Promoting Early Reading: Research, Resources, and Best Practices

Overview

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 ...

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Overview

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.

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Editorial Reviews

From the Publisher

"This outstanding resource makes rich connections between the research base and instructional practices for preschoolers. It provides the tools to assess children and to plan appropriate lessons. The chapter on language development is very powerful. The case studies take you through the implementation of effective teaching strategies and document their impressive results."--Elaine Merritt, EdS, literacy coach, Johnson County Elementary School, Wrightsville, Georgia

"Wow--this book is a 'one-stop shop' for early educators! It explains the benefits of establishing a nourishing reading environment for young learners and offers research-based strategies for designing and implementing effective programs. The instructional suggestions are realistic and easy to follow. The case studies of successful classrooms are a testament that we can’t afford not to provide relevant classroom instruction to preschool-age children."--Nacole S. Guyton, EdS, Head Start and Early Head Start Director, Economic Opportunity Authority, Savannah, Georgia
 

"McKenna, Walpole, and Conradi have assembled an outstanding group of early literacy scholars, who admirably address key issues in early reading instruction. This excellent volume will be useful in graduate-level teacher education courses in both reading and early childhood programs. I recommend it highly."--Dorothy S. Strickland, PhD, Samuel DeWitt Proctor Professor of Education Emerita, Rutgers, The State University of New Jersey

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Product Details

  • ISBN-13: 9781606236802
  • Publisher: Guilford Publications, Inc.
  • Publication date: 5/5/2010
  • Pages: 256
  • Product dimensions: 6.02 (w) x 9.10 (h) x 0.69 (d)

Meet the Author

Michael C. McKenna, PhD, is the Thomas G. Jewell Professor of Reading at the University of Virginia. His research interests include comprehension in content settings, reading attitudes, technology applications, and beginning reading. Dr. McKenna has published 16 books and more than 100 articles, chapters, and technical reports. He was appointed by the United States Department of Education to the Expert Review Panel of Reading First and has worked closely with reform initiatives in seven states.
 
Sharon Walpole, PhD, is Associate Professor in the School of Education at the University of Delaware. She conducts research on the design and effects of schoolwide reforms, particularly those involving literacy coaches. Dr. Walpole has authored or coauthored numerous journal articles and books. A recipient of an Early Career Award from the National Reading Conference, she works closely with Reading First initiatives in Delaware and in Georgia.
 
Kristin Conradi, 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.

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Table of Contents

Chapter 1 Overview of Early Reading First Michael C. McKenna Sharon Walpole Kristin Conradi 1

Chapter 2 Language Facilitation in the Preschool Classroom: Rationale, Goals, and Strategies Anita S. McGinty Laura M. Justice 9

Chapter 3 Language and Literacy Development for English Language Learners in Preschool Karen Ford 37

Chapter 4 Phonemic Awareness Instruction in Preschool: Research Implications and Lessons Learned from Early Reading First Lea M. McGee Alanna Rochelle Dail 59

Chapter 5 Improving the Quality of Preschool Read-Alouds: Professional Development and Coaching That Targets Book-Reading Practices Tricia A. Zucker Susan H. Landry 78

Chapter 6 Assessing Children's Needs Billie J. Enz 105

Chapter 7 Preparing Centers and a Literacy-Rich Environment for Small-Group Instruction in Early Reading First Preschools Lesley Mandel Morrow 124

Chapter 8 Evaluation: Practical Applications for Closing Achievement Gaps Susan J. Kimmel Priscilla L. Griffith 142

Chapter 9 Why Families Should Matter for Early Reading First Martha Jane Buell Michael Gamel-McCormick Donald Unger 164

Chapter 10 Assessing and Creating Effective Preschool Literacy Classroom Environments D. Ray Reutzel Cindy D. Jones 175

Chapter 11 Case Study of a Successful Urban Implementation Cynthia W. Hutchinson Christopher E. Chin Joan A. Rhodes Evelyn Reed-Victar 199

Chapter 12 Case Study of a Successful Rural Early Reading First Implementation Michael C. McKenna Carol Brown Glenda T. Eady Marilyn E. Lee 216

Chapter 13 Early Reading First Graduates Go to Kindergarten: Are Achievement Gains Enduring? Carol Vukelich Martha Jane Buell Myae Han 232

Index 249

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