ERIC Number: EJ865819
Record Type: Journal
Publication Date: 2009
Abstractor: As Provided
Reference Count: 25
Enhancing Language and Early Literacy Development of Lowest Performing Preschoolers: Yes We Can!
Marcon, Rebecca A.
NHSA Dialog, v12 n3 p276-291 2009
This discussion article takes a closer look at 5 Early Reading First projects in this special issue. It first explores what needed to be in place before these projects could help teachers individualize instructional support for children. The way in which each project sought to provide effective instruction for all children is then discussed, followed by demonstrated project outcomes. The special emphasis that these projects placed on language is highlighted and its importance for literacy is reiterated. Finally, suggestions for next steps in the research process are made. (Contains 1 footnote.)
Descriptors: Early Reading, Emergent Literacy, Reading Instruction, Improvement Programs, Student Improvement, Preschool Evaluation, Individualized Instruction, Language Acquisition, Professional Development, Preschool Teachers, Instructional Effectiveness, Early Intervention, Performance Factors
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Adult Education; Preschool Education
Authoring Institution: N/A