By Laura M. Justice PhD, Carol Vukelich PhD, William H. Teale
High quality preschool courses are necessary to enhancing children’s results in interpreting fulfillment and leveling language and literacy disparities between scholars from varied backgrounds. Grounded in state of the art examine facts, this practice-oriented ebook demonstrates how preschool pros can create, evaluation, and maintain exemplary courses. Chapters from top specialists conceal training, overview, and differentiation, in addition to specific suggestions for educating English language inexperienced persons and supporting at-risk readers. dialogue questions and instructed actions for pro improvement are integrated, as are reproducible evaluation types and making plans instruments to be used within the lecture room.
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Additional info for Achieving Excellence in Preschool Literacy Instruction (Solving Problems in the Teaching of Literacy)
The chapter begins by defining SBRR and discussing the main tenets of this perspective. The controversy surrounding this perspective is also discussed. Then each of the “core” SBRR early literacy skills—vocabulary, phonological awareness, alphabet knowledge, and print awareness—is defined, and examples of how each skill can be directly taught to preschool children are provided. The SBRR Approach 27 SBRR Defined The term “scientifically based research” was specifically defined in the No Child Left Behind Act.
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Tobin, R. (2004). S. Department of Education, National Center for Education Statistics). S. Government Printing Office. The SBRR Approach BACKGROUND CHAPTER 2 ******** The Scientifically Based Reading Research Approach to Early Literacy Instruction James F. Christie The 1980s and early 1990s were relatively peaceful years in the field of early childhood literacy instruction. Unlike elementary grade reading instruction, which was locked in a seemingly endless series of “reading wars,” there was a fairly widespread consensus as to how preschool-age children could best be prepared to learn to read.