This edited volume helps early childhood professionals understand critical, key early literacy issues in context by presenting current classroom practices and then making recommendations for improving early childhood literacy outcomes based on what research shows is best practice.Synopsis - This book explores the ways in which young children's literacy knowledge develops through preschool and into the early school years. Each chapter begins with descriptions of actual classroom experiences and then demonstrates how those experiences relate to early literacy theory, ultimately offering a digestible, accessible overview of key early childhood education topics professionals must understand to support successful child outcomes. The book presents ideas for creating classroom environments conducive to learning and effective strategies for teaching young children to read. It gives early childhood professionals insight on how literacy develops in young children while showing what practice looks like in real classrooms.This book is a co-publication with the High/Scope Early Reading Institute.
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(229mm x 152mm x 12mm)
Brookes Publishing Co
Publisher: Brookes Publishing Co
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Author Biography - Andrea DeBruin-Parecki
Andrea DeBruin-Parecki is nationally recognized for her work in the field of family literacy. She developed the Adult Child Interactive Reading Inventory (ACIRI), a reliable and valid tool that measures the interactive reading skills of an adult and a child during storybook reading (available from Paul H. Brookes Publishing Co.). She has designed family literacy programs and has acted as a consultant across the country. In addition to the ACIRI, she created the Early Literacy Skills Assessment, a comprehensive, reliable, and valid tool in the form of a children's storybook that measures phonological awareness, the alphabetic principle, comprehension, and concepts about print. She has expertise in the areas of emergent literacy, assessment, literacy within at-risk and minority populations, and the motivation of at-risk populations. She was a Fulbright Senior Specialist in Guatemala. Her work related to literacy development in young children and families has been published and presented at national, regional, and state conferences. Susan B. Neuman, Ed.D., is a professor in educational studies specializing in early literacy development. Previously, she directed the Center for the Improvement of Early Reading Achievement. Her research and teaching interests include early childhood policy, curriculum, and early reading instruction from prekindergarten to Grade 3. In her role as Assistant Secretary, she established the Reading First program and the Early Reading First program and was responsible for the implementation of all activities in Title I of the Elementary and Secondary Act. "