Preventing Reading Difficulties in Young Children
Committee on the Prevention of Reading Difficulties in Young Children, Catherine E. Snow (Editor), M. Susan Burns (Editor), Peg Griffin (Editor), Committee on the Prevention of Reading D, National Research Council
While most children learn to read fairly well, there remain many young Americans whose futures are imperiled because they do not read well enough to meet the demands of our competitive, technology-driven society. This book explores the problem within the context of social, historical, cultural, and biological factors. Recommendations address the identification of groups of children at risk, effective instruction for the preschool and early grades, effective approaches to dialects and bilingualism, the importance of these findings for the professional development of teachers, and gaps that remain in our understanding of how children learn to read. It explores in detail how literacy can be fostered from birth through kindergarten and the primary grades, including evaluation of philosophies, systems, and materials commonly used to teach reading.
Starting Out Right: A Guide to Promoting Children's Reading Success
M. Susan Burns (Editor), Catherine E. Snow (Editor), Peg Griffin (Editor), Betty Alberts, Bruce Alberts
"Starting Out Right" is application of the research identified in Preventing Reading Difficulties. It explores the most authoritative answers to teaching young children to read. How can at-risk children be better prepared by the time they get to school? Guidelines are included for parents, child care providers, preschool teachers and others who directly care for young children. What do the researchers say about effective instruction in kindergarten and the primary grades? Is there one best way? You'll find out what teachers should do to help youngsters build word recognition, avoid comprehension problems, and more - with checklists of what should be accomplished in kindergarten and first, second and third grades. This book explains how to identify the at-risk child - looking at the family, school, community and, of course, the individual child. It also helps readers understand basal reading programmes, phonemic awareness, and other terms and concepts used in this field. Great strides have been made recently toward identifying the best ways to teach children to read. "Starting Out Right" boils down the research findings to practical guidelines and suggestions, enhanced with many ideas and examples.
Meaningful Differences in the Everyday Experience of Young American Children
Betty Hart and Todd R. Risley This strong research study is a must-read for anyone involved in teaching children at risk how to read. It will open your eyes to the extreme importance of early experiences in the child's language development and the impact of parental socio-economic background on the development of language skills. These skills are the foundation for learning to read and later intellectual development. The study focuses on American childhood experiences and the differences to be found between children at the same age levels. An excellent, thought-provoking study. To be read, discussed and shared with anyone who is making decisions about best practices for young children.
Scribble Scrabble--Learning to Read and Write: Success with Diverse Teachers, Children, and Families
Daniel R. Meier
Drawing on current research and his own teaching, Daniel Meier presents detailed and sensitive portraits of children learning to make sense of literacy during the crucial early childhood years. Included are conversations with children, parents, and teachers about how they view literacy: why it is important, where it comes from, and what it encompasses. What emerges is a rich affirmation of the important role that these beliefs and values play in literacy learning. Highly readable, Scribble Scrabble offers a cogent and timely discussion of ways to unite developmentally appropriate and culturally responsive literacy practices. Anyone concerned about developing the literary talents of young children will find this volume immensely satisfying.
Beginning Reading and Writing
Dorothy S. Strickland and Lesley Mandel Morrow This book presents current, research-based information on the advances and refinements in the areas of emerging literacy and the early stages of formal instruction in reading and writing. Filled with suggestions for classroom practice, this book is a valuable resource for pre-service and inservice teachers of pre-kindergarten through grade two. It is also an excellent guide for policy makers, administrators, and supervisors as they plan and implement State and local early literacy initiatives.
"This book should be on every reading professional’s shelf and placed in the hands of teachers in every community and school district. It is a fine contribution both to our knowledge base and to classroom practice promoting effective early reading and writing instruction." –From the foreword by Alan Farstrup, Executive Director, International Reading Association
Ladders to Literacy: A Preschool Activity Book
Patricia F. Vadasy, Angela, PH.D. Notari-Syverson, Rollanda E., PH.D. O'Connor, Juliann J. Woods, PH.D. Cripe
Preschool activity book targets preliteracy skills by orienting children towards printed materials and teaching letter sounds and skills most strongly related to literacy. Includes print/book awareness, metalinguistic awareness skills, and oral langauge skills. Informal observational guidelines, structured performance samples, and a checklist are included to monitor children's progress.
Ladders to Literacy: A Kindergarten Activity Book
Patricia F. Vadasy, Rollanda E., PH.D. O'Connor, Joseph R., PH.D. Jenkins, Angela, PH.D. Notari-Syverson The Kindergarten Activity Book is designed for higher developmental levels, focusing on preacademic skills, early literacy development, and early reading development. Goals and scaffolding are more intense as children learn to recognize letters, match sounds with letters, and develop phonological awareness and the alphabetic principle.
Guided Reading : Good First Teaching for All Children
Gay Su Pinnell and Irene C. Fountas How to create a balanced literacy program based on guided reading and supported by reading aloud, shared reading, interactive writing and other approaches. Practical how to information with a sound theoretical base. Inclused a list of 2500 leveled books.
A joint position of the International Reading Association (IRA) and the National Association for the Education of Young Children (NAEYC)
The primary purpose of this position statement is to provide guidance to teachers of young children in schools and early childhood programs (including child care centers, preschools, and family child care homes) serving children from birth through age eight. By and large, the principles and practices suggested here also will be of interest to any adults who are in a position to influence a young child's learning and development--parents, grandparents, older siblings, tutors, and other community members.
This joint NAEYC/IRA position statement is endorsed by the following organizations: American Speech-Language-Hearing Association, Association for Childhood Education International, Association of Teacher Educators, Council for Early Childhood Professional Recognition, Division for Early Childhood/Council for Exceptional Children, National Association of Early Childhood Specialists in State Departments of Education, National Association of Early Childhood Teacher Educators, National Association of Elementary School Principals, National Association of State Directors of Special Education, National Council of Teachers of English, Zero to Three/National Center for Infants, Toddlers, & Families.
The concepts in this joint position statement are supported by the following organizations: American Academy of Pediatrics, American Association of School Administrators, American Educational Research Association, and the National Head Start Association
Click here to view the position statement.
To download a PDF file of this position statement click here.
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