Download Achieving Excellence in Preschool Literacy Instruction by Laura M. Justice PhD, Carol Vukelich PhD, William H. Teale PDF

By Laura M. Justice PhD, Carol Vukelich PhD, William H. Teale

High-quality preschool courses are necessary to bettering children’s results in interpreting fulfillment and leveling language and literacy disparities between scholars from assorted backgrounds. Grounded in cutting-edge study facts, this practice-oriented publication demonstrates how preschool execs can create, evaluation, and maintain exemplary courses. Chapters from prime specialists hide training, evaluation, and differentiation, in addition to specific innovations for educating English language beginners and assisting at-risk readers. dialogue questions and steered actions for pro improvement are incorporated, as are reproducible evaluate kinds and making plans instruments to be used within the classroom.

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Thus, designing preschool programs so that they meet definitions of high quality based on structural standards may not be sufficient to ensure the programs deliver benefits to children who attend. Instead, high process quality is the mech- High-Quality Preschool Programs 17 anism through which preschool transmits benefits to children who attend (Hamre & Pianta, 2007; Pianta, 2003), and program resources that directly target improving classroom processes are likely to produce greater impacts on children’s development than are resources aimed at improving structural features of programs.

2001). Long-term effects of an early childhood intervention on educational achievement. Journal of the American Medical Association, 285, 2339–2346. Richardson, V. (2003). The dilemmas of professional development. Phi Delta Kappan, 84(5), 401–406. Rosenfield, S. , & Gravois, T. A. (1996). Instructional consultation teams. New York: Guilford Press. Schecter, C. (2002). Language growth in low income children in economically integrated and segregated preschool programs. West Hartford, CT: St. Joseph College.

1993, 2005) compared children who attended and did not attend preschool throughout elementary and secondary school and again at ages 27 and 40. Results indicated that children who attended a Perry Preschool Program were more likely to graduate from high school on time and to own a home and less likely to be referred for special education, to receive Welfare as an adult, and to commit crimes. Benefit–Cost Ratio of Preschool Attendance Another method of documenting the effects of attending preschool is benefit–cost ratios that compare the economic benefits to society that result from children attending preschool and the costs of providing preschool.

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