Pre-school and kindergarten Books

Book SynopsisFilled with clear explanations and doable strategies, this book helps PreK-2 teachers juggle the demands of planning effective instruction and creating a literacy-rich classroom environment. Realistic vignettes illustrate how to set goals, develop standards-based curricula and assessments, establish routines, and organize the classroom space and the daily schedule. The authors demonstrate the nuts and bolts of building an exemplary classroom library and professional teaching library, collaborating as a team with other teachers and specialists, preparing report cards, and communicating with families. Several reproducible forms can be downloaded and printed in a convenient 8 1/2 x 11 size.Trade Review"This book is a 'must' for classroom teachers, literacy coaches, and administrators. The big picture--literacy development--is broken into manageable pieces. Effective teaching practices, along with a wealth of resources, are provided throughout. A classroom teacher can follow the steps from cover to cover and ultimately create a successful literacy classroom. I call this book the 'all-in-one literacy organizer' for teachers."--Dana D. Williams, MEd, instructional coach, Louisville Academy, Louisville, Georgia "The book flows well and provides absolutely necessary information for new educators. Even as an experienced teacher, I found many ideas to help improve my own teaching style and techniques. I already follow the authors' framework for organizing my reading and writing instruction, and my students are doing fabulously!"--Ashley Adlam-Hernandez, MEd, kindergarten teacher, Blades Elementary School, Seaford, Delaware "Walpole and McKenna have crafted a work that is certain to be valuable to both novice and veteran teachers. This comprehensive book not only explores reading assessment and instruction, but also provides important insights on how to organize primary classrooms. Filled with examples of thoughtful classroom practices, the volume will inform and inspire teachers who are dedicated to helping all children become readers and writers. It addresses a range of challenges that many other works overlook, including the demand for data-driven instruction, ways to collaborate with colleagues, and how to differentiate instruction and establish routines in bustling classrooms."--Catherine Compton-Lilly, PhD, Department of Curriculum and Instruction, University of Wisconsin–Madison "Teachers will appreciate this comprehensive, practical, and well-rounded book. It offers a wealth of resources and could very well serve as a blueprint for organizing the early literacy classroom. Educators are guided to successfully create assessment plans, set and reach learning goals, and take control of their own professional growth by beginning with the simple ‘microhabit’ of reading."--Natasha M. Parker, EdS, Instructional Coach, Carver Elementary School, Wadley, Georgia -Table of Contents1. Setting Teaching and Learning Goals 2. Building a Professional Library 3. Understanding Your Curriculum 4. Creating an Assessment Plan 5. Linking Assessments to Report Cards 6. Organizing Your Space 7. Organizing Your Time 8. Organizing Your Team 9. Organizing Your Children's Books 10. Establishing Routines 11. Planning Communications with Families References

Read more less

Book SynopsisFilled with clear explanations and doable strategies, this book helps PreK-2 teachers juggle the demands of planning effective instruction and creating a literacy-rich classroom environment. Realistic vignettes illustrate how to set goals, develop standards-based curricula and assessments, establish routines, and organize the classroom space and the daily schedule. The authors demonstrate the nuts and bolts of building an exemplary classroom library and professional teaching library, collaborating as a team with other teachers and specialists, preparing report cards, and communicating with families. Several reproducible forms can be downloaded and printed in a convenient 8 1/2 x 11 size.Trade Review"This book is a 'must' for classroom teachers, literacy coaches, and administrators. The big picture--literacy development--is broken into manageable pieces. Effective teaching practices, along with a wealth of resources, are provided throughout. A classroom teacher can follow the steps from cover to cover and ultimately create a successful literacy classroom. I call this book the 'all-in-one literacy organizer' for teachers."--Dana D. Williams, MEd, instructional coach, Louisville Academy, Louisville, Georgia "The book flows well and provides absolutely necessary information for new educators. Even as an experienced teacher, I found many ideas to help improve my own teaching style and techniques. I already follow the authors' framework for organizing my reading and writing instruction, and my students are doing fabulously!"--Ashley Adlam-Hernandez, MEd, kindergarten teacher, Blades Elementary School, Seaford, Delaware "Walpole and McKenna have crafted a work that is certain to be valuable to both novice and veteran teachers. This comprehensive book not only explores reading assessment and instruction, but also provides important insights on how to organize primary classrooms. Filled with examples of thoughtful classroom practices, the volume will inform and inspire teachers who are dedicated to helping all children become readers and writers. It addresses a range of challenges that many other works overlook, including the demand for data-driven instruction, ways to collaborate with colleagues, and how to differentiate instruction and establish routines in bustling classrooms."--Catherine Compton-Lilly, PhD, Department of Curriculum and Instruction, University of Wisconsin–Madison "Teachers will appreciate this comprehensive, practical, and well-rounded book. It offers a wealth of resources and could very well serve as a blueprint for organizing the early literacy classroom. Educators are guided to successfully create assessment plans, set and reach learning goals, and take control of their own professional growth by beginning with the simple ‘microhabit’ of reading."--Natasha M. Parker, EdS, Instructional Coach, Carver Elementary School, Wadley, Georgia -Table of Contents1. Setting Teaching and Learning Goals 2. Building a Professional Library 3. Understanding Your Curriculum 4. Creating an Assessment Plan 5. Linking Assessments to Report Cards 6. Organizing Your Space 7. Organizing Your Time 8. Organizing Your Team 9. Organizing Your Children's Books 10. Establishing Routines 11. Planning Communications with Families References

Read more less

Book SynopsisTens of thousands of teachers have used this skillfully crafted book to build children's word knowledge with engaging categorization activities organized by spelling stages. Featuring rich classroom examples, the revised and expanded second edition gives increased attention to teaching English learners (ELs), among other enhancements.Trade Review"The second edition highlights Ganske's ‘next-generation’ word study, which strategically integrates academic vocabulary instruction with word study. Ganske provides classroom teachers and specialists with authentic tools and resources for developing students’ knowledge using cognitive engagement, academic conversations, and explicit instruction. Lesson scenarios with accompanying classroom snapshots weave theory into practice, covering the ‘what’, ‘why’, and ‘how’ of effective teaching. Our district is just beginning a deep study of academic language, and I know this book will capably guide us."--Bev Taylor, MSE, K-5 reading specialist, Wasco Elementary School, St. Charles, Illinois "This book continues to be an indispensable professional resource for every elementary teacher and English language instructor. Whether you are a novice or seasoned educator, Ganske provides comprehensive instruction for helping students to discern orthography and vocabulary in greater depth. The SAIL framework, coupled with classroom transcripts, shows how teachers can foster discussion that leads to increased understanding of academic vocabulary and everyday words. The perspectives of several teachers sharing their keen insights and reflections are valuable, as are the book's assessments, suggested games, and sample lessons."--Connie Largent, MS, Principal, Stonegate Elementary School, Zionsville, Indiana "Ganske’s second edition is rich with useful materials to help teachers meet the individual word study needs of their students. Teacher perspectives and examples of teacher–student conversations offer excellent models of high-quality instruction. Time-saving word and picture cards are just right for sorting while engaging students in deep learning about words. The new chapter on English learners and the supplemental online resources are welcome additions, presenting readers with both theoretical and practical insights into helping children learn to read, write, and spell in English.”--Patricia L. Scharer, PhD, Department of Teaching and Learning, The Ohio State University -Table of ContentsI. Setting the Stage 1. Next Generation Word Study 2. Voices on Word Learning and Instruction: Teacher Perspectives and Suggestions 3. Voices on Word Learning and Instruction: Researchers Address English Learners and Effective Interactions II. Word Study for Emergent Learners III. Word Study for Letter Name Spellers IV. Word Study for Within Word Pattern Spellers Appendix A. Assessments and Sample Lessons Appendix B. Performance Records Appendix C. Oh No! Card Game Appendix D. Make-It, Break-It Letter Cards Appendix E. Working with Spanish-Speaking English Learners Appendix F. Templates and Other Materials References Index of Words and Pictures Used in the Sorts

Read more less

Book SynopsisTens of thousands of teachers have used this skillfully crafted book to build children's word knowledge with engaging categorization activities organized by spelling stages. Featuring rich classroom examples, the revised and expanded second edition gives increased attention to teaching English learners (ELs), among other enhancements.Trade Review"The second edition highlights Ganske's ‘next-generation’ word study, which strategically integrates academic vocabulary instruction with word study. Ganske provides classroom teachers and specialists with authentic tools and resources for developing students’ knowledge using cognitive engagement, academic conversations, and explicit instruction. Lesson scenarios with accompanying classroom snapshots weave theory into practice, covering the ‘what’, ‘why’, and ‘how’ of effective teaching. Our district is just beginning a deep study of academic language, and I know this book will capably guide us."--Bev Taylor, MSE, K-5 reading specialist, Wasco Elementary School, St. Charles, Illinois "This book continues to be an indispensable professional resource for every elementary teacher and English language instructor. Whether you are a novice or seasoned educator, Ganske provides comprehensive instruction for helping students to discern orthography and vocabulary in greater depth. The SAIL framework, coupled with classroom transcripts, shows how teachers can foster discussion that leads to increased understanding of academic vocabulary and everyday words. The perspectives of several teachers sharing their keen insights and reflections are valuable, as are the book's assessments, suggested games, and sample lessons."--Connie Largent, MS, Principal, Stonegate Elementary School, Zionsville, Indiana "Ganske’s second edition is rich with useful materials to help teachers meet the individual word study needs of their students. Teacher perspectives and examples of teacher–student conversations offer excellent models of high-quality instruction. Time-saving word and picture cards are just right for sorting while engaging students in deep learning about words. The new chapter on English learners and the supplemental online resources are welcome additions, presenting readers with both theoretical and practical insights into helping children learn to read, write, and spell in English.”--Patricia L. Scharer, PhD, Department of Teaching and Learning, The Ohio State University -Table of ContentsI. Setting the Stage 1. Next Generation Word Study 2. Voices on Word Learning and Instruction: Teacher Perspectives and Suggestions 3. Voices on Word Learning and Instruction: Researchers Address English Learners and Effective Interactions II. Word Study for Emergent Learners III. Word Study for Letter Name Spellers IV. Word Study for Within Word Pattern Spellers Appendix A. Assessments and Sample Lessons Appendix B. Performance Records Appendix C. Oh No! Card Game Appendix D. Make-It, Break-It Letter Cards Appendix E. Working with Spanish-Speaking English Learners Appendix F. Templates and Other Materials References Index of Words and Pictures Used in the Sorts

Read more less

Book SynopsisThis innovative book helps K6 teachers infuse the entire school day with research-based literacy best practices. Classroom-tested strategies are presented for planning and implementing each component of the exemplary literacy day--vocabulary and word study sessions, literacy work stations, differentiated guided reading groups, reading and writing workshops, and interdisciplinary projects.Trade Review"How does a teacher fit it all in while creating a student-centered classroom? This is the guide we all need now. As an instructional coach, I want all teachers to read it, talk about it, try the exemplary literacy day in their classrooms, and watch children thrive and learn. The authors acknowledge the variety of curricular expectations across districts, making the book helpful for teachers in all situations."--Kathy Harris, instructional coach, Piner–Olivet Union School District, Santa Rosa, California "All elementary language arts teachers, both novice and experienced, should read this book and reflect on how to improve the management and organization of their own classrooms. The book is anchored in the importance of classroom culture and prioritizes a learner-centered mindset. Expanding the focus from the 'language arts block' to the broader context, the authors quickly pull the reader in. Research and practical suggestions are folded in with spot-on vignettes, management tips, straightforward recommendations for a comprehensive curriculum, and resources for additional learning. Once you start reading, the book is hard to put down--you will want to replicate these authors' visionary language arts classroom for the children you teach."--Allison Swan Dagen, PhD, College of Education and Human Services, West Virginia University "Morrow has been at the forefront of literacy education for decades. Her work has guided thousands of young teachers and career professionals through all the research, trends, controversies, reforms, and re-reforms roiling American education. This timely book pulls together information we can trust, helping K-6 teachers give their students the optimal balance of instruction, support, and exploration. Some of the ideas presented are reliable and familiar; others, like the vocabulary meetings, rework established practice into fresh and even more powerful patterns. On their way through this volume, teachers will dwell on the details, savor the practical strategies, and benefit from the wisdom from cover to cover."--Harvey “Smokey” Daniels, PhD, author and literacy consultant, Santa Fe, New Mexico "Showing that teacher expertise is the heart of good instruction, this book proposes a classroom in which students are engaged and motivated learners as they are immersed in literacy all day long. Step-by-step explanations of how to implement an exemplary literacy program include sample lesson plans, lesson templates, management tips, instructional resources, Web links, and more. Breaking Through the Language Arts Block is perfect for preservice and novice teachers who are looking for a detailed account of best instructional practices."--Debbie Rickards, PhD, instructional coordinator (retired), Caddo Parish Schools, Louisiana -Table of Contents1. Getting Started with the Exemplary Literacy Day 2. Setting Up the Literacy Environment 3. Assessment Guiding Instruction 4. Introducing the Vocabulary Meeting 5. Word-Study Session: Strategies for Figuring Out Words, Phonological Awareness, Phonics, and More 6. Literacy Work Stations 7. Guided Reading: Grouping for Differentiation of Instruction 8. Reading Comprehension Workshop 9. Writing Workshop 10. Interdisciplinary Literacy Instruction Concluding Thoughts Appendix A. Exemplary Literacy Day Planning Example (Olga Pryymak and Shira Wasserman) Appendix B: Fry (1980) Sight Words Grouped by Relative Difficulty References

Read more less

Book SynopsisTested and fine-tuned in K-2 classrooms, this book provides engaging lessons and materials for teaching the three genres of writing--opinion, procedural, and story--that provide a foundation for beginning writersâ persuasive, informative, and narrative writing skills. The authors' approach integrates strategy instruction, self-regulated learning, and dialogic interactions such as role play. Packed with 55 reproducible planning forms and student handouts, the book makes connections between writing and reading in ways that support growth in both areas, address learning standards, and promote writing across the instructional day. Appendices contain numerous resources to support teachersâ and administratorsâ professional learning. The large-size format facilitates photocopying; purchasers also get access to a Web page where they can download and print the reproducible materials. See also the authors' Developing Strategic Writers through Genre Instruction: Resources forTrade Review"A 'must have' and 'must read' for K-2 teachers looking to understand how writing and reading work together to improve thinking and understanding across the curriculum. Philippakos and MacArthur provide clear lessons, examples, and explanations that connect the strategies and content between K-2 and later grades. The attention to language and dialogue is wonderful. This book will help you fill your classroom with talk and authentic conversations that strengthen students’ understanding of genres."--Amanda Lankford, EdS, Assistant Principal, Patterson Elementary School, Pierce County, Georgia "This spectacular resource presents a comprehensive approach to teaching writing that skillfully fuses cognitive strategy instruction with dialogic interactions. The lessons and materials--such as sentence frames, evaluation rubrics, graphic organizers, and explicit explanations--provide teachers with the necessary tools to meet the writing needs of all K-2 students. This book will be beneficial for beginning as well as established teachers, enabling them to teach strong writing skills and develop dynamic writers."--Karen M. Picerno, MEd, second-grade teacher, Socrates Academy, Charlotte, North Carolina "Getting off to a good start in learning to write is critical for school success. Philippakos and MacArthur provide primary-grade teachers with the tools to make this happen. Teachers will love this book!"--Steve Graham, EdD, Warner Professor, Mary Lou Fulton Teachers College, Arizona State University "Philippakos and MacArthur understand writing research, and they have a track record in working collaboratively with teachers. This book provides practical information in an accessible format for easy application to real classrooms. The 'strategy for teaching strategies' is a supportive framework that guides teachers through a teaching process leading to student growth. Most of all, teachers will treasure the lesson plans, which model how to offer genre-based strategy instruction with a self-regulation focus to support all writers in the primary-grade classroom. This book is a winner!"--Carol Sue Englert, PhD, Department of Counseling, Educational Psychology and Special Education, College of Education, Michigan State University -Table of Contents1. Writing Strategically: An Introduction to Genre-Based Strategy Instruction 2. Strategies within Genre-Based Strategy Instruction 3. Sequence of Instruction: A Strategy for Teaching Strategies 4. Responses to Reading and Opinion Writing 5. Procedural (How-to) Writing 6. Story Writing 7. Language and Grammatical Correctness for Meaning Making Appendices 1. Reading Guides for Professional Learning Community (PLC) Discussions 2. Assessment-Grouping Guidelines 3. Questions for Journal Entries 4. Questions for PLC Meetings 5. Pacing Guide 6. Report-Writing Resources 7. A Guiding Checklist for Principals and Literacy Leaders

