The Secret of Natural Readers: How Preschool Children Learn to Read

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9780275984243: The Secret of Natural Readers: How Preschool Children Learn to Read

It has been recognized since the 1980s that literacy begins to develop a long time before formal schooling begins. In today's literate environment, children start learning to read much as they learn to speak, through playful print interactions with their parents, older siblings, or other adults, beginning in year one. A sharp debate about the best approach to developing early childhood literacy is now brewing between reading instruction experts, who tend to advocate direct instruction of skills, and preschool educators, who know that preschoolers learn best through play. This book provides a model for action that may help to settle the debate.

Interactions that involve the printed word occur spontaneously between young children and adults in the context of daily life activities. This is true, to a greater or lesser degree, in essentially all socioeconomic and cultural environments. Recognizing the critical importance of the early years for the development of literacy, the National Association for the Education of Young Children (NAEYC) and the International Reading Association (IRA) formulated, in 1998, a joint position statement regarding early literacy. That statement included a set of general recommendations for teaching practice. But following the Bush administration's No Child Left Behind legislation of January 2002, and the establishment of the Reading First and Early Reading First programs, early childhood educators are now under heavy pressure to be more specific and to issue standards, or shared expectations, for the literacy development of all children below kindergarten age.

Utilizing the actual experiences of six preschool children, The Secret of Natural Readers documents the process of reading development through stories of their early years. The author discusses the implications of natural reading development and its feasibility among preschoolers from different segments of the population. She also spells out, for parents and early childhood teachers, critical information on how preschool children should learn to read.

Les informations fournies dans la section « Synopsis » peuvent faire référence à une autre édition de ce titre.

Book Description :

Provides an approach to preschool literacy based on the actual reading development and achivement of capable preschool readers who were never formally taught to read. Parent participation is one key to their success.

About the Author :

ADA ANBAR holds a Ph.D. in Early Childhood Education from the State University of New York, Buffalo, and, after a 40-year teaching career, is now a full-time writer.

Les informations fournies dans la section « A propos du livre » peuvent faire référence à une autre édition de ce titre.

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Anbar, Ada
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ISBN 10 : 0275984249 ISBN 13 : 9780275984243
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Description du livre Praeger, 2017. Hardcover. État : New. This item is printed on demand. N° de réf. du libraire P110275984249

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Description du livre ABC-CLIO, United States, 2004. Hardback. État : New. New.. Language: English . Brand New Book. It has been recognized since the 1980s that literacy begins to develop a long time before formal schooling begins. In today s literate environment, children start learning to read much as they learn to speak, through playful print interactions with their parents, older siblings, or other adults, beginning in year one. A sharp debate about the best approach to developing early childhood literacy is now brewing between reading instruction experts, who tend to advocate direct instruction of skills, and preschool educators, who know that preschoolers learn best through play. This book provides a model for action that may help to settle the debate. Interactions that involve the printed word occur spontaneously between young children and adults in the context of daily life activities. This is true, to a greater or lesser degree, in essentially all socioeconomic and cultural environments. Recognizing the critical importance of the early years for the development of literacy, the National Association for the Education of Young Children (NAEYC) and the International Reading Association (IRA) formulated, in 1998, a joint position statement regarding early literacy.That statement included a set of general recommendations for teaching practice. But following the Bush administration s No Child Left Behind legislation of January 2002, and the establishment of the Reading First and Early Reading First programs, early childhood educators are now under heavy pressure to be more specific and to issue standards, or shared expectations, for the literacy development of all children below kindergarten age. Utilizing the actual experiences of six preschool children, The Secret of Natural Readers documents the process of reading development through stories of their early years. The author discusses the implications of natural reading development and its feasibility among preschoolers from different segments of the population. She also spells out, for parents and early childhood teachers, critical information on how preschool children should learn to read. N° de réf. du libraire AAS9780275984243

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ADA Anbar
Edité par ABC-CLIO, United States (2004)
ISBN 10 : 0275984249 ISBN 13 : 9780275984243
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Description du livre ABC-CLIO, United States, 2004. Hardback. État : New. New.. Language: English . Brand New Book. It has been recognized since the 1980s that literacy begins to develop a long time before formal schooling begins. In today s literate environment, children start learning to read much as they learn to speak, through playful print interactions with their parents, older siblings, or other adults, beginning in year one. A sharp debate about the best approach to developing early childhood literacy is now brewing between reading instruction experts, who tend to advocate direct instruction of skills, and preschool educators, who know that preschoolers learn best through play. This book provides a model for action that may help to settle the debate. Interactions that involve the printed word occur spontaneously between young children and adults in the context of daily life activities. This is true, to a greater or lesser degree, in essentially all socioeconomic and cultural environments. Recognizing the critical importance of the early years for the development of literacy, the National Association for the Education of Young Children (NAEYC) and the International Reading Association (IRA) formulated, in 1998, a joint position statement regarding early literacy.That statement included a set of general recommendations for teaching practice. But following the Bush administration s No Child Left Behind legislation of January 2002, and the establishment of the Reading First and Early Reading First programs, early childhood educators are now under heavy pressure to be more specific and to issue standards, or shared expectations, for the literacy development of all children below kindergarten age. Utilizing the actual experiences of six preschool children, The Secret of Natural Readers documents the process of reading development through stories of their early years. The author discusses the implications of natural reading development and its feasibility among preschoolers from different segments of the population. She also spells out, for parents and early childhood teachers, critical information on how preschool children should learn to read. N° de réf. du libraire AAS9780275984243

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Description du livre Praeger. Hardcover. État : New. Hardcover. 232 pages. Dimensions: 9.3in. x 6.1in. x 1.0in.It has been recognized since the 1980s that literacy begins to develop a long time before formal schooling begins. In todays literate environment, children start learning to read much as they learn to speak, through playful print interactions with their parents, older siblings, or other adults, beginning in year one. A sharp debate about the best approach to developing early childhood literacy is now brewing between reading instruction experts, who tend to advocate direct instruction of skills, and preschool educators, who know that preschoolers learn best through play. This book provides a model for action that may help to settle the debate. Interactions that involve the printed word occur spontaneously between young children and adults in the context of daily life activities. This is true, to a greater or lesser degree, in essentially all socioeconomic and cultural environments. Recognizing the critical importance of the early years for the development of literacy, the National Association for the Education of Young Children (NAEYC) and the International Reading Association (IRA) formulated, in 1998, a joint position statement regarding early literacy. That statement included a set of general recommendations for teaching practice. But following the Bush administrations No Child Left Behind legislation of January 2002, and the establishment of the Reading First and Early Reading First programs, early childhood educators are now under heavy pressure to be more specific and to issue standards, or shared expectations, for the literacy development of all children below kindergarten age. Utilizing the actual experiences of six preschool children, The Secret of Natural ReaderS and Lt;i documents the process of reading development through stories of their early years. The author discusses the implications of natural reading development and its feasibility among preschoolers from different segments of the population. She also spells out, for parents and early childhood teachers, critical information on how preschool children should learn to read. This item ships from multiple locations. Your book may arrive from Roseburg,OR, La Vergne,TN. Hardcover. N° de réf. du libraire 9780275984243

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Description du livre Praeger, 2016. Paperback. État : New. PRINT ON DEMAND Book; New; Publication Year 2016; Not Signed; Fast Shipping from the UK. No. book. N° de réf. du libraire ria9780275984243_lsuk

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