Suspense and Obscurity
Fitness and Nutrition
by Helen Ezell "P. .
CCC-SLP" (Author), Laura Justice "P. CCC-SLP" (Author), Carol Vukelich P. Foreword) & 0 more. & Laura M. Justice, P.
Author Ezell, Helen . Ezell P.
CCC-SLP, Helen, Justice, Laura . Justice P. CCC-SLP, Laura, Vukelich P. ISBN13: 9781557668004.
Gail B. Gurland, P. Professor and Program Director, Deputy Chair for Graduate Studies. Department of Speech Communication Arts and Sciences. Brooklyn College of the City University of New York. Professor and Executive Officer. The Graduate School and University Center of the City University of New York.
Children at Risk for Delays in Emergent Literacy Skill Acquisition . Alphabet knowledge skills need to be addressed explicitly in Head Start classrooms to ensure that children start Kindergarten ready to learn.
Children at Risk for Delays in Emergent Literacy Skill Acquisition Children from low-income households are more dependent on school experiences to provide literacy development opportunities (Alexander & Entwisle, 1996). 17 Conclusions With a book reading intervention targeting alphabet knowledge skills, the children’s performance was within the Spring developmental ranges on the PALS-Pre-K for letter names. It was slightly below for letter sounds.
Carolyn J. Brown, P. CCC-SLP; Connie Mayer, E. We assessed emergent literacy skills and outcomes at the beginning and end of a school year for 44 young children (mean age . years) who are deaf and hard of hearing and who had some speech perception skills.
By Froma P. Roth, P., CCC-SLP and Diane R. Paul, P., CCC-SLP. This stage, known as emergent literacy, begins at birth and continues through the preschool years.
Semantic Scholar profile for CCC-SLP Edna Carter Young P. with fewer than 50 highly influential citations.
Kathryn E. Bojczyk, P. and Rihana S. Williams, P. Assessing Literacy Motivation and Orientation Erin M. McTigue, P. Angela R. Beckman, . CCC-SLP, and Joan N. Kaderavek, P. Contributors Alice Wiggins, . d. C. Melanie Schuele, P. Kathryn Bojczyk, P.
Reading storybooks with young children is one of the most important things adults can do to support early language and literacy skills. What other fun, engaging interaction can teach children so many critical concepts — including print awareness, vocabulary, grammar, sentence structure, and social and conversational skills— all at once? Making the most of shared reading is the goal of this practical guide, ideal for early childhood educators in preschool, Head Start, and child care programs. Step-by-step strategies help educators engage, respond to, and teach young children during storybook reading —information they can share with parents to continue the learning at home. Readers will discover how tocreate a fun and enriching reading atmosphere choose appropriate books, read with expression, and actively engage children use book reading to help children develop in semantics, phonology, syntax, morphology and pragmatics promote children's print awareness and phonological awareness work with children who have developmental delays and behavior challenges motivate reluctant readers work effectively with individual children and small groups support parents in developing their children's language and literacy development
All of the suggested strategies can be adapted for use with any storybook, and many are vividly illustrated with sample scripts that educators can use to guide their own interactions with children. And with the helpful appendices, teachers will have short summaries of strategies for easy reference, a "reading log" to give to parents, answers to parents' frequently asked questions about reading at home, and a glossary of key terms. Loaded with ready-to-use ideas, this guidebook has everything early childhood educators need to turn the fun of shared reading into a powerful learning experience.