Read more less

Book SynopsisTested and fine-tuned in K-2 classrooms, this book provides engaging lessons and materials for teaching the three genres of writing--opinion, procedural, and story--that provide a foundation for beginning writersâ persuasive, informative, and narrative writing skills. The authors' approach integrates strategy instruction, self-regulated learning, and dialogic interactions such as role play. Packed with 55 reproducible planning forms and student handouts, the book makes connections between writing and reading in ways that support growth in both areas, address learning standards, and promote writing across the instructional day. Appendices contain numerous resources to support teachersâ and administratorsâ professional learning. The large-size format facilitates photocopying; purchasers also get access to a Web page where they can download and print the reproducible materials. See also the authors' Developing Strategic Writers through Genre Instruction: Resources forTrade Review"A 'must have' and 'must read' for K-2 teachers looking to understand how writing and reading work together to improve thinking and understanding across the curriculum. Philippakos and MacArthur provide clear lessons, examples, and explanations that connect the strategies and content between K-2 and later grades. The attention to language and dialogue is wonderful. This book will help you fill your classroom with talk and authentic conversations that strengthen students’ understanding of genres."--Amanda Lankford, EdS, Assistant Principal, Patterson Elementary School, Pierce County, Georgia "This spectacular resource presents a comprehensive approach to teaching writing that skillfully fuses cognitive strategy instruction with dialogic interactions. The lessons and materials--such as sentence frames, evaluation rubrics, graphic organizers, and explicit explanations--provide teachers with the necessary tools to meet the writing needs of all K-2 students. This book will be beneficial for beginning as well as established teachers, enabling them to teach strong writing skills and develop dynamic writers."--Karen M. Picerno, MEd, second-grade teacher, Socrates Academy, Charlotte, North Carolina "Getting off to a good start in learning to write is critical for school success. Philippakos and MacArthur provide primary-grade teachers with the tools to make this happen. Teachers will love this book!"--Steve Graham, EdD, Warner Professor, Mary Lou Fulton Teachers College, Arizona State University "Philippakos and MacArthur understand writing research, and they have a track record in working collaboratively with teachers. This book provides practical information in an accessible format for easy application to real classrooms. The 'strategy for teaching strategies' is a supportive framework that guides teachers through a teaching process leading to student growth. Most of all, teachers will treasure the lesson plans, which model how to offer genre-based strategy instruction with a self-regulation focus to support all writers in the primary-grade classroom. This book is a winner!"--Carol Sue Englert, PhD, Department of Counseling, Educational Psychology and Special Education, College of Education, Michigan State University -Table of Contents1. Writing Strategically: An Introduction to Genre-Based Strategy Instruction 2. Strategies within Genre-Based Strategy Instruction 3. Sequence of Instruction: A Strategy for Teaching Strategies 4. Responses to Reading and Opinion Writing 5. Procedural (How-to) Writing 6. Story Writing 7. Language and Grammatical Correctness for Meaning Making Appendices 1. Reading Guides for Professional Learning Community (PLC) Discussions 2. Assessment-Grouping Guidelines 3. Questions for Journal Entries 4. Questions for PLC Meetings 5. Pacing Guide 6. Report-Writing Resources 7. A Guiding Checklist for Principals and Literacy Leaders

Read more less

Book SynopsisThis practical volume helps K-8 teachers implement effective reading interventions that support comprehension and engage students with age-appropriate texts. Presented is a range of strategies for addressing difficulties in the core areas of word identification, fluency, and comprehension.Trade Review"Johnson's presentation of a meaning-based approach in the design of interventions for all struggling readers is well written and convincingly argued. This instructional plan is appropriate for any child experiencing difficulties acquiring reading proficiencies, including those labeled as dyslexics. Johnson's approach shares little with traditional methods for teaching struggling readers--and I hope it will initiate needed changes in remedial and special education. If only every teacher preparing to become a reading specialist or special educator could read this book before they began their student teaching apprenticeship!"--Richard L. Allington, PhD, College of Education (Emeritus), The University of Tennessee, Knoxville "This book masterfully synthesizes the latest literacy acquisition research and provides critical pedagogical practices for targeting each student’s learning needs. It is an essential resource for preservice teachers, classroom teachers, reading interventionists, and special education teachers interested in capitalizing on responsive decision making. Johnson presents interventions that are cleverly designed to support accelerative progress, ensuring all students learn to read."--Mary R. Van Etten, MEd, district literacy specialist/Reading Recovery coordinator, Muskogee Public Schools, Oklahoma "During my time as a special educator and instructional coach, I longed for a framework that operationalized a meaning-based approach to reading interventions. Johnson lays out the rationale for such an approach and follows it up with a practical process. This book is a 'must read' for every special educator and for any educator who wants a solid resource for designing reading instruction that meets the needs of today's diverse classrooms."--Staci Gilpin, MSEd, former teacher and instructional coach; doctoral student in Educational Foundations and Research, University of North Dakota "Johnson provides a refreshing look at interventions for struggling readers and the need to focus on making meaning from text. He reinforces the idea that a majority of our students know how to read, but lack the skills necessary to make meaning. I appreciate this book's frank discussions of intervention fidelity, direct instruction, and the need to recognize the nuances each of our students bring with them. Johnson shares a concrete process for designing meaning-based interventions that I look forward to bringing to our special education licensure program!"--Amy Murzyn, EdD, School of Education and Social Work, College of St. Scholastica-Table of ContentsIntroduction I. Background Information 1. Instruction and Interventions 2. Educational Research and Theoretical Models 3. Understanding the Reading Process 4. Coming to a Common Understanding II. Elements of a Meaning-Based Intervention for Reading 5. How a Meaning-Based Intervention for Reading Works 6. Language Experience Activities 7. Word Work 8. Sight Words and Scope and Sequence Carts 9. Word Identification Strategies 10. Cloze and Maze Activities: Semantic Cueing 11. Writing for Reading 12. Fluency 13. Comprehension 14. Reading Practice (More, Please) III. Diagnosing, Assessing, and Monitoring Progress 15. Standardized Tests 16. Diagnosing the Problem 17. Progress Monitoring IV. Individualized Education Programs 18. Individualized Education Programs for Reading 19. Peer-Reviewed Research V. Designing Reading Interventions 20. Response-to-Intervention Particulars 21. Scientifically Based Research 22. When the Gold Standard Is Un-Golden: A Review of Torgesen et al. (2009) 23. Evaluating Research 24. Students with Dyslexia VI. Issues in Special Education 25. Problems in the Special Education World Epilogue References Index

Read more less

Book SynopsisThis practical volume helps K-8 teachers implement effective reading interventions that support comprehension and engage students with age-appropriate texts. Presented is a range of strategies for addressing difficulties in the core areas of word identification, fluency, and comprehension.Trade Review"Johnson's presentation of a meaning-based approach in the design of interventions for all struggling readers is well written and convincingly argued. This instructional plan is appropriate for any child experiencing difficulties acquiring reading proficiencies, including those labeled as dyslexics. Johnson's approach shares little with traditional methods for teaching struggling readers--and I hope it will initiate needed changes in remedial and special education. If only every teacher preparing to become a reading specialist or special educator could read this book before they began their student teaching apprenticeship!"--Richard L. Allington, PhD, College of Education (Emeritus), The University of Tennessee, Knoxville "This book masterfully synthesizes the latest literacy acquisition research and provides critical pedagogical practices for targeting each student’s learning needs. It is an essential resource for preservice teachers, classroom teachers, reading interventionists, and special education teachers interested in capitalizing on responsive decision making. Johnson presents interventions that are cleverly designed to support accelerative progress, ensuring all students learn to read."--Mary R. Van Etten, MEd, district literacy specialist/Reading Recovery coordinator, Muskogee Public Schools, Oklahoma "During my time as a special educator and instructional coach, I longed for a framework that operationalized a meaning-based approach to reading interventions. Johnson lays out the rationale for such an approach and follows it up with a practical process. This book is a 'must read' for every special educator and for any educator who wants a solid resource for designing reading instruction that meets the needs of today's diverse classrooms."--Staci Gilpin, MSEd, former teacher and instructional coach; doctoral student in Educational Foundations and Research, University of North Dakota "Johnson provides a refreshing look at interventions for struggling readers and the need to focus on making meaning from text. He reinforces the idea that a majority of our students know how to read, but lack the skills necessary to make meaning. I appreciate this book's frank discussions of intervention fidelity, direct instruction, and the need to recognize the nuances each of our students bring with them. Johnson shares a concrete process for designing meaning-based interventions that I look forward to bringing to our special education licensure program!"--Amy Murzyn, EdD, School of Education and Social Work, College of St. Scholastica-Table of ContentsIntroduction I. Background Information 1. Instruction and Interventions 2. Educational Research and Theoretical Models 3. Understanding the Reading Process 4. Coming to a Common Understanding II. Elements of a Meaning-Based Intervention for Reading 5. How a Meaning-Based Intervention for Reading Works 6. Language Experience Activities 7. Word Work 8. Sight Words and Scope and Sequence Carts 9. Word Identification Strategies 10. Cloze and Maze Activities: Semantic Cueing 11. Writing for Reading 12. Fluency 13. Comprehension 14. Reading Practice (More, Please) III. Diagnosing, Assessing, and Monitoring Progress 15. Standardized Tests 16. Diagnosing the Problem 17. Progress Monitoring IV. Individualized Education Programs 18. Individualized Education Programs for Reading 19. Peer-Reviewed Research V. Designing Reading Interventions 20. Response-to-Intervention Particulars 21. Scientifically Based Research 22. When the Gold Standard Is Un-Golden: A Review of Torgesen et al. (2009) 23. Evaluating Research 24. Students with Dyslexia VI. Issues in Special Education 25. Problems in the Special Education World Epilogue References Index

Read more less

Book SynopsisNoted for providing everything needed to develop individualized positive behavior support (PBS) plans for students with pervasive behavioral challenges, this authoritative guide has been revised and expanded to reflect 15 years of changes in the field. The book walks practitioners through the PBS process, emphasizing a team-based approach and presenting assessment procedures, intervention strategies, and guiding questions. Detailed case examples illustrate ways to meet the diverse needs of students across abilities, grade levels (PreK-12), and problem behaviors. In a convenient large-size format, the book follows the sequence of a typical PBS course, making it ideal for use in teaching and training. New to This Edition *Incorporates current tools and practices within an expanded, whole-school PBS approach. *Chapters on multi-tiered systems of support and the fundamentals of classroom management. *Chapter on writing, monitoring, and evaluating a complete PBTrade Review"Building on the first edition, special education luminaries Bambara and Kern provide updated practical guidance for school and allied professionals. Following an outstanding review of PBS foundations, comprehensive, step-by-step procedures are presented for PBS implementation, including integrative case examples and a range of relevant resources and tools. Without question, this book is a critical asset for school professionals and for students in university preservice training programs. I am grateful to Bambara, Kern, and their cast of national leaders for this important contribution."--Mark D. Weist, PhD, Department of Psychology, University of South Carolina "Presenting recent advances in research and practice, the second edition of this work provides a practical, step-by-step framework for developing and implementing individualized behavior supports. The editors and contributors share their collective wisdom, expertise, and experience, using a collaborative, team-based approach and keeping the central focus of the process on the student and family. Readers are able to clearly see the underlying foundation, processes, and outcomes of PBS. Whether you are a teacher educator or are working in schools to support students with problem behaviors, this user-friendly guide should be an integral part of your toolkit! I recommend this book for classes dealing with functional behavioral assessment at either the graduate or undergraduate level."--Maureen A. Conroy, PhD, Anita Zucker Endowed Professor in Early Childhood Studies and Professor of Special Education, School Psychology, and Early Childhood Studies, University of Florida "This second edition is a timely update on a critical topic. The book covers essential theoretical foundations of the PBS approach and expertly weaves in practical advice for addressing real-life situations. In a clear and engaging style, it explores important contemporary issues for educators and interventionists who seek to improve quality of life for individuals with challenging behaviors. Bambara, Kern, and their esteemed contributors bring the science to life with rich case examples. Like the first edition, this is an indispensable go-to text--I know I will use it whenever I teach students about designing effective positive behavior supports."--Grace Gengoux, PhD, BCBA-D, Department of Psychiatry and Behavioral Sciences, Stanford University School of Medicine "Contributors emphasize an interdisciplinary, team-based approach to problem solving, making this book appealing to a broad readership, including inservice and preservice educators, school psychologists, and behavior analysts. This text would be great for use in a course on behavior intervention and assessment. Readers gain foundational knowledge on how individual supports fit into the broader context of multi-tiered systems, as well as how to systematically design and evaluate individualized behavior interventions. Case examples throughout the book are especially helpful. On a personal note, I particularly enjoyed the end-of-chapter commentaries from giants in the field. They are a great roadmap of where we’ve been and where we need to go to support some of our most vulnerable students by using positive, respectful, evidence-based, data-driven interventions."--Allison Bruhn, PhD, Department of Teaching and Learning, University of Iowa-Table of Contents1. Evolution of Positive Behavior Support, Linda M. Bambara, Raquel Burns, & Amanda Thomas 2. Schoolwide Systems of Positive Behavior Support, Angus Kittleman, Kent McIntosh, Sara C. McDaniel, Heather Peshak George, & Timothy J. Lewis 3. Supportive Classroom Contexts, Diane Myers, Sarah Wilkinson, Janet VanLone, Jennifer Freeman, & Brandi Simonsen 4. Understanding the Environmental Determinants of Problem Behaviors, Glen Dunlap, Joshua Harrower, & Lise Fox 5. Overview of the Individualized Behavior Support Process, Linda M. Bambara & Julie B. Fogt 6. Teaming, Linda M. Bambara & Jacquelyn Chovanes 7. Strategies for Measuring Behavior Change, Raymond G. Miltenberger & Jennifer L. Cook 8. Gathering Functional Assessment Information, Lee Kern, Robert E. O’Neill, Jennifer M. Fletcher, & John Mercer 9. Developing Hypothesis Statements, Lee Kern & Colleen E. Commisso 10. Antecedent and Setting Event Interventions, Lee Kern & Shelley Clarke 11. Teaching Alternative Skills, Joe Reichle, Jessica Simacek, James Halle, & Linda M. Bambara 12. Responding to Problem Behavior, Lee Kern, Rui Chen, & Devon Carter 13. Long-Term Supports, Tim Knoster, Laura Kern, Don Kincaid, & Danielle Empson 14. Putting It All Together: Developing, Monitoring, and Evaluating the Behavior Support Plan, Linda M. Bambara & Lee Kern Index

