Promoting Early Reading

Research, Resources, and Best Practices
1. Auflage 2010
ISBN: 978-1-60623-686-4
Verlag: Guilford Publications

Buch, Englisch, 256 Seiten, Format (B × H): 152 mm x 229 mm, Gewicht: 486 g

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.

This book will be of most value to preschool teachers, administrators, and staff developers; instructors and graduate students in early education. It will also serve as a text in courses including Preschool Instruction and Administration of Preschool Programs.

Autoren/Hrsg.

McKenna, Michael C.

Walpole, Sharon

Conradi Smith, Kristn

Fachgebiete

• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Methoden des Lehrens und Lernens

Inhaltsverzeichnis

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
13. Early Reading First Graduates Go to Kindergarten: Are Achievement Gains Enduring?, Carol Vukelich, Martha Jane Buell, and Myae Han

Über Autor(innen)

Michael C. McKenna, PhD, was Thomas G. Jewell Professor of Reading in the Curry School of Education at the University of Virginia until his death in 2016. He authored, coauthored, or edited more than 20 books, including Assessment for Reading Instruction, Third Edition; How to Plan Differentiated Reading Instruction, Second Edition: Resources for Grades K–3; and Organizing the Early Literacy Classroom; as well as over 100 articles, chapters, and technical reports on a range of literacy topics. Dr. McKenna also served as Series Editor, with Sharon Walpole, of The Essential Library of PreK–2 Literacy. His research was sponsored by the National Reading Research Center and the Center for the Improvement of Early Reading Achievement. He was a corecipient of the Edward B. Fry Book Award from the Literacy Research Association and the Award for Outstanding Academic Books from the American Library Association, and a member of the Reading Hall of Fame.

Sharon Walpole, PhD, is Professor in the School of Education at the University of Delaware. She has extensive school-based experience designing and implementing tiered instructional programs. Dr. Walpole has also been involved in federally funded and other schoolwide reform projects. Her current work involves the design and effects of schoolwide reforms. She has coauthored or coedited several books, including How to Plan Differentiated Reading Instruction, Second Edition: Resources for Grades K–3; The Literacy Coach’s Handbook, Second Edition; and Organizing the Early Literacy Classroom. Dr. Walpole is also Series Editor, with Michael C. McKenna, of The Essential Library of PreK–2 Literacy. She is a recipient of the Early Career Award for Significant Contributions to Literacy Research and Education from the Literacy Research Association and the Excellence in Teaching Award from the University of Delaware.

Kristin Conradi Smith, MEd, is a doctoral candidate at the University of Virginia. She has taught literacy at several grade levels in high-poverty, inner-city schools; has worked as a K–3 reading specialist and a K–2 mentor and coach; and has served as a clinician at the McGuffey Reading Clinic. Ms. Conradi has planned and implemented extensive professional development programs in literacy for elementary faculty and has worked with Early Reading First projects as an assessment specialist.