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ERIC Number: EJ939424
Record Type: Journal
Publication Date: 2011-Oct
Pages: 6
Abstractor: As Provided
Reference Count: 11
ISBN: N/A
ISSN: ISSN-1082-3301
Assessing Book Knowledge through Independent Reading in the Earliest Years: Practical Strategies and Implications for Teachers
Lee, Boh Young
Early Childhood Education Journal, v39 n4 p285-290 Oct 2011
The purpose of this current study is to build on the previous body of emergent literacy research by investigating the necessity of assessing book knowledge (e.g., print knowledge, interpretive knowledge, and letter identification) in toddlerhood to set up successful literacy development by providing independent storybook reading opportunities. This study suggests strategies that teachers can employ in their toddler classrooms for accomplishing activities such as (i) setting up common and recurring opportunities to read books independently with toddlers and (ii) informally observing and assessing children's book knowledge. Additionally, implications for practice are provided with detailed examples of how toddlers demonstrate their book knowledge and their understandings about books through independent reading.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Preschool Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A