Read more less

Book SynopsisNoted for providing everything needed to develop individualized positive behavior support (PBS) plans for students with pervasive behavioral challenges, this authoritative guide has been revised and expanded to reflect 15 years of changes in the field. The book walks practitioners through the PBS process, emphasizing a team-based approach and presenting assessment procedures, intervention strategies, and guiding questions. Detailed case examples illustrate ways to meet the diverse needs of students across abilities, grade levels (PreK-12), and problem behaviors. In a convenient large-size format, the book follows the sequence of a typical PBS course, making it ideal for use in teaching and training. New to This Edition *Incorporates current tools and practices within an expanded, whole-school PBS approach. *Chapters on multi-tiered systems of support and the fundamentals of classroom management. *Chapter on writing, monitoring, and evaluating a complete PBTrade Review"Building on the first edition, special education luminaries Bambara and Kern provide updated practical guidance for school and allied professionals. Following an outstanding review of PBS foundations, comprehensive, step-by-step procedures are presented for PBS implementation, including integrative case examples and a range of relevant resources and tools. Without question, this book is a critical asset for school professionals and for students in university preservice training programs. I am grateful to Bambara, Kern, and their cast of national leaders for this important contribution."--Mark D. Weist, PhD, Department of Psychology, University of South Carolina "Presenting recent advances in research and practice, the second edition of this work provides a practical, step-by-step framework for developing and implementing individualized behavior supports. The editors and contributors share their collective wisdom, expertise, and experience, using a collaborative, team-based approach and keeping the central focus of the process on the student and family. Readers are able to clearly see the underlying foundation, processes, and outcomes of PBS. Whether you are a teacher educator or are working in schools to support students with problem behaviors, this user-friendly guide should be an integral part of your toolkit! I recommend this book for classes dealing with functional behavioral assessment at either the graduate or undergraduate level."--Maureen A. Conroy, PhD, Anita Zucker Endowed Professor in Early Childhood Studies and Professor of Special Education, School Psychology, and Early Childhood Studies, University of Florida "This second edition is a timely update on a critical topic. The book covers essential theoretical foundations of the PBS approach and expertly weaves in practical advice for addressing real-life situations. In a clear and engaging style, it explores important contemporary issues for educators and interventionists who seek to improve quality of life for individuals with challenging behaviors. Bambara, Kern, and their esteemed contributors bring the science to life with rich case examples. Like the first edition, this is an indispensable go-to text--I know I will use it whenever I teach students about designing effective positive behavior supports."--Grace Gengoux, PhD, BCBA-D, Department of Psychiatry and Behavioral Sciences, Stanford University School of Medicine "Contributors emphasize an interdisciplinary, team-based approach to problem solving, making this book appealing to a broad readership, including inservice and preservice educators, school psychologists, and behavior analysts. This text would be great for use in a course on behavior intervention and assessment. Readers gain foundational knowledge on how individual supports fit into the broader context of multi-tiered systems, as well as how to systematically design and evaluate individualized behavior interventions. Case examples throughout the book are especially helpful. On a personal note, I particularly enjoyed the end-of-chapter commentaries from giants in the field. They are a great roadmap of where we’ve been and where we need to go to support some of our most vulnerable students by using positive, respectful, evidence-based, data-driven interventions."--Allison Bruhn, PhD, Department of Teaching and Learning, University of Iowa-Table of Contents1. Evolution of Positive Behavior Support, Linda M. Bambara, Raquel Burns, & Amanda Thomas 2. Schoolwide Systems of Positive Behavior Support, Angus Kittleman, Kent McIntosh, Sara C. McDaniel, Heather Peshak George, & Timothy J. Lewis 3. Supportive Classroom Contexts, Diane Myers, Sarah Wilkinson, Janet VanLone, Jennifer Freeman, & Brandi Simonsen 4. Understanding the Environmental Determinants of Problem Behaviors, Glen Dunlap, Joshua Harrower, & Lise Fox 5. Overview of the Individualized Behavior Support Process, Linda M. Bambara & Julie B. Fogt 6. Teaming, Linda M. Bambara & Jacquelyn Chovanes 7. Strategies for Measuring Behavior Change, Raymond G. Miltenberger & Jennifer L. Cook 8. Gathering Functional Assessment Information, Lee Kern, Robert E. O’Neill, Jennifer M. Fletcher, & John Mercer 9. Developing Hypothesis Statements, Lee Kern & Colleen E. Commisso 10. Antecedent and Setting Event Interventions, Lee Kern & Shelley Clarke 11. Teaching Alternative Skills, Joe Reichle, Jessica Simacek, James Halle, & Linda M. Bambara 12. Responding to Problem Behavior, Lee Kern, Rui Chen, & Devon Carter 13. Long-Term Supports, Tim Knoster, Laura Kern, Don Kincaid, & Danielle Empson 14. Putting It All Together: Developing, Monitoring, and Evaluating the Behavior Support Plan, Linda M. Bambara & Lee Kern Index

Read more less

Book SynopsisMany K-3 teachers have relied on this book now with more than 50% new material to plan and deliver effective literacy instruction tailored to each student's needs.Trade Review"A smart, 'must-have' book for teachers, interventionists, and literacy coaches. Walpole and McKenna present a roadmap for a coordinated approach to assessment and instruction, while keeping the focus on the needs of individual students. The volume offers cost-effective models of instruction to meet the diverse needs of young learners. The many reproducible lesson plans and other tools are a bonus!"--Jennifer Allen, MEd, literacy specialist/coach, Waterville Public Schools, Maine "This practical book provides the specific guidance needed for precision teaching that differentiates reading instruction in daily practice. The authors answer the many 'how-to' questions about planning and logistics that beginning (and even more experienced) teachers are likely to have. The lesson plans are certain to be well thumbed, not only as instruction-ready resources, but also as models for creating additional lessons targeting essential skills. This second edition will be a welcome addition to the professional libraries of all educators who want to provide high-quality primary-grade reading instruction."--Kathleen A. Roskos, PhD, Department of Education and School Psychology, John Carroll University "The book's realistic, straightforward approach to differentiation provides teachers a viable way to embed differentiation into the classroom. The step-by-step plans and assessment system enhance professional learning. Teachers will appreciate how this book helps them plan and problem solve."--Cary B. Riches, EdD, Director of Curriculum and Instruction (PreK-12), Brandywine School District, Wilmington, Delaware -Table of Contents1. Setting the Stage 2. Models of Differentiation and Tiered Instruction 3. Using Assessments to Guide Differentiation 4. Targeting Phonological Awareness and Word Recognition 5. Targeting Word Recognition and Fluency 6. Targeting Fluency and Comprehension 7. Targeting Vocabulary and Comprehension 8. Making Differentiation Schoolwide

Read more less

Book SynopsisThis authoritative text and PreK-12 teacher resource is now in a substantially revised seventh edition with 80% new material, foregrounding advances in inclusive, equitable instruction. Teachers are guided through every major component of reading, as well as assessment, motivation, teaching bilingual learners, strengthening connections with families and communities, and more. The book presents principles and strategies for teaching literature and nonfiction texts, organizing and differentiating instruction, supporting struggling readers, and promoting digital literacy. Pedagogical features include chapter-opening bulleted previews of key points; reviews of the research evidence; recommendations for best practices in action, with examples from exemplary classrooms; and end-of-chapter engagement activities. New to This Edition *Chapter on culturally responsive teaching, plus more attention to social justice and equity throughout. *Chapter on supporting students Trade Review"At a time when access to literacy should be commonplace, we continue to witness historic inequities. The seventh edition of this foundational text takes readers on a much-needed journey into the literacy lives of children from diverse backgrounds. It shares evidence-based, innovative ideas from multiple experts in the field. I often remind my students that, when it comes to children's learning, 'You must reach them to teach them!' This book provides guidance on how to reach all children--and effectively teach them."--Gwendolyn Thompson McMillon, PhD, Professor of Literacy and Coordinator, Literacy, Culture, and Language Doctoral Program, Oakland University "The revised seventh edition addresses the foundations of what we know about reading comprehension, vocabulary and language development, and writing, across grades and content areas. It offers dedicated attention to the complex, multidimensional demands of literacy skills, with a social justice focus on how best practices can contribute to robust learning for all students. Across the chapters, the book illustrates the centrality of the cultural repertoires that students bring to the classroom, and shows how to recruit and sustain these repertoires in instruction. This volume is both a theoretical and practical guide that can support learning in teacher preparation programs as well as professional learning communities."--Carol D. Lee, PhD, Edwina S. Tarry Professor Emerita, School of Education and Social Policy, Northwestern University "Each edition of this text brings essential knowledge to the field. The seventh edition highlights the complexity of literacy and the need to reconsider traditional views and approaches to teaching literacy at all grade levels. I recommend the text as a whole for graduate-level courses on literacy, while individual chapters can augment undergraduate courses. Chapters are written by experts in the field, and students will benefit from the comprehensive and critical approach."--Danielle V. Dennis, PhD, Dean and Professor, College of Education and Professional Studies, University of Rhode Island-Recommended for literacy teachers of all skill levels. (on the fourth edition)--Choice Reviews, 01/01/2012Table of ContentsForeword, Gholnecsar (Gholdy) E. Muhammad I. Situating Best Practices: Comprehensive and Culturally, Responsive Literacy Instruction 1. Current Issues and Best Practices in Literacy Instruction, P. David Pearson, Christina L. Madda, & Taffy E. Raphael 2. Best Practices to Promote Social Justice and Equity in the Literacy Classroom, Ernest Morrell 3. Best Practices for Motivating Students to Read, Ana Taboada Barber & John T. Guthrie II. Best Practices throughout the Grades 4. Best Practices in Early Literacy, Lesley Mandel Morrow, Susan Dougherty, & Diane Tracey 5. Best Practices for Literacy in the Intermediate and Middle Grades, Heather Kenyon Casey 6. Best Practices for Literacy in High School, Douglas Fisher & Nancy Frey 7. Best Practices for Integrating Children’s Literature into the Life of the Classroom, Kathy G. Short 8. Best Practices for Organizing and Differentiating for Equitable Literacy Instruction, D. Ray Reutzel & Parker C. Fawson III. Evidence-Based Practices for Literacy Teaching and Learning 9. Best Practices for Developing Phonological Awareness, Phonics, and Word Study to Support Fluent Reading, Donald R. Bear 10. Best Practices in Fluency Instruction, Melanie Kuhn, Timothy Rasinski, & Chase Young 11. Best Practices in Vocabulary Instruction, Kathy Ganske 12. Best Practices for Developing Comprehension across Genres, Nell K. Duke & Nicole M. Martin 13. Best Practices in Teaching Writers, Kelly Gallagher & Penny Kittle 14. Best Practices in Reading Nonfiction: Understanding the Possibilities and Problems, Robert Probst & Kylene Beers 15. Best Practices in Digital Literacy, Troy Hicks IV. Best Practices to Meet Targeted Needs 16. Best Practices to Support the Literacy Development of Bilingual Learners, Ofelia García & Claudia Cervantes-Soon 17. Best Practices to Change the Trajectory of Students Experiencing Reading Difficulties, Victoria J. Risko & Doris Walker-Dalhouse 18. Best Practices to Support Achieving Yet “Invisible” Literacy Learners, Diane Lapp, Toni Faddis, & Alejandro Gonzalez Ojeda 19. Best Practices in Literacy Assessment, Nancy Frey, Alejandro Gonzalez Ojeda, & Douglas Fisher V. Sustaining Best Practices: The Importance of Building Connections 20. Best Practices Linking Professional Learning, Literacy Coaching, and Equity, Sharon Walpole, Faith Muirhead, & Jaime True Daley 21. Best Practices for Home, School, and Community Partnerships: Collaborating for Social Justice and Equity, Patricia A. Edwards & Jacquelyn S. Sweeney Epilogue. Literacy Practicing: Repositioning Teachers as Cultural Workers and Ecopedagogues toward Creating Learning Cultures, Robert J. Tierney & P. David Pearson Afterword. Teaching Literacy in the Dystopia of Now: A Call to Action, Cornelius Minor Index

Read more less

Book SynopsisWritten and edited by experts in the field, this book provides a blueprint for weaving effective word study into the fabric of classrooms and schools. Provided are principles, ideas, materials, and activities for use with teachers in a range of professional learning contexts. Key topics include word study foundations and orthographic knowledge; implementing collaborative coaching models, learning huddles, and workshops; and word study strategies for young children, emergent bilingual students, and adolescents. Helpful reproducible tools include the empirically validated Word Study Classroom Observation Guide. Purchasers get access to a companion website where they can download and print the reproducible materials in a convenient 8 1/2 x 11 size.Trade Review"Finally, a research-based, developmentally sound guide for literacy instruction and learning! This comprehensive work from leaders in word study provides multiple resources for literacy specialists and instructional leaders. It includes sample lesson plans, grouping configurations, reflection prompts, and a valuable protocol for observing and planning word study lessons. The book impressively brings to life the experiences of teachers across all levels--their struggles and triumphs with implementing word study. Presented are professional development models that promote continuity and lasting learning for all students."--Nurit W. Stites, MEd, learning facilitator and implementation specialist, Washoe County School District, Reno, Nevada "I can’t wait to share Word Study for Literacy Leaderswith my graduate students and advanced preservice teachers; I am already looking forward to the discussions it will generate. Further, I am excited to implement the techniques in this book in my consultation practice. I think inservice teachers will gravitate toward the practical approach. This book is full of ideas that are classroom ready and sure to improve teacher morale."--Sandra Martin-Chang, PhD, Department of Education, Concordia University, Montréal, Québec, Canada "An outstanding resource for understanding the scientific basis of word study and for implementing this approach in classrooms. The book also describes how to create the conditions that support effective implementation at a large scale. The chapters, written by top scholars in the area of literacy development, are packed with real-world examples and supplementary materials. This book would be an excellent addition to an advanced undergraduate- or graduate-level course for students going on to become the next generation of K-12 educators."--Andrew J. Mashburn, PhD, Department of Psychology, Portland State University-Table of ContentsForeword, Shane Templeton, Marcia Invernizzi, and Francine R. Johnston I. Foundations of Word Study and Professional Learning 1. Foundations of Word Study Instruction, Donald R. Bear, Amy Frederick, Darl Kiernan, & Anne C. Ittner 2. Professional Learning and Word Study, Anne C. Ittner, Amy Frederick, Darl Kiernan, & Donald R. Bear II. Coaching Word Study Instruction 3. Using the Word Study Classroom Observation Guide to Stimulate Professional Reflection and Growth, Kristin M. Gehsmann 4. Learning Huddles: Collaborating to Improve Word Study Instruction, Darl Kiernan & Kim Austin 5. Literacy Coaching Approaches in Word Study, Sarah Negrete, Treena Parker, & Shari Dunn 6. The Promise of Virtual Coaching for Professional Learning in Word Study and Beyond, Kristin Burger & Anna Jennerjohn III. Professional Learning in Different Word Study Settings 7. How Do You Help Teachers Strategically Support Emergent Bilinguals?, Lori Helman & Anne C. Ittner 8. Support and Insight for Teachers of Young Children, Laura Tortorelli & Annmarie Petrozzelli Spear 9. Expanding Possibilities for Multimodal Word Study Instruction Using a Design Thinking Approach, Maggie Struck & Elizabeth Weise 10. Preparing Preservice Teachers to Teach Developmental Word Study in Diverse Classrooms, Hiawatha Smith & Amy Frederick 11 Developing Professional Knowledge to Implement Word Study Interventions, Latisha Hayes 12. Engaging Teachers of Adolescent Readers in Vocabulary-Focused Professional Learning, Madison Weary & Kevin Flanigan 13. Metalinguistic Journeys: Supporting Secondary Teachers with Academic Vocabulary Instruction, Dianna Townsend & Rachel Knecht 14. Getting Administrators on Board, Alisa Simeral Appendix: Word Study Classroom Observation Guide Index

