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Early Reading First and Beyond
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Early Reading First and Beyond
A Guide to Building Early Literacy Skills

Edited by:
  • Susan E. Israel - President and Director at Reading Alliance for Catholic Education


February 2008 | 120 pages | Corwin
Early Reading First and Beyond helps preschool teachers, literacy coaches, and administrators understand and implement Early Reading First legislative initiatives and enhance the early language and emergent literacy skills of preschool children. The first chapter explains Early Reading First initiatives and current legislation from the U.S. Department of Education and No Child Left Behind. Subsequent chapters provide detailed explanations on each of the essential domains of early literacy development. The text summarizes current research and shows educators how to promote early literacy and pre-reading skills and how to create preschool programs of excellence.

The author discusses the key elements of Early Reading First:

- Partnering with parents

- Designing preschool educational programs of excellence

- Oral language development

- Phonological awareness

- Print awareness

- Alphabetic knowledge

- Developing early metacognitive thinking

 
Preface
 
Acknowledgments
 
About the Author
 
1. Introduction to Early Reading First
Research That Early Childhood Teachers Can Use About Early Reading First  
Summary  
 
2. Oral Language Development: Emerging Vocabulary, Expressive Language, and Listening Comprehension
Why Teach Oral Language to Preschool-age Children?  
Research That Early Childhood Teachers Need to Know About Oral Language Development  
New Research-Based Practices Early Childhood Teachers Can Use  
Early Reading First Assessment Tools for Oral Language Development  
Differentiating for Early Learners With Individual Needs  
Teaching Tips That Increase Home-School Connections  
Literacy Treasure Chest  
Summary  
 
3. Alphabetic Knowledge
Research That Early Childhood Teachers Need to Know About Alphabetic Knowledge  
New Research-Based Practices That Early Childhood Teachers Can Use  
Early Reading First Assessment Tools for Knowledge of Alphabetic Principle  
Differentiating for Early Learners with Individual Needs  
Literacy Treasure Chest  
Summary  
 
4. Phonological Awareness: Giving Early Learners an Advantage When Learning to Read, by Kathryn Bauserman
Research That Early Childhood Teachers Need to Know About Phonological Awareness  
New Research-Based Practices That Early Childhood Teachers Can Use  
Early Reading First Assessment Tools for Phonemic Awareness  
Differentiating for Early Learners With Individual Needs  
Teaching Tips That Increase Home-School Connections  
Literacy Treasure Chest  
Summary  
 
5. Print Awareness, by Cynthia A. Lassonde
Research That Early Childhood Teachers Need to Know About Print Awareness  
New Research-Based Practices That Early Childhood Teachers Can Use  
Early Reading First Assessment Tools for Print Awareness  
Differentiating for Learners With Individual Needs  
Teaching Tips That Increase Home-School Connections  
Literacy Treasure Chest  
 
6. Designing Early Literacy Classrooms of Excellence
Research That Early Childhood Teachers Need to Know About Creating Early Childhood Centers of Excellence  
Research That Early Childhood Teachers Can Use to Create Centers of Excellence  
How to Get Started With Designing Early Literacy Enviroments of Excellence  
Resources to Get You Started  
Parent Tips on Developing Phonemic Awareness at Home  
Tips on Small Group Dialogue in Early Childhood Classrooms  
Teaching Tips for Parents as Helping Hands  
Literacy Treasure Chest  
Summary  
 
Resources
A Facilitator's Guide to Planning and Organizing for an Engaging and Motivating Professional Development Day  
Sample Early Childhood Literacy Needs Assessment  
 
References
 
Index

Sample Materials & Chapters

Preface

Chapter 1


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