Download e-book for iPad: Achieving Excellence in Preschool Literacy Instruction by Laura M. Justice PhD, Carol Vukelich PhD, William H. Teale

By Laura M. Justice PhD, Carol Vukelich PhD, William H. Teale

ISBN-10: 1593856105

ISBN-13: 9781593856106

ISBN-10: 1593856113

ISBN-13: 9781593856113

High-quality preschool courses are necessary to bettering children’s results in examining fulfillment and leveling language and literacy disparities between scholars from varied backgrounds. Grounded in cutting-edge examine facts, this practice-oriented booklet demonstrates how preschool pros can create, review, and maintain exemplary courses. Chapters from prime gurus hide training, overview, and differentiation, in addition to particular concepts for instructing English language newbies and assisting at-risk readers. dialogue questions and steered actions for pro improvement are incorporated, as are reproducible overview types and making plans instruments to be used within the classroom.

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Additional info for Achieving Excellence in Preschool Literacy Instruction

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Lasting effects of early education: A report from the Consortium for Longitudinal Studies. Monograph of the Society for Research in Child Development, 47(2–3, Serial No. 195), whole issue. Lieberman, A. (1995). Practices that support teacher development. Phi Delta Kappan, 76(8), 591–596. Los Angeles Universal Preschool, Quality Standards. (2005). Abbreviated LAUP 5-Star Quality Rating Scale for Centers. Retrieved August 11, 2006, from www. pdf. Mashburn, A. , Pianta, R. , Hamre, B. , Downer, J.

2 presents a list of specific classroom features that characterize high-quality processes within classrooms. There is strong evidence across a number of studies that children enrolled in classrooms with higher process quality achieve greater academic and social benefits compared to children attending lower quality programs (Gormley & Phillips, 2003; NICHD Early Child Care Research Network, 2002b). There is also evidence that preschool programs with higher process quality have more positive effects for children who experience greater social or economic risks than for children with more privileged social or economic backgrounds.

In W. Damon, R. M. Lerner, K. A. Renninger & I. E. ), Handbook of child psychology: Child psychology in practice (Vol. 4, pp. 950–1016). New York: Wiley. , & Snipper, A. (1982). Lasting effects of early education: A report from the Consortium for Longitudinal Studies. Monograph of the Society for Research in Child Development, 47(2–3, Serial No. 195), whole issue. Lieberman, A. (1995). Practices that support teacher development. Phi Delta Kappan, 76(8), 591–596. Los Angeles Universal Preschool, Quality Standards.

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Achieving Excellence in Preschool Literacy Instruction by Laura M. Justice PhD, Carol Vukelich PhD, William H. Teale


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