Read more less

Book SynopsisWritten and edited by experts in the field, this book provides a blueprint for weaving effective word study into the fabric of classrooms and schools. Provided are principles, ideas, materials, and activities for use with teachers in a range of professional learning contexts. Key topics include word study foundations and orthographic knowledge; implementing collaborative coaching models, learning huddles, and workshops; and word study strategies for young children, emergent bilingual students, and adolescents. Helpful reproducible tools include the empirically validated Word Study Classroom Observation Guide. Purchasers get access to a companion website where they can download and print the reproducible materials in a convenient 8 1/2 x 11 size.Trade Review"Finally, a research-based, developmentally sound guide for literacy instruction and learning! This comprehensive work from leaders in word study provides multiple resources for literacy specialists and instructional leaders. It includes sample lesson plans, grouping configurations, reflection prompts, and a valuable protocol for observing and planning word study lessons. The book impressively brings to life the experiences of teachers across all levels--their struggles and triumphs with implementing word study. Presented are professional development models that promote continuity and lasting learning for all students."--Nurit W. Stites, MEd, learning facilitator and implementation specialist, Washoe County School District, Reno, Nevada "I can’t wait to share Word Study for Literacy Leaderswith my graduate students and advanced preservice teachers; I am already looking forward to the discussions it will generate. Further, I am excited to implement the techniques in this book in my consultation practice. I think inservice teachers will gravitate toward the practical approach. This book is full of ideas that are classroom ready and sure to improve teacher morale."--Sandra Martin-Chang, PhD, Department of Education, Concordia University, Montréal, Québec, Canada "An outstanding resource for understanding the scientific basis of word study and for implementing this approach in classrooms. The book also describes how to create the conditions that support effective implementation at a large scale. The chapters, written by top scholars in the area of literacy development, are packed with real-world examples and supplementary materials. This book would be an excellent addition to an advanced undergraduate- or graduate-level course for students going on to become the next generation of K-12 educators."--Andrew J. Mashburn, PhD, Department of Psychology, Portland State University-Table of ContentsForeword, Shane Templeton, Marcia Invernizzi, and Francine R. Johnston I. Foundations of Word Study and Professional Learning 1. Foundations of Word Study Instruction, Donald R. Bear, Amy Frederick, Darl Kiernan, & Anne C. Ittner 2. Professional Learning and Word Study, Anne C. Ittner, Amy Frederick, Darl Kiernan, & Donald R. Bear II. Coaching Word Study Instruction 3. Using the Word Study Classroom Observation Guide to Stimulate Professional Reflection and Growth, Kristin M. Gehsmann 4. Learning Huddles: Collaborating to Improve Word Study Instruction, Darl Kiernan & Kim Austin 5. Literacy Coaching Approaches in Word Study, Sarah Negrete, Treena Parker, & Shari Dunn 6. The Promise of Virtual Coaching for Professional Learning in Word Study and Beyond, Kristin Burger & Anna Jennerjohn III. Professional Learning in Different Word Study Settings 7. How Do You Help Teachers Strategically Support Emergent Bilinguals?, Lori Helman & Anne C. Ittner 8. Support and Insight for Teachers of Young Children, Laura Tortorelli & Annmarie Petrozzelli Spear 9. Expanding Possibilities for Multimodal Word Study Instruction Using a Design Thinking Approach, Maggie Struck & Elizabeth Weise 10. Preparing Preservice Teachers to Teach Developmental Word Study in Diverse Classrooms, Hiawatha Smith & Amy Frederick 11 Developing Professional Knowledge to Implement Word Study Interventions, Latisha Hayes 12. Engaging Teachers of Adolescent Readers in Vocabulary-Focused Professional Learning, Madison Weary & Kevin Flanigan 13. Metalinguistic Journeys: Supporting Secondary Teachers with Academic Vocabulary Instruction, Dianna Townsend & Rachel Knecht 14. Getting Administrators on Board, Alisa Simeral Appendix: Word Study Classroom Observation Guide Index

Read more less

Book SynopsisThe impacts of the COVID-19 pandemic on K-12 education have been pervasive and profound. This engaging book concisely outlines the current crisis in schools in the core areas of student learning, student and teacher mental health, and teacher burnout. Synthesizing original research, David T. Marshall and Tim Pressley offer in-depth descriptions of the disruptions caused by prolonged school closures and remote instruction. They also identify some positive changes, such as increased use of online resources and technology, flexible work models, and greater attention to social and emotional learning. Sharing key findings, concrete examples, and teachersâ own voices about what they need to succeed, the book provides clear recommendations for moving schools forward effectively and sustainably.Trade Review"An invaluable treatment of COVID-19 and schools. Employing a comprehensive literature review, analyses of school responses in all 50 states, international comparisons, and unique teacher surveys and focus groups, Marshall and Pressley detail the errors of feckless policymakers while giving voice to the teachers who struggled through the pandemic with much fear and little leadership. Ultimately, U.S. schools dramatically reduced academic content, harming the most vulnerable students both intellectually and emotionally. We must read this history so that we may never repeat it."--Robert Maranto, PhD, 21st Century Chair in Leadership, Department of Education Reform, University of Arkansas "Marshall and Pressley present a thorough, data-based evaluation of how schools' responses to the pandemic affected all stakeholders in our educational system. This book provides eye-opening information. It takes a deep dive into policies and practices that worked versus those that had a negative impact on students and teachers alike. The authors analyze an impressive range of sources to produce a fair, unbiased analysis. Not only does this book validate teachers' experiences with pandemic teaching, but it also identifies crucial lessons for governmental and educational decision makers."--Laura Cvitanovich, MS, Secondary English Instructor, Virtual Virginia, Virginia Department of Education "Marshall and Pressley concisely show how the COVID-19 pandemic and the lockdown affected students' learning and the well-being of students and teachers, while exacerbating inequities in our educational system. This book goes beyond analyzing facts--it synthesizes recommendations for positive change and responsive leadership. A 'must read' for educators!"--Heather L. Walter, EdD, College of Education and Human Development, George Mason University "This book is well-structured and thoroughly referenced. The authors make credible, evidence-based arguments about the effects of the pandemic on students and teachers. The book fulfills the authors' intent of amplifying teachers’ voices by including both qualitative and quantitative data. Importantly, the authors recognize that we have very few pandemic-based intervention studies on which to base the way forward, and so they have based their plan on best practices established pre-pandemic in combination with the new insights gained from teachers. I highly recommend this compelling, comprehensive look at the pandemic and the next steps forward in educational recovery."--Laura Sokal, PhD, Faculty of Education, University of Winnipeg, Canada "A thoughtful and fair reflection on an important intersection of public health and education. This book is informed by a well-rounded body of research, including robust data on teacher experiences during the pandemic. It provides important insight into the impacts of COVID-19 on K-12 education as well as a path forward to helping teachers better meet the needs of students and families."--Jeffrey Keese, PhD, Tift College of Education, Mercer University-Table of ContentsForeword, Harry Anthony Patrinos Preface 1. The Great Disruption 2. The Case against Prolonged School Closures 3. The Impact on Student Learning 4. The Impact on Student Mental and Social Well-Being 5. The Impact on Teacher Well-Being 6. The Impact on Teacher Labor Markets 7. What Changes Remain? 8. What Do Teachers Need to Be Successful? 9. Where Do We Go from Here? Lessons Learned from the Pandemic Appendix: Overview of Methodology References Index

Read more less

Book SynopsisThe impacts of the COVID-19 pandemic on K-12 education have been pervasive and profound. This engaging book concisely outlines the current crisis in schools in the core areas of student learning, student and teacher mental health, and teacher burnout. Synthesizing original research, David T. Marshall and Tim Pressley offer in-depth descriptions of the disruptions caused by prolonged school closures and remote instruction. They also identify some positive changes, such as increased use of online resources and technology, flexible work models, and greater attention to social and emotional learning. Sharing key findings, concrete examples, and teachersâ own voices about what they need to succeed, the book provides clear recommendations for moving schools forward effectively and sustainably.Trade Review"An invaluable treatment of COVID-19 and schools. Employing a comprehensive literature review, analyses of school responses in all 50 states, international comparisons, and unique teacher surveys and focus groups, Marshall and Pressley detail the errors of feckless policymakers while giving voice to the teachers who struggled through the pandemic with much fear and little leadership. Ultimately, U.S. schools dramatically reduced academic content, harming the most vulnerable students both intellectually and emotionally. We must read this history so that we may never repeat it."--Robert Maranto, PhD, 21st Century Chair in Leadership, Department of Education Reform, University of Arkansas "Marshall and Pressley present a thorough, data-based evaluation of how schools' responses to the pandemic affected all stakeholders in our educational system. This book provides eye-opening information. It takes a deep dive into policies and practices that worked versus those that had a negative impact on students and teachers alike. The authors analyze an impressive range of sources to produce a fair, unbiased analysis. Not only does this book validate teachers' experiences with pandemic teaching, but it also identifies crucial lessons for governmental and educational decision makers."--Laura Cvitanovich, MS, Secondary English Instructor, Virtual Virginia, Virginia Department of Education "Marshall and Pressley concisely show how the COVID-19 pandemic and the lockdown affected students' learning and the well-being of students and teachers, while exacerbating inequities in our educational system. This book goes beyond analyzing facts--it synthesizes recommendations for positive change and responsive leadership. A 'must read' for educators!"--Heather L. Walter, EdD, College of Education and Human Development, George Mason University "This book is well-structured and thoroughly referenced. The authors make credible, evidence-based arguments about the effects of the pandemic on students and teachers. The book fulfills the authors' intent of amplifying teachers’ voices by including both qualitative and quantitative data. Importantly, the authors recognize that we have very few pandemic-based intervention studies on which to base the way forward, and so they have based their plan on best practices established pre-pandemic in combination with the new insights gained from teachers. I highly recommend this compelling, comprehensive look at the pandemic and the next steps forward in educational recovery."--Laura Sokal, PhD, Faculty of Education, University of Winnipeg, Canada "A thoughtful and fair reflection on an important intersection of public health and education. This book is informed by a well-rounded body of research, including robust data on teacher experiences during the pandemic. It provides important insight into the impacts of COVID-19 on K-12 education as well as a path forward to helping teachers better meet the needs of students and families."--Jeffrey Keese, PhD, Tift College of Education, Mercer University-Table of ContentsForeword, Harry Anthony Patrinos Preface 1. The Great Disruption 2. The Case against Prolonged School Closures 3. The Impact on Student Learning 4. The Impact on Student Mental and Social Well-Being 5. The Impact on Teacher Well-Being 6. The Impact on Teacher Labor Markets 7. What Changes Remain? 8. What Do Teachers Need to Be Successful? 9. Where Do We Go from Here? Lessons Learned from the Pandemic Appendix: Overview of Methodology References Index

Read more less

Book SynopsisNow in a revised and updated third edition incorporating a decade of additional research and classroom experience, this book has helped over 100,000 primary-grades teachers understand and successfully apply the science of reading in phonics instruction. Isabel L. Beck and Mark E. Beck present innovative approaches to assessing and teaching letterâsound relationships, blending, Word Building, multisyllabic decoding, fluency, and more. A wealth of reproducible forms and word lists can be copied from the book or downloaded and printed; the companion website also features supplemental word lists, word and syllable cards, and 30 illustrated Syllasearch stories. Engaging teacher anecdotes and end-of-chapter Your Turn activities enhance the book's utility as a professional development resource and course text. New to This Edition *Chapter on the key role of phonics in today's literacy programs--with a focus on what is needed for high-quality instruction aligned with the

Read more less

Book SynopsisUsed worldwide, this trusted resource is now in a thoroughly revised second edition, reflecting key advances in early intervention research and practice. The Early Start Denver Model (ESDM) is the first comprehensive, naturalistic, developmentalâbehavioral, empirically tested intervention specifically designed for infants displaying early signs of autism and young autistic children. Leading experts Sally J. Rogers and Geraldine Dawson guide practitioners to assess and support all aspects of childrenâs development--including social communication, language, cognition, imitation, and play--using enjoyable, interactive routines in everyday settings. The manual is grounded in state-of-the art findings from the developmental, clinical, and learning sciences. The companion website provides details about the ESDM Fidelity Rating System and a summary of key intervention strategies. New to This Edition Chapters on what to do when a childâs progress is concerning, partnering with families, and implementation of ESDM in different countries and cultures. Significant new research on brain development and how it differs in autism. Updated and comprehensive approach to promoting language development, with increased attention to alternative and augmentative communication strategies. New and revised decision trees and expanded efficacy research. Focus on promoting autistic childrenâs development from a neurodiversity-affirming perspective. Establishing individualized teaching objectives and plans for each child requires the use of the Early Start Denver Model Curriculum Checklist for Infants and Young Autistic Children, Second Edition, sold separately in sets of 15 ready-to-use booklets.

Read more less

Book SynopsisRole-play is a fun and creative way to engage with children in EYFS, and is fundamental in developing children''s learning and communication skills. This new addition to the 50 Fantastic series is filled with great ways to make the most of play-based learning in your environment. Each activity is linked to children''s interests, and is designed to allow the child to learn, create, communicate, and have fun! Many of the scenarios involve an element of problem solving to encourage team work, and the suggested props and locations are both easily sourced and well-suited to Early Years schools and settings. With a whole host of inspirational ideas with photos to match, this book is the perfect starting point for creating an outstanding role-play environment.

Read more less

Book SynopsisNursery leaders play a crucial role in the overall smooth running of their nursery, as they are ultimately in charge of the recruitment of staff, child protection and development, and health and safety. They are responsible for writing and implementing policies and procedures that require current, up-to-date knowledge and for ensuring that legislation is being followed at all times. Most importantly, nursery leaders are key to achieving an ''outstanding'' grade from Ofsted in all areas of nursery life.How to be an Outstanding Nursery Leader covers common everyday situations, such as staffing and potential problems, and is a useful tool for anyone enrolled on the CACHE Level 4 Certificate for the Early Years Advanced Practitioner. Allison Lee uses her wealth of experience to explore important aspects of management, including effective staff meetings, appraisals and supervisions, to help a nursery leader get the best from their team and earn that all-important ''outstanding'' gradTrade ReviewA credible must-read for all those involved in providing care, learning and play for children in their earliest years. There is no formula to achieve an 'outstanding' Ofsted rating; however, Allison Lee provides insight into what must be in place to maximise potential. * Cathleen Howarth, Former Ofsted Early Years Inspector *This handy, accessible book would be a very useful addition to any aspiring or experienced nursery leader's bookshelf. Detailed sections describing new responsibilities for health and wellbeing and the continuing support for children with additional needs are particularly helpful. * Sally Featherstone, Early Years Consultant and Author *

Read more less

Book SynopsisThe 50 Fantastic Ideas series is packed full of fun, original, skills-based activities for Early Years practitioners to use with children aged 0-5. Each activity features step-by-step guidance, a list of resources, and a detailed explanation of the skills children will learn. Creative, simple, and highly effective, this series is a must-have for every Early Years setting.Supporting young children''s language development has always been an important part of high-quality Early Years practice. Competency in language (written and spoken) is essential in ensuring children can access learning across the whole curriculum and simultaneously supports personal, social and emotional development. However, it is becoming increasingly clear that many children need additional support to meet age-related expectations in this area. 50 Fantastic Ideas for Early Language Development presents a range of flexible and adaptable ideas to help practitioners develop their practice in the area of

Read more less

Book Synopsis_______________ The 50 Fantastic Ideas series is packed full of fun, original, skills-based activities for Early Years practitioners to use with children aged 0-5. Each activity features step-by-step guidance, a list of resources, and a detailed explanation of the skills children will learn. Creative, simple, and highly effective, this series is a must-have for every Early Years setting.Teach children to reduce, reuse, recycle, repair and be respectful with 50 fun activities for encouraging environmental sustainability. From making planters and bird feeders to creating natural paints or even bringing broken crayons back to life, these original ideas encourage children and practitioners to see the potential for creativity and fun using and reusing everyday, easy-to-source items, some of which might have otherwise gone to waste.Enhance children's creativity, cognitive development and motor skills through indoor and outdoor activities that are enjoyable, educational a

