Promoting Early Reading Research, Resources, and Best Practices

by McKenna, Michael C.; Walpole, Sharon; Smith, Kristin Conradi

ISBN13: 9781606236802

ISBN10: 1606236806

Format: Paperback

Pub. Date: 2010-04-23

Publisher(s): The Guilford Press

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Summary

Bringing together leading scholars, this book describes proven ways to enhance early literacy skills in 3- and 4-year-olds, especially those from low-income families.

Author Biography

Michael C. McKenna, PhD, is the Thomas G. Jewell Professor of Reading at the University of Virginia. His research interests include comprehension in content settings, reading attitudes, technology applications, and beginning reading. Dr. McKenna has published 16 books and more than 100 articles, chapters, and technical reports. He was appointed by the United States Department of Education to the Expert Review Panel of Reading First and has worked closely with reform initiatives in seven states.

Sharon Walpole, PhD, is Associate Professor in the School of Education at the University of Delaware. She conducts research on the design and effects of schoolwide reforms, particularly those involving literacy coaches. Dr. Walpole has authored or coauthored numerous journal articles and books. A recipient of an Early Career Award from the National Reading Conference, she works closely with Reading First initiatives in Delaware and in Georgia.

Kristin Conradi, MEd, is a doctoral candidate at the University of Virginia. She has taught literacy at several grade levels in high-poverty, inner-city schools; has worked as a K–3 reading specialist and a K–2 mentor and coach; and has served as a clinician at the McGuffey Reading Clinic. Ms. Conradi has planned and implemented extensive professional development programs in literacy for elementary faculty and has worked with Early Reading First projects as an assessment specialist.

Overview of Early Reading First	p. 1
Language Facilitation in the Preschool Classroom: Rationale, Goals, and Strategies	p. 9
Language and Literacy Development for English Language Learners in Preschool	p. 37
Phonemic Awareness Instruction in Preschool: Research Implications and Lessons Learned from Early Reading First	p. 59
Improving the Quality of Preschool Read-Alouds: Professional Development and Coaching That Targets Book-Reading Practices	p. 78
Assessing Children's Needs	p. 105
Preparing Centers and a Literacy-Rich Environment for Small-Group Instruction in Early Reading First Preschools	p. 124
Evaluation: Practical Applications for Closing Achievement Gaps	p. 142
Why Families Should Matter for Early Reading First	p. 164
Assessing and Creating Effective Preschool Literacy Classroom Environments	p. 175
Case Study of a Successful Urban Implementation	p. 199
Case Study of a Successful Rural Early Reading First Implementation	p. 216
Early Reading First Graduates Go to Kindergarten: Are Achievement Gains Enduring?	p. 232
Index	p. 249
Table of Contents provided by Ingram. All Rights Reserved.