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Early Childhood Literacy: The National Early Literacy Panel and Beyond

David Dickinson Editat de Timothy Shanahan, Christopher J. Lonigan
Notă GoodReads:
en Limba Engleză Carte Paperback – 24 Sep 2012
What are today's best practices in early literacy instruction and what should schools and programs focus on in the future? More than 20 of the biggest names in early literacy research give you balanced, insightful answers, using the landmark NELP"
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Specificații

ISBN-13: 9781598571158
ISBN-10: 159857115X
Pagini: 336
Dimensiuni: 162 x 229 x 16 mm
Greutate: 0.44 kg
Ediția: Outcomes for Yo
Editura: Brookes Publishing Company

Notă biografică

Kate Cain, Ph.D., Reader, Department of Psychology, Fylde College, Lancaster University, Lancaster, LA1 4YF, UK. Dr. Caina s research focuses on the development of reading and listening comprehension in children and, in particular, how language skills, knowledge, and cognitive resources are related to reading and listening comprehension problems. Dr. Carta is Senior Scientist in the Schiefelbusch Institute for Life Span Studies, Professor of Special Education, and Director of Early Childhood Research at Juniper Gardens Childrena s Project at the University of Kansas. After 5 years of experience teaching in elementary schools in the Philadelphia area, David K. Dickinson, Ed.D., attended the Harvard Graduate School of Education and then served as Director of Teacher Education at the Child Study Department at Tufts University and joined the Education Department at Clark University in Worcester, Massachusetts, where he received tenure. He moved to the Education Development Center (EDC) in 1994 to join the team that developed the Early Childhood Generalist certificate for the National Board for Professional Teaching Standards. In 1995 he established the New England Research Center on Head Start Quality, which examined the impact of Head Start on children's language and literacy development and on families, with special attention to the development of children whose first language is Spanish. He and Catherine Snow received the initial funding that launched the Home-School Study of Language and Literacy Development in 1987, and he directed the school portion of the study during the preschool years. Drawing on early results from this study, he and colleagues at EDC developed the Literacy Environment Enrichment Project, an approach to helping preschool teachers and their supervisors adopt more effective practices to support children's language and literacy. He and others at EDC are developing and researching a version of this program that will be delivered using the Internet in combination with interactive television. His work has been published in numerous articles, and he has edited two other books, Bridges to Literacy: Children, Families and Schools (Blackwell, 1994) and Handbook of Early Literacy Research (co-edited with Susan Neuman, Guilford Press, 2001). He and Miriam W. Smith are co-authors (with Angela Sangeorge & Louisa Anastasopoulos) of the Early Language and Literacy Classroom Observation Toolkit, Research Edition (Paul H. Brookes Publishing Co., 2002), a set of tools for evaluating the quality of literacy support in early childhood classrooms. Howard Goldstein, Ph.D., is Professor in and Chair of the Communication Disorders Department at Florida State University. His graduate training reflected an interdisciplinary perspective, melding communicative disorders, developmental psychology, and mental retardation research. He teaches courses in clinical methods, communication development, child language disorders, research strategies and tactics, and developmental disabilities. Dr. Goldstein has been involved in research and the education of children with developmental disabilities for the past 30 years. His work has focused on early intervention and the development of instructional approaches for teaching generalized language and social skills to children with severe disabilities. He also has worked with numerous school districts and health care agencies on a number of projects and research grants, including the development of in-service training initiatives, clinical research and development, and a distance education graduate training program. He is an American Speech-Language-Hearing Association fellow and a certified speech-language pathologist and has extensive expertise in training and supervising master's and doctoral students in communication sciences and disorders. James A. Griffin, Ph.D., Deputy Chief, Child Development and Behav"