Read more less

Book SynopsisThe Fourth Edition of Infancy is a comprehensive and accessible core text for courses in infant development and early childhood development. Dana Gross’s sensitive and engaging teaching voice seamlessly weaves together research and theory with current issues of diversity and culture. This latest edition provides students with enough detail to understand methodological issues, explore both practically and theoretically important topics, and engage in thinking critically about development from birth to age three.Table of ContentsPrefaceChapter 1: Beliefs about Babies: Historical Perspectives on Children and ChildhoodChapter OverviewLearning ObjectivesWhy Do We Study Infants?Development as TransformationImpact of Early ExperienceResearch Methods and ToolsInterdisciplinary CollaborationRecurring Themes in the Study of Child DevelopmentThe Path of Development: Stages versus Continuous ChangeHeredity and the EnvironmentActive or Passive Development?Typical and Atypical DevelopmentCulture and Context in Historical PerspectiveHistorical Perspectives on Infancy and Early ChildhoodHistorical Studies of Children and ChildhoodViews of ChildrenFamily LifeThe Development of the Field of Child DevelopmentChild Development Research, Theory, and PracticeG. Stanley HallMaria MontessoriJohn WatsonArnold GesellAnna FreudMargaret MahlerMyrtle McGrawJohn Bowlby and Mary AinsworthChild Development OrganizationsConclusionWrapping It UpThink About It: Questions for Reading and DiscussionKey WordsChapter 2: Research MethodsChapter OverviewLearning ObjectivesIssues in Research with InfantsEthical ConcernsBehavioral StateInference and InterpretationResearch SettingsNaturalistic StudiesLaboratory StudiesResearch DesignsCase Studies and Single-Subject ResearchQuasi-Experimental StudiesExperimental StudiesResearch Designs for Studying DevelopmentLongitudinal ResearchCross-Sectional ResearchMicrogenetic ResearchResearch MeasuresPsychophysiological ResponsesBehavioral MeasuresParental ReportsWrapping It Up : Summary and ConclusionThink About It: Questions for Reading and DiscussionKey WordsChapter 3: Genetics, Conception, and Prenatal DevelopmentChapter OverviewLearning ObjectivesGenetics and the Human GenomeGenetic Diseases and DisordersGenetics and Prenatal DevelopmentConceptionSex Chromosome AbnormalitiesTwins and Other MultiplesInfertility and Assisted ReproductionPrenatal DevelopmentThe Germinal Stage, Fertilization to Two WeeksThe Embryonic Stage, Two to Eight WeeksThe Fetal Stage, Eight Weeks to Birth (38 Weeks)Congenital AnomaliesNeural Tube DefectsCongenital Heart DefectsPrenatal Screening, Diagnosis, and TreatmentPreimplantation Genetic Diagnosis (PGD)UltrasoundMaternal Blood ScreeningChorionic Villus Sampling (CVS)AmniocentesisFetal EchocardiographyFetal TherapyPrenatal InfluencesNutritionAlcohol and DrugsDiseaseStressEnvironmental HazardsPaternal InfluencesWrapping It Up: Summary and ConclusionThink About It: Questions for Reading and DiscussionKey WordsChapter 4: Birth and the NewbornChapter OverviewLearning ObjectivesThe Birth Process: Stages of ChildbirthThe First Stage: Contractions, Dilatation, and EffacementThe Second Stage: Delivery of the InfantThe Third Stage: Placental ExpulsionComplications of ChildbirthFailure to ProgressBreech PresentationPreterm BirthLow BirthweightPost-Term BirthTwins and Other Multiple BirthsChildbirth OptionsMedical InterventionsHospital or Home?Neonatal AssessmentAssessment at BirthReflexesSensory AbilitiesAdaptations during the Neonatal PeriodWrapping It Up: Summary and ConclusionThink About It: Questions for Reading and DiscussionKey WordsChapter 5: Physical Growth, Health, and NutritionChapter OverviewLearning ObjectivesPhysical GrowthMeasuring and Predicting GrowthFailure to ThriveBrain DevelopmentMaltreatment and the BrainHealth and SafetyNewborn ScreeningScreening for Lead PoisoningInfant MortalityCommon Illnesses and ImmunizationsAccidental InjuriesSudden Unexplained Infant DeathNutrition and FeedingNutritional Requirements in InfancyBreast MilkNutritional Requirements in ToddlerhoodThe Problem of MalnutritionWrapping It Up: Summary and ConclusionThink About It: Questions for Reading and DiscussionKey WordsChapter 6: Sensation, Perception, and Motor DevelopmentChapter OverviewLearning ObjectivesTheories of Infant PerceptionVisionNewborn AbilitiesPerceiving ObjectsPerceiving DepthPerceiving Images on ScreensHearingLocating SoundsPerceiving SpeechListening to MusicMusic PerceptionTouchReflexesPainTasteInnate PreferencesEffects of ExperienceSmellInnate PreferencesEffects of ExperienceOther Senses, Intermodal and Cross-Modal PerceptionOther SensesIntermodal AbilitiesCross-Modal AbilitiesMotor DevelopmentAssessing Motor DevelopmentFine Motor Skills: Reaching, Grasping, and Using ToolsGross Motor Skills: Sitting, Crawling, and WalkingThe Cultural ContextWrapping It Up: Summary and ConclusionThink About It: Questions for Reading and DiscussionKey WordsChapter 7: Play and Foundational Theories about Cognitive DevelopmentChapter OverviewLearning ObjectivesThe Development of PlayPlay with ObjectsSocial PlayPretend/Symbolic PlayPiaget’s Theory: Constructing and Representing KnowledgeSensorimotor and Preoperational IntelligenceObject PermanenceThe A-Not-B ErrorUnderstanding and Using Representations of SpaceVygotsky’s Sociocultural Theory: Learning as A Social ActivityThe Zone of Proximal DevelopmentGuided ParticipationWrapping It Up: Summary and ConclusionThink About It: Questions for Reading and DiscussionKey WordsChapter 8: Cognitive Science and IntelligenceChapter OverviewLearning ObjectivesCognitive Science PerspectivesAttentionGaze Following, Joint Attention, and Theory of MindMemoryCategorizationDefining and Testing Intelligence in InfancyTraditional TestsInformation-Processing AssessmentsWrapping It Up: Summary and ConclusionThink About It: Questions for Reading and DiscussionKey WordsChapter 9: Language and CommunicationChapter OverviewLearning ObjectivesStudying Language DevelopmentWhy Language MattersSystems of LanguageTheoretical FoundationsPrelinguistic CommunicationReceptivity to LanguageSpeech PerceptionEarly Production: BabblingGestural CommunicationSemantic DevelopmentMilestones in the Acquisition of MeaningOne-Word UtterancesIndividual Differences in Language ExperienceExplaining Early Word LearningThe Acquisition of GrammarMultiword UtterancesOverregularizationCross-Linguistic Studies of the Acquisition of GrammarAtypical Language DevelopmentMeasuring Language DevelopmentEarly Language Delay and Specific Language ImpairmentLanguage and Communication in Children with Autism Spectrum DisorderWrapping It Up: Summary and ConclusionThink About It: Questions for Reading and DiscussionKey WordsChapter 10: Relationships and Social DevelopmentChapter OverviewLearning ObjectivesInfant–Caregiver RelationshipsPatterns of Care and Interaction: Beliefs about InfantsCross-Cultural Differences in Mothers’ InvolvementFather–Infant Caregiving and InteractionCross-Cultural Differences in Fathers’ InvolvementPostpartum DepressionThe Influence of Culture and ContextHow Postpartum Depression Affects InfantsIntervention ApproachesDeveloping Trust, Becoming AttachedBowlby’s Theory of Infant–Caregiver AttachmentAssessing Attachment RelationshipsAttachment and Subsequent DevelopmentSibling RelationshipsBecoming a SiblingHow Siblings Contribute to DevelopmentPeer Relationships and FriendshipPeer InteractionsFriendshipWrapping It Up: Summary and ConclusionThink About It: Questions for Reading and DiscussionKey WordsChapter 11: Temperament, Emotions, and the SelfChapter OverviewLearning ObjectivesTemperamentDefining and Measuring TemperamentTemperament and BiologyTemperament and AttachmentTemperament and PersonalityEmotionsTheories of EmotionExpressing EmotionsPerceiving EmotionsParent Influences on Emotion DevelopmentRegulating EmotionsDeveloping and Using Social EmotionsThe SelfRecognizing the SelfWrapping It Up: Summary and ConclusionThink About It: Questions for Reading and DiscussionKey WordsChapter 12: Childcare and Early InterventionChapter OverviewLearning ObjectivesChildcareMaternal EmploymentParental Leave PoliciesChildcare ArrangementsEffects of Childcare: The NICHD Study of Early Child Care and Youth DevelopmentIncluding Children with Disabilities in ChildcareEarly InterventionPoverty as a Risk Factor: Implications for Prevention and InterventionEarly Intervention through Childcare and PreschoolEarly Head StartMeasuring the Impact of Early Childhood InterventionWrapping It Up: Summary and ConclusionThink About It: Questions for Reading and DiscussionKey WordsGlossaryReferencesIndexAbout the Author

Read more less

Book SynopsisOur youngest learners thrive when their learning environment is one that celebrates curiosity, exploration, and imagination. This comprehensive resource sets the stage for play-based learning that will help children build a strong literacy foundation as well as negotiate the choices they make in real life. Get your students off on the right foot with literacy learning that appeals and engages.

Read more less

Book SynopsisThis timely book offers a clear and structured method for integrating explicit phonics instruction into K–3 classrooms. An essential guide for teaching reading, the book is grounded in the cutting-edge, evidence-based science of reading. It provides a flexible and effective step-by-step progression that covers the essential phonics skills that teachers have been asking for, and addresses the needs of busy, diverse classrooms. This blueprint to effective instruction explores screening, assessment, and intervention, as well as working with English language learners. Tools for implementation include high-impact activities, lesson templates, word lists, phoneme-grapheme grids, word ladders, and more.

Read more less

Book SynopsisCurrent research increasingly highlights the role of early literacy in young children's development--and facilitates the growth of practices and policies that promote success among diverse learners. The Handbook of Early Literacy Research presents cutting-edge knowledge on all aspects of literacy learning in the preschool years. Volume 1 covers such essential topics as major theories of early literacy; writing development; understanding learning disabilities, including early intervention approaches; cultural and socioeconomic contexts of literacy development; and tutoring programs and other special intervention efforts. Trade ReviewNeuman and Dickinson have created nothing short of a tour de force. This new Handbook will be essential reading for anyone interested in the topic--and, these days, who is not? Early literacy development is among the most complex current issues facing children, families, early care and education providers, school personnel, researchers, and policy makers. Containing chapters by the leading developmentalists and literacy experts in the nation, the Handbook provides the reader with diverse perspectives, salient analyses, intellectual energy, and simply outstanding scholarship. It is a joy to read and will well earn its place in the annals of scholarship. --Sharon L. Kagan, EdD, Professor of Early Childhood and Family Policy, Teachers College, Columbia University; Immediate Past President, National Association for the Education of Young ChildrenThis volume both celebrates and reports on the vast amount of knowledge gained in emerging and early literacy over the last two to three decades. It encompasses the wide array of perspectives that characterize the current information explosion. Importantly, it also offers guidance for continuing to develop a more sophisticated understanding of such issues as the culturally situated, multiple literacies that are both local and global realities. All of us--educators, researchers, and other students of literacy--need this book. --Anne van Kleeck, PhD, Department of Communication Sciences and Disorders, University of GeorgiaWith the recent federal focus on early prevention of reading impairments, this handbook provides practitioners and educators with the information needed to provide scientifically based, theory-guided assessment and instructional services to children who are typically developing or at risk for literacy difficulties. Neuman and Dickinson have gathered together an impressive cadre of scientists and educators who inform readers about early literacy research and its application for the home and the classroom. All professionals who work with young children, including general and special educators and speech-language pathologists, should consider this volume a ‘must-have' for their professional library.--Kenn Apel, PhD, CCC-SLP, Department of Communicative Disorders and Sciences, Wichita State University - This publication helps to establish the importance of the study of early literacy, so essential to later reading achievement. Neuman and Dickinson have assembled a very useful collection...with contributions by some of the most prestigious people in the field. --Childhood Education, 4/9/2003ƒƒ The Handbook of Early Literacy Research is timely and should be a 'hot' professional reference....The Handbook interrupts 'one size fits all' notions of education and is an important contribution to stimulating local, national, and international dialogues on the literacy needs of all children. --Teachers College Record, 4/9/2003ƒƒ Well organized and well edited....Highly recommended for upper-division undergraduates and above. --Choice, 4/9/2003ƒƒ An excellent tool for reading specialists, teacher educators, staff developers, and administrators interested in joining the discourse about improving the lives of our nation's children....[This book] will continue to keep literacy on the national agenda as we struggle to give every child a literate future. --Education Review, 4/9/2003Table of ContentsI. Ways of Conceptualizing Early Literacy Development 1. Introduction, Neuman and Dickinson 2. Emergent Literacy: Development from Prereaders to Readers, Whitehurst and Lonigan 3. A Sociocultural Perspective on Early Literacy Development, Gee 4. Literacy and Oral Language: Implications for Early Literacy Acquisition, Watson 5. Some Theoretical and Methodological Considerations in Studying Literacy in Social Context, Pellegrini 6. Alphabetic Anxiety and Explicit, Systematic Phonics Instruction: A Cognitive Science Perspective, Adams 7. Brains, Genes, and Environment in Reading Development, Olson and GayanII. Strands of Early Literacy Development 8. Connecting Early Language and Literacy to Later Reading (Dis)abilities: Evidence, Theory, and Practice, Scarborough 9. Early Phonological Development and the Acquisition of Literacy, Goswami10. Writing and Children's Symbolic Repertoires: Development Unhinged, Dyson11. Invented Spelling, Phonemic Awareness, and Reading and Writing Instruction, RichgelsIII. Home and Community Influences12. Young Bilingual Children and Early Literacy Development, Tabors and Snow13. Joint Caregiver¿Child Storybook Reading: A Route to Literacy Development, Bus14. Early Language and Literacy Skills in Low-Income African American and Hispanic Children, Vernon-Feagans, Hammer, Miccio, and Manlove15. Making Schools Work for Low-Income Families in the 21st Century, Goldenburg16. The Complex Interplay between Biology and Environment: Otitis Media and Mediating Effects on Early Literacy Development, Roberts and BurchinalIV. Schooling Influences: The Preschool Years17. Early Literacy and Developmentally Appropriate Practice: Rethinking the Paradigm, New18. The Nature and Impact of Early Childhood Care Environments on the Language and Early Literacy Development of Children from Low-Income Families, Dickinson and Sprague19. Environment and Its Influences for Early Literacy Teaching and Learning, Roskos and NeumanV. Instructional Materials and Classroom Practices20. Emergent Literacy Skills, Early Instruction, and Individual Differences as Determinants of Difficulties in Learning to Read: The Case for Early Intervention, Vellutino and Scanlon21. Early Intervention for African American Children Considered to Be at Risk, Strickland22. Teaching Phonics and Phonological Awareness, Stahl23. Literature-Based Instruction in the Early Years, Morrow and Gambrell24. The Texts of Beginning Reading Instruction, Hiebert and Martin25. Early Literacy Development: The Case for Informed Assessment, Johnston and Rogers26. Assessing the Literacy of Young Children: A Case for Multiple Forms of Evidence, SalingerVI. Special Intervention Efforts27. Preschool Education for Economically Disadvantaged Children: Effects on Reading Achievement and Related Outcomes, Barnett28. Intergenerational Family Literacy: Concepts, Research, and Practice, Wasik, Dobbins, and Herrmann29. The Complex World of One-on-One Tutoring, Invernizzi30. Title 1 and Special Education: Support for Children Who Struggle to Learn to Read, McGill-Franzen and Goatley

