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Description - Shared Storybook Reading by Helen K. Ezell

This practical guide for early childhood professionals introduces strategies for supporting early literacy skills (phonological and print awareness) in preschoolers during storybook reading time. This book is intended to teach important background information on language acquisition, oral language development, and literacy skills. The authors offer step-by-step instructions for effective adult-child interactions during storybook reading time with individual children and with small groups. They introduce five domains of language (listening, speaking, reading, writing, comprehension) and show how the domains can be developed through storybook reading. The book also provides tips on how to motivate children for reading time and gives advice on working with children with developmental delays and behavior problems. The book discusses how to motivate parents to participate in their children's language and literacy development. At the end of the book, the authors offer advice on how to choose books most suitable for achieving early literacy skills, as well as a Q & A section and a glossary that provide additional information on resources and definitions of technical terms.

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Book Details

ISBN: 9781557668004
ISBN-10: 1557668000
Format: Paperback
(229mm x 152mm x mm)
Pages: 224
Imprint: Brookes Publishing Co
Publisher: Brookes Publishing Co
Publish Date: 28-Sep-2005
Country of Publication: United States

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Author Biography - Helen K. Ezell

Helen K. Ezell is a speech-language pathologist in the Department of Instruction and Learning at the University of Pittsburgh. She specializes in the study of children's early language development and emergent literacy acquisition. Her research has involved a range of topics, including vocabulary development, print awareness, and reading comprehension. She has published extensively in professional journals and has authored two other books "Guide to Success in Doctoral Study and Faculty Work" (American Speech-Language-Hearing Association, 2002) and "The Syntax Handbook" (co-authored with Laura Justice, Thinking Publications, 2002). Dr. Ezell served as Director of Communication Development for 8 years at Western Center, a Pennsylvania residential facility for individuals with mental retardation, and as Associate Research Scientist for 5 Years with Allegheny-Singer Research Institute before joining the faculty at Ohio University. She currently holds a research position at the University of Pittsburgh with the Pennsylvania Reading First External Evaluation Project. Laura M. Justice is Assistant Professor of Reading and Communication Disorders at the University of Virginia's Curry School of Education, Charlottesville. She directs the Preschool Language and Literacy Lab at the University of Virginia, which conducts basic and applied research on preschool literacy and language development, language disorders, parent-implemented early childhood language and literacy interventions, and classroom-based language and literacy programs for at-risk preschoolers. Dr. Justice's cross-disciplinary research has received awards from the International Reading Association (2001 Distinguished Finalist, Dissertation of the Year), the Council for Exceptional Children (2003 Early Career Award, Division for Research), and the American Speech-Language-Hearing Association (2004 Editor's Award, American Journal of Speech-Language Pathology). She recieved her doctorate in speech and hearing sciences from Ohio University under the mentorship of Dr. Ezell. "