ERIC Number: ED478237
Record Type: Non-Journal
Publication Date: 2003
Reference Count: N/A
Designing Early Literacy Programs: Strategies for At-Risk Preschool and Kindergarten Children.
McGee, Lea M.; Richgels, Donald J.
Certain literacy knowledge acquired prior to the initiation of beginning reading instruction is necessary for early reading success. Unfortunately, children from low- income families and who are likely to attend schools with low reading performance are less likely to have acquired such knowledge. Taking professionals and students step-by-step through conceptualizing, planning, and implementing an effective early literacy program, this book focuses on preventing reading difficulties and promoting success in at-risk 3- to 5-year-olds. The book draws on extensive research and the authors many years of influential work in real classrooms. Ideas for tailoring instruction to the needs of culturally and linguistically diverse learners are accompanied by clear assessment guidelines. A comprehensive framework is delineated for helping young children construct meaning from different kinds of texts, develop key oral language skills, and learn concepts about print and the alphabet. The book also provides practical, how-to suggestions for setting up literacy activities and arranging the classroom environment, and offers vivid depictions of preschool and kindergarten classrooms in action. The books appendices provide additional useful resources: reproducible sheets for conducting literacy assessments and a primer on phonics for teachers. (Contains 205 references.) (HTH)
Descriptors: Beginning Reading, Classroom Environment, Classroom Techniques, Concept Formation, Diversity (Student), Early Experience, Emergent Literacy, High Risk Students, Kindergarten, Literacy, Literacy Education, Phonics, Preschool Children, Preschool Curriculum, Preschool Education, Prior Learning, Program Design, Student Evaluation
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Publication Type: Books; Guides - Non-Classroom
Education Level: N/A
Audience: Administrators; Practitioners; Teachers
Authoring Institution: N/A