Read more less

Book SynopsisGrounded in cutting-edge theory and research about literacy development, this book is filled with practical assessment and instructional ideas for teachers of pre-K through grade 3. Engaging vignettes show how everyday conversations and activities offer rich opportunities both for evaluating children's current level of knowledge and for helping them progress toward more sophisticated and rewarding interactions with reading and writing. Throughout, the book highlights ways to work effectively with English language learners and their families, a theme that is the exclusive focus of two chapters. Other timely topics covered include creative uses of technology and ways to incorporate popular culture into the classroom. Over two dozen reproducible assessment tools and handouts enhance the utility of this volume as an instructional resource, professional development tool, or graduate-level text.Trade ReviewIn the graduate program that I direct, we emphasize the preparation of teachers for very diverse classrooms. I will definitely use this book as a text in my early literacy courses. It contains many wonderful, specific ideas for teachers, particularly those working with English language learners. I especially appreciated the chapter on ways to collaborate effectively with parents who may not be fluent in English. Among the book's other excellent features are suggestions for integrating technology into the classroom and helpful checklists and rubrics throughout. Readable, engaging, and practical, this book contains the kind of information that teachers need.--Beth Roberts, PhD, Division of Education, Oglethorpe University, Atlanta, GeorgiaTeaching Early Literacy is a particularly comprehensive text on early literacy learning and research-based instruction. The emphasis on the practical applications of the material contained in each chapter makes this book especially attractive and useful for graduate students in literacy and teachers engaged in professional development. The inclusion of the grade-level teachers’ perspectives in the appropriate chapters provides an insightful glimpse of practice that is derived from research. This integration of research and practice makes Teaching Early Literacy an excellent choice for courses in early literacy development and the teaching of reading in elementary schools.--Deborah Gee Woo, EdM, Department of Learning and Teaching, Graduate School of Education, Rutgers, The State University of New JerseyThis book makes an important contribution to our understanding of how children develop as readers and writers. It describes three phases of reading and writing development and explains ways to target the instructional needs of children at each phase. Chapters focusing on teaching English language learners are especially rich with helpful information. I also appreciated the book's listings of relevant websites and its discussion of how to engage families in children’s literacy development. Undergraduate and graduate students in early childhood, elementary, or reading education will find this book highly useful in learning how to address the instructional needs of all students, particularly those considered to be at risk.--Lea M. McGee, EdD, College of Education, University of Alabama -Table of Contents1. The Intersection of Literacy Learning and Instruction2. Exploring Developing Literacy3. Developing Literacy and English Language Learners4. Beginning Literacy5. Early Literacy and Technology6. Transitional Literacy7. Transitional Literacy and English Language Learners8. Engaging Families9. Issues in Early LiteracyChildren's Books CitedReferences

Read more less

Book SynopsisThis indispensable manual provides a comprehensive guide to one-on-one instruction for struggling readers in grades 1 to 3. The book addresses the hows, whats, and whys of setting up a volunteer or professional tutoring program, supplies assessment guidelines and reproducible forms, and presents in-depth case studies that demonstrate the nuts and bolts of tutoring three children at different stages of early literacy over an entire school year. Case study chapters offer clear descriptions of lesson plans, instructional activities, and informal assessment procedures, illustrated with realistic examples of student work. Trade ReviewThe Howard Street Tutoring Manual is the leading text focused on the training of reading tutors. The second edition provides enhanced case study examples and detailed, step-by-step directions regarding instructional techniques and materials for use with struggling readers. This book is a 'must read' for classroom teachers and paraprofessionals desiring to enrich their reading instruction, for volunteer tutors, and for anyone wishing to create, expand, or refine current school or community tutoring programs.--Jessica G. Bevans, Brigham Young UniversityThis revised second edition is a 'must' for any educator working with struggling readers and any teacher educator developing reading methods or intervention courses. Morris’s strong theoretical background and decades of experience as a reading clinician allow him to expertly weave the 'how' and the 'why' of reading intervention into a text that is sure to be used as a professional resource time and time again. Moreover, many of the basic tutoring components can be transferred to small-group instruction.--Kathleen J. Brown, PhD, University of Utah Reading ClinicIf you’re a teacher looking for a tutoring manual to use with your struggling readers, a professor seeking a text for a course on tutoring, or a parent or literacy volunteer working one on one with a child, then this remains the first (and perhaps only) book you should read. Morris speaks directly to anyone who has an interest in helping struggling readers.--Sam Miller, PhD, Department of Curriculum and Instruction, School of Education, University of North Carolina-GreensboroThe Howard Street Tutoring Manual is a 'must read' for anyone implementing a tutoring program for struggling readers. In this second edition, Darrell Morris, a leading expert in the field of early reading, details the practices and procedures for a successful tutoring intervention. Through careful and thoughtful explanation, this how-to manual makes it possible to train motivated people with varying skills to help young children achieve the difficult task of learning to read.--Barbara A. Wasik, PhD, Center for Social Organization of Schools, Johns Hopkins University - I found this book to be a comprehensive refresher in the structure and function of tutoring sessions....Will be quite useful for tutors, and can be a handy reference for trainers in tutoring programs. There is a great deal of useful material....The Manual assimilates a tremendous amount of information in one volume, and for a volunteer tutor who may not be trained in education, it will be a useful reference....The book is a well-researched, incredibly useful resource for working with at-risk readers, complete with materials, books to use, and guidance in assessing a student's progress. --Education Review, 1/8/2005Table of Contents1. The Tutoring Model2. The Initial Reading Assessment3. Atticus, the Emergent Reader4. Beth, the Fledgling Reader5. Curt, the Late-First- to Second-Grade-Level Reader

Read more less

Book SynopsisThoroughly examining brain-behavior relationships in atypically developing children, this important volume integrates theories and data from multiple disciplines. Leading authorities present research on specific clinical problems, including autism, Williams syndrome, learning and language disabilities, ADHD, and issues facing infants of diabetic mothers. In addition, the effects of social stress and maltreatment on brain development and behavior are reviewed. Demonstrating the uses of cutting-edge methods from developmental neuroscience, developmental psychology, and cognitive science, the contributors emphasize the implications of their findings for real-world educational and clinical practices. Illustrations include eight pages in full color.Trade Review"In this valuable collection, leading scientists present the latest findings about the biological bases of developmental disorders, including dyslexia, autism, and attentional deficits. The book also includes early markers for these disorders, as well as appropriate educational interventions."--Howard Gardner, PhD, Harvard Graduate School of Education "The exciting interdisciplinary venture of clinical developmental cognitive neuroscience has come of age with this volume. More and more students from the behavioral sciences are eager to learn how brain, cognition, and behavior are linked. In this book, they will find that the atypically developing brain tells us more about human learning and human behavior than the typically developing brain ever reveals. But atypical development, as seen in autism, dyslexia, dyscalculia, or Williams syndrome, is also fascinating in its own right. The stellar array of authors represented in this volume guarantees that the reader will be provided with state-of-the-art information about neurodevelopmental disorders. No undergraduate or graduate course on the topic can do without this book."--Uta Frith, PhD, Institute of Cognitive Neuroscience and Department of Psychology, University College London "Contributors in this important volume utilize multiple levels of analysis in order to more fully explicate the interplay between typical and atypical developmental processes. In synthesizing the fields of cognitive and affective neuroscience and developmental psychopathology, the book presents novel conceptual and methodological tools for studying adaptive, maladaptive, and resilient developmental outcomes. This book is an essential addition to the libraries of neuroscientists, developmental psychopathologists, and graduate students in related disciplines."--Dante Cicchetti, PhD, Institute of Child Development and Department of Psychiatry, University of Minnesota "These twin volumes beautifully document how much recent progress there has been in the new field of developmental cognitive neuroscience. Presenting a very clear exposition of the close links between typical and atypical development at multiple levels of analysis, the books will be of value to anyone who studies human development or applies developmental knowledge."--Bruce F. Pennington, PhD, Distinguished University Professor of Psychology, University of Denver "It is exceedingly difficult to keep up with the rapidly changing area of human cognitive development, learning, and the brain. Now, in this pair of volumes, leading contributors summarize our current understanding of normal and atypical development across the cognitive and emotional spectrum. These volumes will sit near many desks, including mine."--Howard Gardner, PhD, Harvard Graduate School of Education - A fascinating introduction to the rapidly developing field of developmental cognitive neuroscience and its implications for advancing our understanding of developmental psychopathology. It should be particularly valuable in orienting graduate students to exciting new possibilities for increasing understanding and remediation of debilitating disabilities that have eluded researchers' efforts to solve the mysteries that limit the quality of life of untold numbers of children and adults. --PsycCRITIQUES, 6/17/2010ƒƒ This book provides a useful description of research describing brain-behavior relationships in individuals with certain specific developmental disorders. --Journal of the Canadian Academy of Child and Adolescent Psychiatry, 8/3/2010ƒƒ Provides a sophisticated review of current knowledge regarding particular syndromes and does so through a variety of experimental and clinical perspectives. --Doody's Review Service, 6/17/2010Table of Contents1. A Developmental Cognitive Neuroscience Approach to the Study of Atypical Development: A Model System Involving Infants of Diabetic Mothers, Charles A. Nelson 2. Development of Social Brain Circuitry in Autism, Geraldine Dawson and Raphael Bernier 3. Brain Mechanisms Underlying Social Perception Deficits in Autism, Kevin A. Pelphrey and Elizabeth J. Carter 4. Williams Syndrome: A Model Developmental Syndrome for Exploring Brain–Behavior Relationships, Helen Tager-Flusberg and Daniela Plesa Skwerer 5. Triangulating Developmental Dyslexia: Behavior, Brain, and Genes, Elena L. Grigorenko 6. Typical Reading Development and Developmental Dyslexia across Languages, Usha Goswami 7. Neurocognitive Correlates of Developmental Verbal and Orofacial Dyspraxia, Frederique Liegeois, Angela Morgan, and Faraneh Vargha-Khadem 8. Relation between Early Measures of Brain Responses to Language Stimuli and Childhood Performance on Language and Language-Related Tasks, Dennis L. Molfese, Victoria J. Molfese, and Peter J. Molfese 9. Number Sense and Developmental Dyscalculia, Anna J. Wilson and Stanislas Dehaene 10. Central Nervous System Substrates of Impulsivity: Implications for the Development of Attention-Deficit/Hyperactivity Disorder and Conduct Disorder, Lisa M. Gatzke-Kopp and Theodore P. Beauchaine 11. Social Regulation of the Adrenocortical Response to Stress in Infants, Children, and Adolescents: Implications for Psychopathology and Education, Emma K. Adam, Bonnie Klimes-Dougan, and Megan R. Gunnar 12. Child Maltreatment and the Development of Alternate Pathways in Biology and Behavior, Catherine C. Ayoub and Gabrielle Rappolt-Schlichtmann 13. Corticolimbic Circuitry and Psychopathology: Development of the Corticolimbic System, Francine M. Benes

Read more less

Book SynopsisPreschoolers are passionate about learning, and a high-quality preschool program offers rich learning experiences in the areas of language and literacy. This engaging book gives teachers and other professionals fresh ideas, inspiration, and practical tools for integrating age-appropriate literacy instruction into the preschool curriculum. Including helpful vignettes, sample lesson plans, and reproducibles, the book shows how to create a motivating classroom environment, balance child-initiated exploration with structured activities, and support students' developing skills in reading, writing, speaking, and comprehension. Essential topics include preschool assessment and working with English language learners.Trade Review"This comprehensive book is well organized and easy to read, and contains many practical examples for preschool classrooms. It would be excellent as the focus text in a professional development program for practicing early childhood educators. Morrow has provided a strong resource for anyone wanting to build a supportive literacy environment for young children."--Terri Lowery, Literacy Coordinator and first-grade teacher, Union Elementary School, Warsaw, Ohio "An excellent source for developmentally appropriate activities that can be used to create a supportive, literacy-rich preschool environment. Morrow clearly blends up-to-date research with classroom-tested techniques. In this book, you will find strategies, organizational tips, management techniques, and realistic examples that can easily be adapted to individual classrooms. I will definitely take many of these ideas and use them with my current pre-K class!"--Angela Yeaman, prekindergarten teacher, Connaught School, North Battleford, Saskatchewan, Canada "Morrow’s ability to help readers really see classroom practice is outstanding. The book is comprehensive, covering all topics essential to a literacy- and language-rich preschool classroom. Most importantly, the text is filled with realistic and interesting teaching activities that will help classroom teachers succeed in enhancing their practice with young children."--Billie Enz, PhD, College of Education, Arizona State University "Preschoolers are intentional learners, so their teachers have to be intentional too. This authoritative and engaging guide helps new teachers gain the knowledge and skills needed to foster language and literacy development in the prekindergarten years. The book provides current and useful information on all relevant areas of language and literacy instruction, including the crucial topics of inclusion and English language learners. Thoughtful and balanced, it emphasizes the importance of play as a context for the blossoming of young children's skills in speaking, listening, writing, and reading. This text has much to offer students who are preparing to become effective and responsible teachers of our youngest school citizens."--Jim Johnson, PhD, Department of Curriculum and Instruction, College of Education, The Pennsylvania State University "This book will strengthen your existing early literacy practices by providing ways to expand on classroom activities. You will find valuable teaching strategies to help children with early reading skills such as letter recognition. The suggestions for exposing children to early literacy--using rhymes, play, conversations, participation, interaction, and sight vocabulary--could easily become part of your daily routine. Morrow also provides helpful examples of quality early childhood literature and a variety of enjoyable ways to introduce these books into your classroom."--Jeanine Graham, teacher, Weinstein JCC Preschool, Richmond, Virginia - A recent and excellent addition to the Guilford Press Tools for Teaching Literacy series....Authors for the series have been carefully selected and Morrow is no exception....Her insights and experience are deep; she carries a strong understanding of the kinds of specific information that teachers need and of the research and theory that supports those approaches; and she writes in an extremely readable style. These characteristics are part of what make this book so valuable....Throughout the book, children are constructed as unique individuals, persons with differing interests and at different stages of development....Deserves rave reviews. Three different groups of people will find the book to be immensely helpful: pre-service teachers; newly qualified teachers; and experienced classroom teachers who are re-assigned for their first early years teaching. If the quality of this text reflects that of the whole series, head teachers and principals would be well advised to purchase the series for their in-school professional libraries. --Educational Review, 6/4/2007Table of Contents1. A Literacy-Rich Preschool Classroom2. Research about Preschool That Informs Good Practice3. Organizing and Managing a Literacy-Rich Preschool Environment4. Organizing and Managing Instruction in Preschool5. Oral Language Development in Preschool6. Knowledge about Print7. Comprehending and Enjoying Children's Literature8. Writing in the Preschool Classroom*Afterword*Appendices: A. Glossary, Lisa Fazzi. B. Integrated Language Arts Thematic Unit, Harriet Worobey. C. Children's Literature, Lisa Fazzi and Paula Aguroso. D. Magazines for Preschoolers, Paula Batsiyan.E. Professional Associations, Related Publications, and Websites Dealing with Early Literacy, Kelli Dunston.

