Achieving Excellence in Preschool Literacy Instruction by Laura M. Justice PhD, Carol Vukelich PhD, William H. Teale

By Laura M. Justice PhD, Carol Vukelich PhD, William H. Teale

High quality preschool courses are necessary to enhancing children’s results in examining success and leveling language and literacy disparities between scholars from diversified backgrounds. Grounded in cutting-edge learn proof, this practice-oriented publication demonstrates how preschool pros can create, assessment, and maintain exemplary courses. Chapters from prime professionals conceal training, evaluation, and differentiation, in addition to specific recommendations for instructing English language rookies and aiding at-risk readers. dialogue questions and recommended actions for pro improvement are integrated, as are reproducible evaluation varieties and making plans instruments to be used within the school room.

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Extra resources for Achieving Excellence in Preschool Literacy Instruction (Solving Problems in the Teaching of Literacy)

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16 BACKGROUND Quality of Classroom Processes Preschools that achieve high levels of structural quality do not necessarily deliver benefits to children who attend these programs. An alternative way to define preschool quality is in terms of processes that occur within a classroom that children experience directly (Lamb, 1998; Phillips & Howes, 1987; Vandell & Wolfe, 2000). Specifically, process quality concerns the nature of interactions between teachers and children, and Hamre and Pianta (2007) propose that classroom interactions are organized into three broad domains—emotional support, classroom organization, and instructional support.

Additional support services, including parent conferences or home visits, parenting support or training, referral to social services, or information relating to nutrition. • At least one meal per day is served. Process quality Emotional support • Positive climate • Lack of negativity • Regard for student perspectives • Sensitivity to children’s academic and emotional needs Classroom organization • Effective behavior management • Productive use of class time • Instructional formats that promote learning Instructional support • Feedback that extends learning and encourages participation • Interactions that promote higher order thinking and problem solving • Activities that facilitate and encourage language use Data from Barrett, Hustedt, Robin, and Schulman (2005), and from Hamre and Pianta (2007).

By the late 1990s, many policymakers became disenchanted with the education establishment’s rather relaxed emergent literacy approach to early reading instruction. There was an increased call for effective “science-based” methods of instruction to turn back the tide of rising reading disabilities. For example, Robert Sweet (2004, p. S. House of Representatives, stated: Publishing companies have continued to sell textbooks that are based on the false premise that students learn to read naturally.

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