Addressing a wide range of individual variation among young children has become increasingly complex in our schools. How do we provide instruction that meets the diverse needs of our children? The contributors to this book address this important question. Each of the 13 chapters frames a critical issue in early literacy, examines what we know about it, and describes literacy practices suggested from this existing knowledge base. The focus is on issues of theory and practice appropriate for children ages 2 through 8 in classrooms ranging from prekindergarten to third grade.
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From the Back Cover
A developmental perspective of how children grow and learn about literacy does not come without new challenges. Addressing a wide range of individual variation among young children in our schools today has become increasingly complex. How do we provide instruction that meets the diverse needs of our children? How can we ensure that children receive the skills they most need?
The contributors to "Children Achieving" address these important questions. Each of the 13 chapters frames a critical issue in early literacy, examines what we know about it, and describes literacy practices suggested from this existing knowledge base. The issues that are addressed include providing inclusive early literacy instruction for children with disabilities, providing culturally responsive instruction, fostering children's early literacy development through parent involvement, recognizing the role of computer-related technology in early literacy, and assessing young children's literacy learning. The focus is on issues of theory and practice appropriate for children ages 2 through 8 in classrooms ranging from prekindergarten to third grade. The authors recognize that literacy development begins early and is continuous throughout a lifetime.
This book will inspire researchers and practitioners to continue their search for better ways to ensure that all children do achieve and discover and experience the joys of learning about literacy.
About the Author
Susan B. Neuman is an associate professor at Temple University, Philadelphia, Pennsylvania, USA.
Kathleen A. Roskos is a professor and Chairperson of the Department of Education and Allied Studies, John Carroll University, University Heights, Ohio, USA.
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