The Effects of Teaching Reading Readiness Skills to Kindergarten Children PDF Download

Author: Harriet Bathke
Publisher:
ISBN:
Category : Reading readiness
Languages : en
Pages : 46

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Book Description

Author: Lisa Lawson
Publisher:
ISBN:
Category : Kindergarten
Languages : en
Pages : 94

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Book Description
Investigates the effect of direct instruction of phonemic awareness on kindergarten students' readiness skills compared to traditional methods of teaching without direct instruction of phonemic awareness.

Author: Elaine Weber
Publisher:
ISBN:
Category : Reading readiness
Languages : en
Pages : 410

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Book Description

Author: Marjorie Lorraine Kelley
Publisher:
ISBN:
Category : Reading (Primary)
Languages : en
Pages : 252

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Book Description

Author: Donald Edward Maxwell
Publisher:
ISBN:
Category : Reading (Kindergarten)
Languages : en
Pages : 274

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Book Description

Author: Charity B. Summers
Publisher:
ISBN:
Category : Reading readiness
Languages : en
Pages : 128

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Book Description

Author: Ajay Chaudry
Publisher: Russell Sage Foundation
ISBN: 1610449061
Category : Education
Languages : en
Pages : 285

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Book Description
Early care and education for many children in the United States is in crisis. The period between birth and kindergarten is a critical time for child development, and socioeconomic disparities that begin early in children’s lives contribute to starkly different long-term outcomes for adults. Yet, compared to other advanced economies, high-quality child care and preschool in the United States are scarce and prohibitively expensive for many middle-class and most disadvantaged families. To what extent can early-life interventions provide these children with the opportunities that their affluent peers enjoy and contribute to reduced social inequality in the long term? Cradle to Kindergarten offers a comprehensive, evidence-based strategy that diagnoses the obstacles to accessible early education and charts a path to opportunity for all children. The U.S. government invests less in children under the age of five than do most other developed nations. Most working families must seek private childcare, which means that children from low-income households, who would benefit most from high-quality early education, are the least likely to attend them. Existing policies, such as pre-kindergarten in some states are only partial solutions. To address these deficiencies, the authors propose to overhaul the early care system, beginning with a federal paid parental leave policy that provides both mothers and fathers with time and financial support after the birth of a child. They also advocate increased public benefits, including an expansion of the child care tax credit, and a new child care assurance program that subsidizes the cost of early care for low- and moderate-income families. They also propose that universal, high-quality early education in the states should start by age three, and a reform of the Head Start program that would include more intensive services for families living in areas of concentrated poverty and experiencing multiple adversities from the earliest point in these most disadvantaged children’s lives. They conclude with an implementation plan and contend that these reforms are attainable within a ten-year timeline. Reducing educational and economic inequalities requires that all children have robust opportunities to learn, fully develop their capacities, and have a fair shot at success. Cradle to Kindergarten presents a blueprint for fulfilling this promise by expanding access to educational and financial resources at a critical stage of child development.

Author: Ontario. Ministry of Education
Publisher: Ministry of Education
ISBN: 9780779440924
Category : Reading (Elementary)
Languages : en
Pages : 86

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Book Description

Author: Pauline Mann
Publisher:
ISBN:
Category : Reading (Elementary)
Languages : en
Pages : 34

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Book Description

Author: National Research Council
Publisher: National Academies Press
ISBN: 030906418X
Category : Education
Languages : en
Pages : 449

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Book Description
While most children learn to read fairly well, there remain many young Americans whose futures are imperiled because they do not read well enough to meet the demands of our competitive, technology-driven society. This book explores the problem within the context of social, historical, cultural, and biological factors. Recommendations address the identification of groups of children at risk, effective instruction for the preschool and early grades, effective approaches to dialects and bilingualism, the importance of these findings for the professional development of teachers, and gaps that remain in our understanding of how children learn to read. Implications for parents, teachers, schools, communities, the media, and government at all levels are discussed. The book examines the epidemiology of reading problems and introduces the concepts used by experts in the field. In a clear and readable narrative, word identification, comprehension, and other processes in normal reading development are discussed. Against the background of normal progress, Preventing Reading Difficulties in Young Children examines factors that put children at risk of poor reading. It explores in detail how literacy can be fostered from birth through kindergarten and the primary grades, including evaluation of philosophies, systems, and materials commonly used to teach reading.