Read more less

Book SynopsisThis authoritative handbook reviews the breadth of current knowledge about developmental disabilities: neuroscientific and genetic foundations; the impact on health, learning, and behavior; and effective educational and clinical practices. Leading authorities analyze what works in intervening with diverse children and families, from infancy through the school years and the transition to adulthood.Chapters presentestablished and emerging approaches to promoting communication and language abilities, academic skills, positive social relationships, and vocational and independent living skills. Current practices in positive behavior support are discussed, as are strategies for supporting family adaptation and resilience.Trade Review"This is a much-needed work that cuts across traditional disability classifications and focuses on what can be done and for whom. The editors have assembled a superb group of internationally recognized experts to provide cutting-edge perspectives on key issues in the field of developmental disabilities. Unique aspects of this extremely well-written book are its lifespan perspective and its emphasis on the integration of science and practice. This volume has something for everyone. It is a very informative and timely resource for researchers, practitioners, and policy analysts, and will be an excellent text for students and advanced trainees in psychology, education, communication disorders, medicine, public policy, and disability studies."--William E. MacLean, Jr., PhD, Department of Psychology, University of Wyoming; Editor, American Journal on Mental Retardation"Odom and his colleagues have assembled some of the very best minds in the field of developmental disabilities to provide a comprehensive and up-to-date overview of fundamental issues. Spanning topics from genetics to intervention to family issues, the Handbook is an outstanding resource for graduate students and professionals."--Geraldine Dawson, PhD, Professor of Psychiatry and Behavioral Sciences and Director, Duke Center for Autism and Brain Development, Duke University"This well-written and comprehensive handbook is the most thorough and up-to-date volume available on evidence-based practice, research, and policy issues related to developmental disabilities. Written by the most knowledgeable leaders in the field, each chapter will serve as an invaluable reference on critical issues that cut across the disciplines of education, health care, and social services. The Handbook is essential reading for anyone who cares about making current knowledge a prelude to a bright future for people with developmental disabilities and their families."--Michael L. Hardman, PhD, Department of Teaching and Learning and Department of Special Education, University of Utah "The field of developmental disabilities has undergone tremendous change and rethinking over the past 25 years. The current zeitgeist is reflected in many diagnostic, educational, therapeutic, legal, and social policy advances, and in the evolution of our overall view of health, wellness, and disability. This handbook comprehensively and eloquently captures these changes and advances. This is a 'must read' for anyone--practitioner, researcher, student, or advocate--with an interest in individuals with developmental disabilities."--Steven I. Pfeiffer, PhD, Doctoral Program in Combined Counseling and School Psychology, Florida State University "Reading the chapters of this first-rate handbook is like attending a series of master lectures, where all of the presenters are well grounded in history, able to explain scientific findings clearly, and deeply caring about the topic--namely, individuals whose lives are touched by developmental disabilities. This is the reference that every student of human development and every practitioner needs!"--Sharon Landesman Ramey, PhD, Center on Health and Education, Georgetown University - Makes available to the wider disability community a comprehensive synopsis of current knowledge in our field....The editors have assembled a 'who's who' of researchers in our field....This is a text that should find its way onto the curricula of all academic programs, as required reading for future practitioners in our field. It should be available to policy makers in government departments....It is a valuable source of information that should be available to managers and staff in all services providing support to people with disability. --Journal of Intellectual and Developmental Disability, 1/23/2009ƒƒ I was impressed by the breadth of the content, ranging from medication to schooling and employment, while the book's structure and index made it easy to find my way around. This is a book that I will use as a starting point when I have to work up a topic in this field. --Child and Adolescent Mental Health Journal, 1/23/2009ƒƒ The book is recommended for departmental and hospital libraries. --Journal of the Canadian Academy of Child and Adolescent Psychiatry, 5/3/2010Table of ContentsI. Foundations1. The Construct of Developmental Disabilities, Samuel L. Odom, Robert H. Horner, Martha E. Snell, and Jan Blacher2. Public Policy and Developmental Disabilities: A 35-Year Retrospective and a 5-Year Prospective Based on the Core Concepts of Disability Policy, H. Rutherford Turnbull III, Matthew J. Stowe, Ann P. Turnbull, and Mary Suzanne Schrandt3. Disability Research Methodology: Current Issues and Future Challenges, Zolina Stoneman4. Race, Culture, and Developmental Disabilities, Janette K. Klingner, Wanda J. Blanchett, and Beth HarryII. Current Issues in Health, Neuroscience, and Genetics5. General Health, Wendy M. Nehring and Cecily L. Betz6. Advances in Genetics, Nicole R. Tartaglia, Robin L. Hansen, and Randi J. Hagerman7. Neuroscience of Developmental Disabilities, Curt A. Sandman and Aaron S. KempIII. Early Intervention8. Early Intervention for Infants and Toddlers with Developmental Disabilities, Carl J. Dunst9. Trends and Issues in Interventions for Preschoolers with Developmental Disabilities, Judith J. Carta and Na Young Kong10. Early Intervention for Children with Autism Spectrum Disorder, Samuel L. Odom, Sally Rogers, Christopher J. McDougle, Kara Hume, and Gail McGee11. Communication Intervention for Young Children with Disabilities: Naturalistic Approaches to Promoting Development, Ann P. Kaiser and J. Alacia TrentIV. School-Age Education and Intervention12. Advances in Instruction, Martha E. Snell13. Inclusive Education, Pam Hunt and John McDonnell14. Academic Skills: Reading and Mathematics, Diane M. Browder, Katherine Trela, Susan L. Gibbs, Shawnee Wakeman, and Amber A. Harris15. Social Interaction Interventions: Promoting Socially Supportive Environments and Teaching New Skills, Erik W. Carter and Carolyn Hughes16. Augmentative and Alternative Communication, Brenda Fossett and Pat Mirenda17. Physical Activity and Youth with Developmental Disabilities, Georgia C. FreyV. Postschool and Adult Issues18. Transition and Quality of Life, Linda M. Bambara, Barbara A. Wilson, and Molly McKenzie19. Employment, David Mank20. Living with Support in the Community: Factors Associated with Quality-of-Life Outcome, David Felce and Jonathan Perry21. Independent Living, Roger J. Stancliffe and K. Charlie Lakin22. Adult Social Relationships, Janis Chadsey VI. Behavior Supports23. Positive Behavior Support and Developmental Disabilities: A Summary and Analysis of Research, Glen Dunlap and Edward G. Carr24. Mental Health Supports in Developmental Disabilities, Dimitrios Paschos and Nick Bouras25. Psychotherapeutic Medications and Positive Behavior Support, Travis Thompson, Tim Moore, and Frank SymonsVII. Family Issues26. Families in Context: Influences on Coping and Adaptation, Jan Blacher and Chris Hatton27. Family Impact in Adulthood, Julie J. Lounds and Marsha Mailick Seltzer28. Families as Partners in Educational Decision Making: Current Implementation and Future Directions, Ann P. Turnbull, Nina Zuna, H. Rutherford Turnbull III, Denise Poston, and Jean Ann SummersVIII. International Perspectives and Future Directions29. International Perspectives, Eric Emerson, Glenn T. Fujiura, and Chris Hatton30. Reflections on the Future of Research in Developmental Disabilities, Steven F. Warren

Read more less

Book SynopsisHigh-quality preschool programs are essential to improving children’s outcomes in reading achievement and leveling language and literacy disparities among students from diverse backgrounds. Grounded in state-of-the-art research evidence, this practice-oriented book demonstrates how preschool professionals can create, evaluate, and sustain exemplary programs. Chapters from leading authorities cover coaching, assessment, and differentiation, as well as explicit strategies for teaching English language learners and helping at-risk readers. Discussion questions and suggested activities for professional development are included, as are reproducible assessment forms and planning tools for use in the classroom. Trade Review"Justice and Vukelich have assembled an outstanding group of educators to produce a book that is both scholarly and practical. This is an excellent resource for early childhood preservice teachers and for ongoing professional development."--Dorothy S. Strickland, PhD, Samuel DeWitt Proctor Professor Emerita, Graduate School of Education, Rutgers, The State University of New Jersey"This 'one-stop shop' for excellence in preschool settings is a 'must read' for early childhood professionals across the nation. Teachers, principals, child care providers and directors, and higher education faculty will benefit from the remarkable collection of language and literacy information presented in these pages. From designing high-quality programs to optimizing early learning environments, from assessments to coaching, this book has it all. It is informative, objective, interesting, insightful, and filled with practical applications. Each author is an expert in the field, which greatly contributes to the book's significance. The editors have done an outstanding job compiling the best of the best. If you are interested in creating a classroom of excellence in language and literacy, it is essential that this book becomes part of your classroom and personal library."--Susan J. Kimmel, PhD, Interim Director, Center for Early Childhood Professional Development, University of Oklahoma"With the proliferation of publicly supported preschools, it is essential that educators and policymakers are informed by the most current and appropriate research on language and early literacy instruction. This book addresses the wide variety of issues that preschool teachers and administrators face every day. The contributors share their expertise on these issues from several perspectives that are grounded in scientifically based reading research. This text is relevant and important for graduate students in early childhood education and literacy, as well as for educational leadership candidates who may one day be making decisions on appropriate curricula, assessments, and teaching practices to best serve our youngest learners."--Deborah Gee Woo, EdD, Department of Literacy Education, New Jersey City University"This book presents important information that will allow early childhood teachers, literacy coaches, administrators, and project coordinators either to develop or rethink and revise their language and early literacy programs. Particularly helpful are the multiple research-based perspectives that provide practical knowledge related to developing effective programs. Creating high-quality language and literacy learning environments and supporting early childhood teachers is critical. This timely book is a useful resource for anyone interested in developing and sustaining effective language and literacy environments for preschoolers."--Barbara A. Bradley, PhD, Department of Curriculum and Teaching, University of Kansas-Table of ContentsForeword, William H. TealeI. Background1. Evidence for Creating, Expanding, Designing, and Improving High-Quality Preschool Programs, Andrew J. Mashburn2. The Scientifically Based Reading Research Approach to Early Literacy Instruction, James F. Christie3. Establishing a Science of Professional Development for Early Education Programs: The Knowledge Application Information Systems Theory of Professional Development, Sharon Landesman Ramey and Craig T. RameyII. Professional Development and Teacher Support4. Models for Coaching: Making Them Work for Preschools, Sharon Walpole and Carla K. Meyer5. Mentoring Preschool Teachers, Shelley Gray6. Formative Assessment of Classrooms: Using Classroom Observations to Improve Implementation Quality, Bridget K. Hamre, Jennifer LoCasale-Crouch, and Robert C. Pianta7. Are Early Childhood Classrooms Preparing Children to Be School Ready?: The CIRCLE Teacher Behavior Rating Scale, Mike A. Assel, Susan H. Landry, and Paul R. Swank8. It's in the Details: Approaches to Describing and Improving Preschool Classrooms, David K. Dickinson, Betsy G. Watson, and Dale C. Farran III. Optimizing Early Learning Environments 9. Characteristics of Classroom Environments Associated with Accelerated Literacy Development, Renée Casbergue, Lea M. McGee, and April Bedford10. Increasing Children’s Learning by Getting to the Bottom of Their Confusion, Judith A. Schickedanz11. Strategic and Intentional Shared Storybook Reading, Sonia Q. Cabell, Laura M. Justice, and Carol Vukelich12. Differentiating Instruction in the Preschool Classroom: Bridging Emergent Literacy Instruction and Developmentally Appropriate Practice, Terri Purcell and Catherine A. Rosemary13. Language and Literacy Practices for English Language Learners in the Preschool Setting, M. Adelaida Restrepo and Virginia DubasikIV. Making Data-Based Decisions14. Quality Counts: Design and Use of an Early Literacy Program Review Tool, Kathleen A. Roskos and Carol Vukelich15. Indicators and Goals of High-Quality Program Evaluation for the Preschool Classroom, Khara L. Pence16. How to Evaluate a Screening Process: The Vocabulary of Screening and What Educators Need to Know, Christopher Schatschneider, Yaacov Petscher, and Kellee M. Williams17. Curriculum-Based Measurement of Preschoolers’ Early Literacy Skills, Tanis Bryan, Cevriye Ergul, and Karen Burstein

Read more less

Book SynopsisFrom leading clinical researchers, this book presents important advances in understanding and treating the early social-communication difficulties that are hallmarks of autism spectrum disorders (ASD). It is grounded in current findings on typically and atypically developing infants, toddlers, and preschoolers. Contributors highlight the connections between ASD and impairments in joint attention, communication and language, play, and imitation. They review approaches to supporting children's functioning in each area, along with evidence-based screening and assessment strategies. Valuable advice is offered on matching treatment to individual children's needs. The book also explores the developmental and neurobiological processes that underlie social-communication deficits in ASD.Trade ReviewNever before has an entire volume been devoted to examining central social and communication processes in early autism. What the book does so remarkably well is present carefully analyzed, thorough, and readable reviews of the literature from multiple theoretical perspectives, while also drawing out the clinical implications for screening, assessment, diagnosis, and treatment. Rarely have I seen a book that will be so useful to researchers and clinicians alike. This book will serve as an indispensable source of information on the core features of early autism for clinicians and researchers in child psychiatry, clinical psychology, developmental psychology, language development and pathology, and early intervention. All of the chapter authors are well known in their areas, and bring a developmental theoretical framework to inform their interpretation of the autism literature. In many chapters, reviews of typical development precede the description of autism findings, placing the latter in a developmental context for the reader. This work would be an appropriate text for advanced undergraduate- and graduate-level courses in developmental psychopathology, social development, and developmental cognitive neuroscience.--Deborah Fein, PhD, Department of Psychology, University of ConnecticutThis timely book reasserts the importance of social and communication factors in our understanding and treatment of autism spectrum disorders (ASD) and brings together a wealth of research on neuropsychology, psychology, medicine, and education in order to do so. Clearly written, it will be essential reading for students focusing on ASD and all those interested in both typical and atypical child development.--Rita Jordan, PhD, Professor in Autism Studies; Inclusion, Special Education and Educational Psychology Division; School of Education; University of Birmingham, UKThis is the most important, ambitious, and exciting volume to be published on autism spectrum disorders (ASD) in the last several years. The volume brings together leading scholars and researchers whose work has led to revolutionary changes in early diagnosis and innovative, effective intervention. Presented are theoretically grounded, developmental perspectives on the emergence of social-communication difficulties in ASD. Taken together, the chapters demonstrate the feasibility of identifying every toddler at risk and providing interventions to significantly reduce the severity of symptoms and promote language acquisition. This is a 'must read' for all clinicians and researchers who work on autism!--Helen Tager-Flusberg, PhD, Lab of Developmental Cognitive Neuroscience, Boston University School of MedicineThis book could not be more timely in its coverage of crucial questions related to early identification and intervention for children with autism spectrum disorders, with a focus on understanding the central role of social-communication development. Charman and Stone have recruited foremost authorities to summarize in clear and considerable detail what the science shows, the clinical implications of existing knowledge, and the directions toward which we need to move in future research. This book is destined to be a truly influential contribution for autism researchers, clinicians, graduate students, and policymakers seeking to ground their decisions in scientific evidence.--Samuel L. Odom, PhD, School of Education, Indiana University Tony Charman and Wendy Stone have put together a marvelous volume containing the most up-to-date information on the social and communication development of infants and toddlers with ASD. Moreover, they have ensured that the information is new, clinically relevant, and based on the most valid scientific findings. It will be a long time before another volume comes along that succeeds in reaching as many goals and as wide an audience.--Peter Szatmari, MD, Department of Psychiatry and Behavioral Neurosciences, McMaster University, Canada - Charman and Stone have brought together an impressive group of experts in research and practice. In doing so, the editors have ensured that each chapter in this book is grounded in sound research evidence as well as clinical experience and psychological and neurological theory. It is this strong panel of expertise that makes this book a must-read for all professionals involved in ....Each chapter provides a comprehensive review of relevant literature, and clearly articulates its relevance to practical issues. This results in a book that provides a detailed overview of current practice, and which, importantly, also evaluates the scientific evidence for various interventions...A valuable resource for those seeking to expand or consolidate their knowledge of early social communicative development and Spectrum Disorders....An inspiring example of what can be achieved by a truly multidisciplinary group of professionals, and critically highlights some important future directions. --Autism, 1/16/2008ƒƒ This book is a must-have for the bookshelves of graduate students, clinicians, and researchers specializing in autism....A phenomenal resource. --PsycCRITIQUES, 1/16/2008Table of ContentsI. Assessment and Diagnosis1. Understanding and Measuring Social Communication in Children with Autism Spectrum Disorders, Amy M. Wetherby2. Early Diagnosis of Children with Autism Spectrum Disorders, Catherine Lord and Jennifer RichlerII. Screening and Surveillance3. Screening for Autism Spectrum Disorders in Populations: Progress, Challenges, and Questions for Future Research and Practice, Tony Charman and Simon Baron-Cohen4. Early Screening for Autism Spectrum Disorders in Clinical Practice Settings, Lonnie Zwaigenbaum and Wendy StoneIII. Evidence-Based Interventions5. Treatment of Responding to and Initiating Joint Attention, Paul J. Yoder and Andrea S. McDuffie6. Evidence-Based Interventions for Language Development in Young Children with Autism, Sally J. Rogers7. Promoting Social Reciprocity and Symbolic Representation in Children with Autism Spectrum Disorders: Designing Quality Peer Play Interventions, Pamela J. Wolfberg and Adriana L. Schuler8. Imitation: Some Cues for Intervention Approaches in Autism Spectrum Disorders, Jacqueline Nadel and Nadra Aouka9. Augmentative and Alternative Communication Systems for Children with Autism, Patricia HowlinIV. Developmental and Neurobiological Issues10. A Developmental Approach to Understanding Atypical Development, Tedra A. Walden and Jennifer J. Hurley11. The Neural Basis of Early Joint-Attention Behavior, Peter Mundy and Danielle Thorp

