By Laura M. Justice, Carol Vukelich
Fine quality preschool courses are necessary to enhancing children’s results in analyzing fulfillment and leveling language and literacy disparities between scholars from assorted backgrounds. Grounded in state of the art examine proof, this practice-oriented booklet demonstrates how preschool execs can create, assessment, and maintain exemplary courses. Chapters from major experts disguise training, evaluation, and differentiation, in addition to specific innovations for educating English language freshmen and assisting at-risk readers. dialogue questions and recommended actions for pro improvement are incorporated, as are reproducible overview varieties and making plans instruments to be used within the lecture room.
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Additional resources for Achieving Excellence in Preschool Literacy Instruction
The state of preschool: 2004 state preschool yearbook. New Brunswick, NJ: National Institute for Early Education Research, Rutgers University. Barnett, W. , Hustedt, J. , Robin, K. , & Schulman, K. L. (2005). The state of preschool: 2005 state preschool yearbook. New Brunswick, NJ: National Institute for Early Education Research, Rutgers University. Barnett, W. , & Massey, L. N. (2007). Comparative benefit–cost analysis of the Abecedarian program and policy implications. Economics of Education Review, 26(1), 113–125.
89) point out that “underlying both initiatives is the premise that skill begets skill in a dynamic process— skills gained early in life help children gain additional skills in the next stage of development. . ” 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.
Currently 38 states offer one or more public preschool programs, most of which are 8 BACKGROUND targeted toward 4-year-old children who are poor, experience other family risks, or have developmental delays (Barnett, Hustedt, Robin, & Schulman, 2005). These preschool programs for 4-year-olds are typically referred to as “prekindergarten” (pre-K) programs because they serve children the year before they enroll in kindergarten. , 2005). The current movements by states to expand kindergarten from halfdays to full-days and to create preschool programs for 3- and 4-year-olds, combined with the continued expansion of Head Start enrollment, has resulted in a dramatic increase in the number of children who attend formal education programs prior to their enrollment in primary school.
Achieving Excellence in Preschool Literacy Instruction by Laura M. Justice, Carol Vukelich