Preschool teachers and early childhood professionals know that storybook reading is important, but they may not know how to maximize its benefits for later reading achievement. This indispensable guide presents research-based techniques for using reading aloud to intentionally and systematically build children’s knowledge of print. Simple yet powerful strategies are provided for teaching preschoolers about book and print organization, print meaning, letters, and words, all while sharing engaging, commercially available books. Appendices include a detailed book list and 60 reproducibles that feature activities and prompts keyed to each text.
Inhaltsverzeichnis
1. Entering a World of Print: Young Children’s Development of Print Knowledge2. Fostering Children’s Engagement with Print3. Calling Attention to Print: The Nuts and Bolts4. Matching Books with Print-Knowledge Targets5. Scaffolding Children’s Learning: Using High- and Low-Support Strategies Appendix A. Trade Books for Calling Attention to Print Appendix B. Scope and Sequence of Storybooks for 30-Week Reading Program with Print-Knowledge Objectives Tracking Sheet Appendix C. STAR Target Cards for 30-Week Reading Program
Über den Autor
Laura M. Justice, Ph D, is Professor in the School of Teaching and Learning, College of Education and Human Ecology, The Ohio State University. She has published nearly 100 articles, chapters, and reports on early education and language and literacy intervention, as well as 10 books. Dr. Justice is a recipient of the Editor’s Award from the American Journal of Speech-Language Pathology; the Early Career Publication Award from the Council for Exceptional Children, Division for Research; and the Presidential Early Career Award in Science and Engineering from the United States government. Amy E. Sofka, MEd, is presently serving as Project Director for two federally funded research studies: Preschool Experiences in Rural Classrooms (Project PERC) and Project Sit Together and Read (STAR), both conducted within the Center for the Advanced Study of Teaching and Learning at the University of Virginia. She has worked together with Dr. Justice on Project STAR since 2005. Ms. Sofka is the author of several articles and chapters describing approaches to supporting children’s development within preschool settings, and has coauthored tools to assess teacher implementation of these approaches.
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