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Introduction
Literacy Knowledge and
Skills
Professional Development
Resources
Model Literacy
Programs
Teacher Self-Assessment
Helpful Resources for
Parents
Acknowledgments
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Web Site
Resources
- Educational
Resources Information Center (ERIC) Clearinghouse on Reading, English
and Communication. The Educational Resources and Information Center
(ERIC) is a national information system designed to provide ready access
to an extensive body of education–related literature, and contains more
than one million records of journal articles, research reports,
curriculum and teaching guides, conference papers, and books. This
clearinghouse is dedicated to providing educational materials, services
and coursework to parents and teachers interested in language arts.
- Learning
to Read and Write: Developmentally Appropriate Practices for Young
Children, 1998. (See also NAEYC:
http://www.naeyc.org/resources).
This
joint position statement of the International Reading Association (IRA)
and the National Association of the Education of Young Children (NAEYC)
is a concise summary of the current issues and a review of the research
on young children’s literacy development. It addresses the continuum of
learning from birth through age eight and the teaching practices that
support the achievement of benchmarks along that continuum.
- Standards
for the English Language Arts, sponsored by the National Council of
Teachers of English (NCTE) and the International Reading Association
(IRA). These standards, a joint effort of NCTE and IRA, offer
guidance for the opportunities and resources students should have in
order to develop the language skills they need. These standards
encourage the development of curriculum and instruction that make
productive use of the emerging literacy abilities that children bring to
school.
- Starting Out Right: A
Guide to Promoting Students’ Reading Success, 1999. This book
identifies the most important questions and explores the authoritative
answers on the topic of how children can become successful readers.
- A
Conceptual Framework for Early Childhood Professional Development. (A
Position Statement of the National Association for the Education of
Young Children (NAEYC), November 1993). Washington, D.C.
This comprehensive document addresses the need for
quality standards in early childhood education programs and the
principles of effective professional development.
- Eager
to Learn, Educating Our Preschoolers, (2001). National Research
Council. The Committee on Early Childhood Pedagogy of the
National Research Council has prepared a report that focuses primarily
on research and practice related to the understanding of early childhood
pedagogy. It provides a distillation of the knowledge base for practice
in early childhood education programs, the training of teachers and
child care professionals, and future research directions. Of particular
interest are the chapters on curriculum and pedagogy which includes
literacy, assessment and the preparation of early childhood
professionals.
- Every Child Reading:
A Professional Development Guide. (November
2000). Baltimore, Maryland: Association for Supervision and Curriculum
Development. As a companion to Every Child Reading: An Action
Plan, the purpose of this document is to assist planners of professional
development for reading and language arts education to set goals, select
or design viable programs, and allocate resources wisely. This document
contains an excellent list of what literacy teachers should know and be
able to do. Pennsylvania Literacy Framework, 2001. This framework
is based on current thinking about teaching language arts in all
subjects from early childhood to grade 12.
- Preventing
Difficulties in Young Children. (1998). Washington, D.C.; National
Research Council. Edited by Snow, Burns and Griffin. This book
explores how to prevent reading difficulties and includes
recommendations that identify children at risk, outline effective
instruction for preschool and early grades, and discusses the many
levels of implications for parents, teachers, schools communities, media
and government. It explores in detail how to foster literacy from birth
through kindergarten and through the primary grades, including the
valuation of philosophies, systems and materials commonly used to teach
reading.
- Results-Oriented
Professional Development: In Search of an Optimal Mix of Effective
Practices. Thomas R. Gusky, University of Kentucky. This article
considers what research says about the effectiveness of professional
development. In particular it considers the mixed messages reformers are
getting from research and how we might make sense of those messages. A
set of guidelines for professional development is drawn from the
research on individual and organizational change to help educators
translate the research into practice. Finally, the article examines the
potential impact of implementing these guidelines.
- Standards for
Reading Professionals, International Reading Association
(IRA).
This booklet
describes what reading professionals should know and be able to do. It
describes the literacy process and the teaching proficiencies
professionals should possess to effectively apply that knowledge. The
standards apply to individuals of all ages and levels and are provided
for ten distinct roles performed by three categories of literacy
professionals.
- Standards for Staff
Development, Revised. (2001). Oxford, Ohio: National Staff Development
Council (NSDC). Twelve standards define what is necessary if staff
development is to impact student achievement. Each standard is
accompanied by a two-page discussion that includes a rationale, case
study, discussion questions, etc. These standards are organized into
Context, Process, and Content areas.
- Teaching
Reading IS Rocket Science: What Expert Teachers of Reading Should Know
and be Able to Do. (June 1999). Louisa C. Moats, American Federation of
Teachers.
This paper,
prepared for the American Federation of Teachers, explains what research
says about effective reading instruction. It discusses the current state
of teacher preparation in reading and describes the knowledge base and
essential skills that teacher candidates and practicing teachers must
master if they are to be successful in teaching all children to read
well.
Other websites with valuable literacy information:
Other websites containing information on early childhood:
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