ERIC Number: ED509968
Record Type: Non-Journal
Publication Date: 2010-May
Reference Count: 0
Promoting Early Reading: Research, Resources, and Best Practices
McKenna, Michael C., Ed.; Walpole, Sharon, Ed.; Conradi, Kristin, Ed.
Bringing together leading scholars, this book describes proven ways to enhance early literacy skills in 3- and 4-year-olds, especially those from low-income families. Presented are scientifically based methods and approaches that are being applied in Early Reading First programs around the country. Important topics include promoting oral language and phonemic awareness, conducting read-alouds, setting up effective classroom environments, meeting the needs of English language learners, providing effective preschool coaching, using assessment to plan instruction, and helping students transition to kindergarten. Contributors also share lessons learned about evaluating and sustaining high-quality programs. Contents include: (1) Overview of Early Reading First (Michael C. McKenna, Sharon Walpole, and Kristin Conradi); (2) Language Facilitation in the Preschool Classroom: Rationale, Goals, and Strategies (Anita S. McGinty and Laura M. Justice); (3) Language and Literacy Development for English Language Learners in Preschool (Karen Ford); (4) Phonemic Awareness Instruction in Preschool: Research Implications and Lessons Learned from Early Reading First (Lea M. McGee and Alanna Rochelle Dail); (5) Improving the Quality of Preschool Read-Alouds: Professional Development and Coaching That Targets Book-Reading Practices (Tricia A. Zucker and Susan H. Landry); (6) Assessing Children's Needs (Billie J. Enz); (7) Preparing Centers and a Literacy-Rich Environment for Small-Group Instruction in Early Reading First Preschools (Lesley Mandel Morrow); (8) Evaluation: Practical Applications for Closing Achievement Gaps (Susan J. Kimmel and Priscilla L. Griffith); (9) Why Families Should Matter for Early Reading First (Martha Jane Buell, Michael Gamel-McCormick, and Donald Unger); (10) Assessing and Creating Effective Preschool Literacy Classroom Environments (D. Ray Reutzel and Cindy D. Jones); (11) Case Study of a Successful Urban Implementation (Cynthia W. Hutchinson, Christopher E. Chin, Joan A. Rhodes, and Evelyn Reed-Victor); (12) Case Study of a Successful Rural Early Reading First Implementation (Michael C. McKenna, Carol Brown, Glenda T. Eady, and Marilyn E. Lee); and (13) Early Reading First Graduates Go to Kindergarten: Are Achievement Gains Enduring? (Carol Vukelich, Martha Jane Buell, and Myae Han).
Descriptors: Small Group Instruction, Reading Research, Reading Aloud to Others, Early Reading, Phonemics, Low Income, Oral Language, Achievement Gains, Phonemic Awareness, Second Language Learning, Classroom Environment, Reading Instruction, English (Second Language), Preschool Children, Reading Programs, Literacy, Oral Reading, Coaching (Performance), Childrens Literature, Books, Student Evaluation, Achievement Gap, Family Involvement, Case Studies, Urban Schools, Program Implementation, Rural Schools, Kindergarten, Reading Achievement, Best Practices, Preschool Teachers
Guilford Press. 72 Spring Street, New York, NY 10012. Tel: 800-365-7006; Tel: 212-431-9800; Fax: 212-966-6708; e-mail: firstname.lastname@example.org; Web site: http://www.guilford.com
Publication Type: Books; Guides - General
Education Level: Early Childhood Education; Preschool Education
Authoring Institution: N/A