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| Bredekamp, Sue | 2 |
| Copple, Carol | 2 |
| Neuman, Susan B. | 2 |
| Fields, Marjorie V. | 1 |
| Jahn, Monica Dacy | 1 |
| Spangler, Katherine L. | 1 |
| Venn, Elizabeth Claire | 1 |
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| Books | 4 |
| Guides - Classroom - Teacher | 4 |
| Guides - Non-Classroom | 4 |
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Neuman, Susan B.; Copple, Carol; Bredekamp, Sue – 2000
The issues of how and when to teach young children to read and write are sufficiently important and controversial that two professional organizations International Reading Association (IRA) and the National Association for the Education of Young Children (NAEYC), collaborated on a position statement, based on what is currently known from empirical…
Descriptors: Beginning Reading, Beginning Writing, Developmentally Appropriate Practices, Emergent Literacy
Neuman, Susan B.; Copple, Carol; Bredekamp, Sue – 2001
This Spanish language edition of "Learning To Read and Write: Developmentally Appropriate Practices for Young Children," presents effective research-based strategies for promoting children's literacy learning in preschool, kindergarten, and elementary classrooms and infant/toddler settings. Including classroom photos and children's work,…
Descriptors: Beginning Reading, Beginning Writing, Developmentally Appropriate Practices, Elementary Education
Download full textNational Association for the Education of Young Children, Washington, DC. – 1998
Providing guidance to teachers of young children in schools and early childhood programs, this paper presents a position statement that summarizes the current issues in learning to read and write and reviews what is known from research on young children's literacy development. This review of research (divided into sections birth through preschool,…
Descriptors: Developmental Stages, Developmentally Appropriate Practices, Early Childhood Education, Kindergarten
Fields, Marjorie V.; Spangler, Katherine L. – 1995
Combining developmentally appropriate early childhood practice with current views of emergent literacy and whole language instruction, this book is designed to help pre-service and in-service teachers incorporate new views of literacy into their classrooms. The book includes extensive examples from actual classrooms to assist readers in…
Descriptors: Beginning Reading, Beginning Writing, Classroom Environment, Developmentally Appropriate Practices
New York State Education Dept., Albany. – 2002
The New York State Education Department has adopted the national reading goal that all children will be able to read independently and well by the end of Grade 3. Building on previous English language arts documents of the Department, this document provides teachers with additional specificity regarding the early literacy skills that students…
Descriptors: Academic Standards, Beginning Reading, Beginning Writing, Behavior Standards
PDF pending restorationMissouri State Dept. of Elementary and Secondary Education, Jefferson City. – 2002
This document is comprised of five publications of the early childhood section of the Missouri Department of Elementary and Secondary Education: (1) prekindergarten literacy standards; (2) a teacher's guide to prekindergarten literacy standards; (3) a parent handbook regarding early literacy; (4) a Spanish-language version of the parent handbook;…
Descriptors: Academic Standards, Behavior Standards, Bibliographies, Books
Venn, Elizabeth Claire; Jahn, Monica Dacy – 2004
This book presents a preschool framework that integrates literacy activities into content area lessons while embedding instruction within adult-child social interactions and realistic, playful activities tailored to each child's individual needs. Chapter 1 of the book delineates the theory and rationale behind the framework, and outlines essential…
Descriptors: Bibliographies, Classroom Techniques, Developmentally Appropriate Practices, Educational Quality
