—a set of elements that are critical to the success of a reading method. McGuinness shows that all writing systems, without exception, are based on a sound unit in the language. This fact, and other findings by paleographers, provides a platform for the prototype. Other elements of the prototype are based on modern research. For example, observational studies in the classroom show that time spent on three activities strongly predicts reading success: learning phoneme/symbol correspondences, practice at blending and segmenting phonemes in words, and copying/writing words, phrases, and sentences. Most so-called literacy activities have no effect, and some, like sight word memorization, have a strongly negative effect. The National Reading Panel (2000) summarized the research on reading methods after screening out thousands of studies that failed to meet minimum scientific standards. In an in-depth analysis of this evidence, McGuinness shows that the most successful methods (children reading a year or more above age norms) include all the elements in the prototype. Finally, she argues, because phonics-type methods are consistently shown to be superior to whole-word methods in studies dating back to the 1960s, it makes no sense to continue this line of research. The most urgent question for future research is how to get the most effective phonics programs into the classroom.

Handbook of Early Literacy Research

Author: Susan B. Neuman

Publisher: Guilford Press

Published: 2003-04-07

Total Pages: 516

ISBN-13: 9781572308954

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Current research increasingly highlights the role of early literacy in young children's development--and facilitates the growth of practices and policies that promote success among diverse learners. The Handbook of Early Literacy Research presents cutting-edge knowledge on all aspects of literacy learning in the preschool years. Volume 1 covers such essential topics as major theories of early literacy; writing development; understanding learning disabilities, including early intervention approaches; cultural and socioeconomic contexts of literacy development; and tutoring programs and other special intervention efforts.

Early Childhood Literacy

Author: Timothy Shanahan

Publisher: Brookes Publishing Company

Published: 2013

Total Pages: 0

ISBN-13: 9781598571158

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What are today's best practices in early literacy instruction--and what should schools and programs focus on in the future? More than 20 of the biggest names in early literacy research give you balanced, insightful answers, using the landmark NELP

Early Literacy Instruction

Author: John A. Smith

Publisher: Prentice Hall

Published: 2005

Total Pages: 420

ISBN-13:

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This introductory K-3 literacy instruction text details authentic classroom practice by authors who have recently taught in primary and elementary classrooms. Organized around a comprehensive reading and writing instructional framework, the text balances the authors' rich classroom experiences with a theoretical perspective. The authors also share a wealth of practical teaching strategies, authentic student artifacts, and real teaching examples. The chapter-opening vignettes demonstrate real-world classroom encounters, the phonics and assessment chapters provide especially useful classroom guidance, and the effective strategies offered to help English Language Learners and Struggling Readers in Chapter 11--and in text features throughout the book--make this new text a valuable choice for teacher education.

The Routledge International Handbook of Early Literacy Education

Author: Natalia Kucirkova

Publisher: Taylor & Francis

Published: 2017-03-31

Total Pages: 392

ISBN-13: 1317659201

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The Routledge International Handbook of Early Literacy Education offers a pioneering overview of early literacy provision in different parts of the world and brings together interdisciplinary research evidence on effective literacy teaching to inform current and future practice and policy of early literacy. From the problem of identification of literacy difficulties in a particular learning context to supporting the provision of early literacy through digital media, the handbook deals with the major concerns and newest areas of interest in literacy research. With an international and future vision, it provides an accessible guide to the main debates and future trends in the global field of early literacy, and informs academics, policy-makers, practitioners, educators and students about innovative early literacy research methods and instruction. The three sections and 30 ground-breaking chapters reflect a conceptual framework of questions asked by scholars and educators interested in looking beyond traditional definitions of literacy. Part I provides contemporary insights collected by internationally renowned scholars on what literacy is, and what it can offer to young children in the twenty-first century. Part II is a collection of detailed portraits of 14 countries, regions or language communities, and focuses on early literacy provision, practice and policy from across the world. Part III outlines key interventions and research-endorsed practices designed to support home–school connections and children’s reading and writing skills, as well as vocabulary, phonological awareness and narrative abilities, with examples drawn from various home, school and community environments. All chapters promote discussion, critical analysis and questions for reflection and are written in jargon-free language in an easy-to use themed format. This handbook is an indispensable reference guide for practising teachers and student teachers, especially those undertaking postgraduate qualifications, as well as early literacy researchers, policy-makers and school-based literacy leaders.

Teaching Early Literacy

Author: Diane M. Barone

Publisher: Guilford Press

Published: 2005-01-01

Total Pages: 260

ISBN-13: 9781593851064

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Grounded in cutting-edge theory and research about literacy development, this book is filled with practical assessment and instructional ideas for teachers of pre-K through grade 3. Engaging vignettes show how everyday conversations and activities offer rich opportunities both for evaluating children's current level of knowledge and for helping them progress toward more sophisticated and rewarding interactions with reading and writing. Throughout, the book highlights ways to work effectively with English language learners and their families, a theme that is the exclusive focus of two chapters. Other timely topics covered include creative uses of technology and ways to incorporate popular culture into the classroom. Over two dozen reproducible assessment tools and handouts enhance the utility of this volume as an instructional resource, professional development tool, or graduate-level text.

Preventing Reading Difficulties in Young Children

Author: National Research Council

Publisher: National Academies Press

Published: 1998-07-22

Total Pages: 449

ISBN-13: 030906418X

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While most children learn to read fairly well, there remain many young Americans whose futures are imperiled because they do not read well enough to meet the demands of our competitive, technology-driven society. This book explores the problem within the context of social, historical, cultural, and biological factors. Recommendations address the identification of groups of children at risk, effective instruction for the preschool and early grades, effective approaches to dialects and bilingualism, the importance of these findings for the professional development of teachers, and gaps that remain in our understanding of how children learn to read. Implications for parents, teachers, schools, communities, the media, and government at all levels are discussed. The book examines the epidemiology of reading problems and introduces the concepts used by experts in the field. In a clear and readable narrative, word identification, comprehension, and other processes in normal reading development are discussed. Against the background of normal progress, Preventing Reading Difficulties in Young Children examines factors that put children at risk of poor reading. It explores in detail how literacy can be fostered from birth through kindergarten and the primary grades, including evaluation of philosophies, systems, and materials commonly used to teach reading.

Designing Early Literacy Programs

Author: Lea M. McGee

Publisher: Guilford Publications

Published: 2014-05-01

Total Pages: 272

ISBN-13: 146251412X

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"This acclaimed teacher resource and course text describes proven ways to accelerate the language and literacy development of young children, including those at risk for reading difficulties. The authors draw on extensive research and classroom experience to present a complete framework for differentiated instruction and early intervention. Strategies for creating literacy-rich classrooms, conducting effective assessments, and implementing targeted learning activities are illustrated with vivid examples and vignettes. Helpful reproducible assessment tools are provided. Purchasers also get access to a Web page where they can download and print the reproducible materials in a convenient 8 1/2" x 11" size. Subject Areas/Keywords: assessments, at-risk students, beginning readers, CCSS, classroom environments, classrooms, Common Core State Standards, differentiated instruction, early childhood reading, early literacy, ELA, emergent, English language arts, foundational skills, interventions, kindergarten, language, literacy development, preschool, prevention, programs, reading difficulties, response to intervention, RTI, struggling, teaching, writing Audience: Preschool and kindergarten teachers; reading specialists; school and child care administrators; instructors and students in early childhood education and early literacy"--