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Download full textWhat Works Clearinghouse, 2022
Based on recent research and in collaboration with expert panelists, the What Works Clearinghouse™ (WWC) has provided practical recommendations for preschool educators to use to help prepare young children benefit from learning opportunities they will encounter in school. The "Preparing Young Children for School Practice Guide" details…
Descriptors: Preschool Teachers, Preschool Education, School Readiness, Evidence Based Practice
Burchinal, Margaret R.; Krowka, Sarah; Newman-Gonchar, Rebecca; Jayanthi, Madhavi; Gersten, Russell; Wavell, Samantha; Lyskawa, Julia; Haymond, Kelly; Bierman, Karen; Gonzalez, Jorge E.; McClelland, Megan M.; Nelson, Kimberly; Pentimonti, Jill; Purpura, David J.; Sachs, Jason; Sarama, Julie; Schlesinger-Devlin, Elizabeth; Washington, Julie; Rosen, Emily – What Works Clearinghouse, 2022
By learning social-emotional, executive function, mathematics, and literacy skills in preschool, children are likely to be better prepared for the higher expectations and more formal curriculum in elementary school. Ensuring that all children are well prepared for elementary school is a priority for parents, caregivers, guardians, and policy…
Descriptors: Preschool Teachers, Preschool Education, School Readiness, Evidence Based Practice
Direct linkMarsh, Kathryn L.; Schladant, Michelle; Sudduth, Christina; Shearer, Rebecca; Dowling, Monica; Natale, Ruby – TEACHING Exceptional Children, 2021
Although there are documented benefits and legislative mandates for children from birth through age 22, assistive technology (AT) is highly underused, especially among young children (Dunst & Trivette, 2011). One of the main reasons for this underuse is that while teachers are legally required to provide AT for children with disabilities, many…
Descriptors: Assistive Technology, Students with Disabilities, Educational Technology, Literacy Education
Cassano, Christina M., Ed.; Dougherty, Susan M., Ed. – Guilford Press, 2018
This reader-friendly text examines the key foundational studies in early literacy. It addresses such essential questions as how research informs current practices and where the field still needs to go to provide the best learning opportunities for all children. Each chapter describes the methods and findings of one to five seminal studies,…
Descriptors: Emergent Literacy, Preschool Education, Early Childhood Education, Kindergarten
Phillips, Beth M.; Phelan, Jennifer Levine – Florida Center for Reading Research, 2014
The VPK Learning Center Activities included with this guide are aligned with the Language, Communication and Emergent Literacy Domain within the Florida Early Learning and Developmental Standards for Four-Year-Olds (2011). Although the goal was not to create an activity to represent each and every standard and benchmark, most standards are…
Descriptors: Learning Activities, Preschool Education, Learning Centers (Classroom), Students with Disabilities
Hohmann, Mary – 2002
Noting that phonemic awareness has been identified as an essential skill that prepares children for reading, this book contains 130 phonemic awareness activities suitable for small-group learning in preschools, prekindergarten programs, Head Start programs, child care centers, and home-based programs. Reflecting the teaching strategies of the…
Descriptors: Class Activities, Early Childhood Education, Emergent Literacy, Kindergarten
Bennett, Andrea T.; Kessler, James H. – 1996
In this book a character named Archie and his friends teach science and reinforce alphabet skills. This approach combines reading and rhyming with simple science activities that begin with a list of everyday household materials and come with colorfully illustrated step-by-step instructions. Also provided are explanations of the science principles…
Descriptors: Educational Strategies, Elementary Education, General Science, Interdisciplinary Approach
Peer reviewedBlatchford, Peter; Plewis, Ian – British Educational Research Journal, 1990
Presents results from 2 British studies relating preschool reading skills and reading attainment reached by age 11. Substantiates and extends earlier research that correlated early letter identification with reading ability at age seven. Also indicates no support for hypothesis that letter sounding rather than naming predicts subsequent reading…
Descriptors: Beginning Reading, Correlation, Early Reading, Foreign Countries
Michigan State Dept. of Education, Lansing. – 2001
One component of the Reading Plan for Michigan is to develop and implement methods of assessing children's progress in acquiring early literacy skills and of communicating their status and progress to other teachers and parents. This document presents an assessment and instructional system, the Michigan Literacy Progress Profile 2001 (MLPP 2001),…
Descriptors: Elementary School Students, Emergent Literacy, Evaluation Methods, Letters (Alphabet)