Read more less

Book SynopsisThis popular clinical reference and text provides a multisystems perspective on childhood disability and its effects on family life. The volume examines how child, family, ecological, and sociocultural variables intertwine to shape the ways families respond to disability, and how professionals can promote coping, adaptation, and empowerment. Accessible and engaging, the book integrates theory and research with vignettes and firsthand reflections from family members. Trade ReviewThis important book does a wonderful job of integrating the authors' longstanding themes of respect and compassion with the most current information on the family functioning, treatment, and education of people with a range of disabilities. This is an exceptionally valuable resource for professionals in any discipline who serve families coping with disability. It will be a useful text for graduate students in social work.--Sandra L. Harris, PhD, Rutgers, The State University of New Jersey The scholarship and keen insight of Seligman and Darling have informed and guided my work as a clinical psychologist with families of children with disabilities, as well as my own family life with a child who has autism. This book is a tour de force of breadth and depth in its summaries of research and theory and their real-life applications. It is truly an essential and comprehensive resource for practitioners and researchers, and an excellent text for advanced undergraduates and graduate students in special education, social work, psychology, family studies, and pediatric specialties.--Robert A. Naseef, PhD, Philadelphia, Pennsylvania Seligman and Darling effectively blend clinical insight, current research, and cultural sensitivity in this substantive and exciting third edition. The book demonstrates how researchers look beyond the impact of special children on mothers, promoting a conceptualization of family well-being that includes fathers, siblings, and grandparents. Offering fresh perspectives on families, this extraordinary book is sufficiently accessible for students and will also be appreciated by professionals in the field.--Jan B. Blacher, PhD, University of California, Riverside -Table of ContentsI. Conceptual Framework1. Introduction and Conceptual Framework I: Social and Cultural Systems2. Conceptual Framework II: Family Systems Theory and Childhood Disability3. All Families Are Not Alike: Social and Cultural Diversity in Reaction to Childhood DisabilityII. The Family Life Cycle4. Becoming the Parent of a Child with a Disability: Reactions to First Information5. Childhood: Continuing Adaptation6. Looking to the Future: Adolescence and AdulthoodIII. The Family System7. Effects on the Family as a System8. Effects on Fathers9. Effects on Siblings10. Effects on GrandparentsIV. Approaches to Intervention11. Professional–Family Interaction: Working toward Partnership12. Perspectives and Approaches for Working with Families13. Applying a Partnership Approach to Identifying Family Resources, Concerns, and Priorities: Developing Family Service Plans

Read more less

Book SynopsisMeeting a growing need for school-based practitioners, this book provides vital tools for improving the academic, behavioral, and social outcomes of students with high-functioning autism or Asperger syndrome (HFA/AS). Research-based best practices are presented for conducting meaningful assessments; collaborating with teachers, students, and parents to prevent school difficulties and problem solve when they occur; and developing effective individualized education programs (IEPs). In a large-size format to facilitate photocopying, the book features a wealth of practical prevention and intervention strategies, illustrated with concrete examples. Over a dozen reproducibles include interview forms and observation sheets. This book is in The Guilford Practical Intervention in the Schools Series, edited by Sandra M. Chafouleas.Trade ReviewThis indispensable book provides a vast array of resources. It gives school personnel the tools and evidence-based practices necessary to provide effective behavioral and academic support to students with HFA/AS. This book will be highly treasured by psychologists, behavior analysts, administrators, and teachers for the depth and breadth of its practical and effective strategies.--Don Kincaid, EdD, College of Behavioral and Community Sciences, University of South FloridaThis comprehensive guide would complement the resource library of any school multidisciplinary team. The book provides evidence-based recommendations for providing appropriate services for students with HFA/AS. Highlights include specific teaching strategies across the primary subject areas, behavioral strategies that are easily adapted into any classroom, and recommendations for designing and implementing individualized education programs appropriate for each student's needs. This resource is well organized and accessible, making it user friendly for school teams.--Shannon Crozier, PhD, BCBA-D, and Heather Baltodano Van Ness, PhD, University of Nevada, Las Vegas Center for Autism Spectrum Disorders A very practical, user-friendly book. It contains a variety of useful reproducible materials to support your intervention work. Multimethod assessment and intervention strategies are grounded in an understanding of the needs, strengths, and potential obstacles to success that students with HFA/AS experience in the school setting. This is a book that school-based practitioners will reach for again and again. It will make an excellent supplemental text for graduate-level courses in exceptional children, behavioral methods, or school-based consultation.--Martin A. Volker, PhD, Department of Counseling, School and Educational Psychology, University at Buffalo, The State University of New York This book takes a practical, evidence-based approach to understanding students with HFA/AS and designing and implementing effective interventions. Coverage of such topics as positive behavior supports, academic interventions, assessment procedures that are directly linked to interventions, and ways to enhance social skills makes the book a gem. This is a valuable resource for anyone involved in providing educational and treatment services for individuals with autism. It also will be extremely useful as a training tool for future practitioners.--William R. Jenson, PhD, Department of Educational Psychology, University of Utah Essential reading for all in the field of education. The authors use real-life examples to help school psychologists and educators navigate common but challenging situations. Sansosti, Powell-Smith, and Cowan bridge the gap from theory to practice, presenting information and applications with authority and clarity.--Don Saracusa, MA, MS, school psychologist, Akron Public Schools, Ohio - The book speaks directly to educators and includes descriptions of common behavior presentations and educational needs that can be observed in the classroom. The book incorporates relevant research and theories, and a problem-solving and data-driven model for assessment, data collection, and service delivery. It also presents examples of assessments and interventions that fit into the response-to-intervention model....The book offers a very thorough look into how school personnel can best educate students with HFA/AS. It is well organized, established in current research, and comes at a time when the incidence of ASD is rising. This would be a helpful book for any school social worker working with students on the ASD spectrum or who wish to review good practice on assessment. --School Social Work Journal, 5/15/2010Table of Contents1. Introduction: What Is High-Functioning Autism/Asperger Syndrome?2. Areas of Impairment3. Consultation and Collaboration Efforts4. Conducting a Comprehensive Assessment5. Improving Academic Skills6. Providing Behavioral Supports7. Enhancing Social Skills8. Using the Individualized Education Program as a Vehicle for Problem-Solving Service Delivery9. Collecting Data, Evaluating Outcomes, and Ensuring SuccessAppendix. Reproducible Forms

Read more less

Book SynopsisIndividuals with autism and their caregivers face unique challenges in later childhood and adolescence. This volume translates research on the needs of this population into practical recommendations for clinicians and educators. The book features vivid case examples and an in-depth, reproducible assessment form. Accessible guidance and hands-on suggestions are provided for supporting positive behavior, communication, and social skills; managing issues related to mental and physical health and sexuality; helping families access services and navigate the legal system; and optimizing the educational and transition planning process.Trade Review"A wonderful resource for educators and mental health professionals, this book is filled with practical and helpful guidance covering a range of issues. It provides concise summaries of information and intervention strategies relevant to older children, adolescents, and adults with autism. The volume will also be of tremendous benefit to parents. A real contribution to the field."--Fred R. Volkmar, MD, Yale Child Study Center, Yale University School of Medicine "This wonderfully innovative volume should be a first resource for anyone interested in the complexities of the world of persons with autism, their families, and service providers. The impressive group of outstanding scholars and clinicians from many different fields contribute compelling insights about the ways that we can all work toward optimizing the quality of life of persons with autism."--Jake Burack, PhD, McGill University and Hôpital Rivière-des-Prairies, Montreal, Quebec, Canada "Although some young children with autism make major gains in early childhood, many others learn at a slower pace and continue to show significant autistic involvement over the years. Professionals of many disciplines who serve older children and adolescents on the autism spectrum will find in this book a scholarly, broad, and very valuable focus on these older learners and their continuing challenges."--Sandra L. Harris, PhD, Graduate School of Applied and Professional Psychology and Douglass Developmental Disabilities Center, Rutgers, The State University of New Jersey - This book provides mental health professionals and educators with a greater awareness and understanding of the issues surrounding a child or adolescent with autism, as they enter a critical period of their development....A clearly written and useful resource for professionals, supporting them in making recommendations for the individuals, their families, and service providers. Throughout, useful ideas and guidance are provided....An extremely interesting and valuable read. --Youthinmind.info, 11/24/2010ƒƒ The editors did a nice job of incorporating ways in which the core symptoms of autism affect multiple aspects of an individual's life and included information on issues not typically found in books of this nature....The book succeeds in being written in a manner in which it is accessible to a wide audience including parents, practitioners, and medical professionals, and as such, this book is one that could be recommended to a wide audience of readers. --Journal of Autism and Developmental Disorders, 11/24/2010ƒƒ Has an unusual focus, but a welcome one: it concentrates on a population that is, in the tactful language of one chapter, .less able.'...There are many children, adolescents, and even adults to who must be taught joint attention, functional communication skills, and everything that seems obvious but is far from obvious. This book is full of suggestions about how this can be done....Readers concerned with autism will find this a useful book to add to their shelves. --Psychiatric Services, 11/24/2010Table of ContentsI. The Individual with Autism 1. Understanding Behavioral and Emotional Issues in Autism, Robin L. Gabriels 2. Medical Health Assessment and Treatment Issues in Autism, Edward Goldson and Margaret Bauman 3. Sexuality and Autism: Individual, Family, and Community Perspectives and Interventions, Robin L. Gabriels and Mary E. Van Bourgondien 4. Communication and Language Issues in Less Able School-Age Children with Autism, Diane Twachtman-Cullen and Jennifer Twachtman-Reilly 5. Sensory Processing Disorders in Children with Autism: Nature, Assessment, and Intervention, Eynat Gal, Sharon A. Cermak, and Ayelet Ben-Sasson 6. Assistive Technology as an Aid in Reducing Social Impairments in Autism, Ofer Golan, Paul G. LaCava, and Simon Baron-CohenII. Family and Caregivers of the Individual with Autism 7. Advocating for Services: Legal Issues Confronting Parents and Guardians, Wayne Steedman 8. Family Resources during the School-Age Years, April W. Block and Stephen R. Block 9. Family Vacations and Leisure Time: Considerations and Accommodations, Sharon Lerner-BaronIII. Community Aspects of Intervention 10. Building a Foundation for Successful School Transitions and Educational Placement, Ramona Noland, Nancy Cason, and Alan Lincoln 11. Translating Early Intervention into Positive Outcomes, Laurie Sperry and Gary Mesibov 12. School Consultation and Interventions for Middle School and High School Students with Autism, Brian R. Lopez, Dina E. Hill, Sandy Shaw, and Robin L. Gabriels 13. Criminal Justice Issues and Autistic Disorder, Alicia V. Hall, Michele Godwin, Harry H. Wright, and Ruth K. Abramson

Read more less

Book SynopsisInspiring Innovation and Creativity in Young Learners helps teachers and other educational stakeholders to promote innovative thinking in children in Pre-K through grade 3. This book shares six easy-to-understand, yet powerful, steps that teachers can take to transform the learning experience into one in which critical and creative thinking are encouraged.

Read more less

Book SynopsisFrom the best-selling author and illustrator team behind The Dinosaur Department Store, this charming picture book about overcoming fears, discovering your talent and the wonderful power of friendship will appeal to dino-loving children everywhere.Eliza Jane lives in a town where dinosaurs and humans live happily side-by-side – raptors run restaurants, Troodons are teachers and you can even pay a visit to see a dinosaur dentist. Every dinosaur has a job to do, apart from one shy dino called Parry who always feels like he’s getting in the way. Eliza Jane is determined to help him find his groove but everything poor Parry tries seems to end in disaster. Then, one night, Eliza Jane discovers that Parry has a very special hidden talent and a star is born …Trade Reviewthis charming picture book about overcoming fears, discovering your talent and the wonderful power of friendship will also encourage an interest in prehistoric animals * SLOAN! Magazine *

Read more less

Book SynopsisDrawing on her extensive practical experience, Liz Williams provides a highly accessible and much-needed guide to promoting positive behaviour in early years settings. In this book, she explains why children may act in the way that they do and how behaviour should be understood differently in children of different ages. She demonstrates that social and emotional capacities differ greatly in these crucial development years and how this impacts on the support needed at each stage. The book considers a host of factors influencing positive behaviour, such as environments and the importance of planning, and looks beyond the child to show the vital role that staff and parents have in promoting appropriate behaviour. Written in clear and understandable language, this book is full of ideas that early years workers can easily implement in their day-to-day work.Trade ReviewAn invaluable straight forward practical guide to support practitioners working in early years settings based on a wealth of experience of what makes a difference. -- Sue Graham, Nursery Director, Locking Stumps NurseryAn easy to read book with strategies that support early years setting to promote a positive approach to behaviour. A quick read (great for time poor earlier years practitioners) and something you can dip back in and out of as you need to -- Jennie Johnson MBE, Chief Executive, Kids Allowed LimitedThis reflective book on positive behaviour management in Early Years' settings explores how to support children effectively with their personal, social and emotional development. There is also a chapter on self-regulation, which is particularly useful for giving children in their Early Years not only the tools to regulate their own behaviour but also the vocabulary to describe their emotions and actions -- Laura Henry, Early Years SpecialistThis book provides a helpful and accessible introduction to providing the conditions in which children's social skills can positively develop. Offering some basic guidance, hints and tips the author introduces the importance of observation, self- reflection and positive response to challenging situations. -- Karen Graham, Rossett Training LtdTable of ContentsIntroduction. 1. Definitions of behaviour. 2. Why we and children behave as we do. 3. Why two-year-old behaviour may be different from three or four-year-old behaviour. 4. Teaching self-regulation. 5. What we mean by nurture. 6. The importance of physical environments and their impact on behaviour. 7. The importance of expectations and teaching positive behaviour. 8. Focussing on primary behaviours. 9. Rights, rules and responsibilities. 10. Observing behaviour within a setting. 11. Antecedents behaviour and consequences. 12. The importance of having a plan when it all goes wrong. 13. Staff feelings. 14. Building trust with children and parents. 15. Ten very important things to remember.

Read more less

Book SynopsisThe development of new policy on the British Values and the Prevent Duty in the early years has raised many questions about appropriate implementation. As a formal part of the Early Years Foundation Stage, educators are now required to deliver this instruction in classrooms, nurseries, and other early years settings. In response, Kerry Maddock has established an informed practitioners guide with strategies to interpret and implement this legislation into the early years environment. Through case studies, research, and interviews with OFSTED inspectors, the author provides a detailed explanation of the Prevent Duty, as well as what the government means by promoting fundamental British values and sets our clear guidance and an in-depth framework in delivering these in every day practice. A combination of early childhood philosophy with educational policy expertise, make this an essential handbook for professionals working in an early years setting.Trade ReviewAn excellent, informative resource for all those working in early years. It is written in a style that is easily understood and that practitioners of all levels can learn from and relate to. This book will be an invaluable support within the setting. -- Kate Howarth, Nursery owner and managerThis is a clear, no-nonsense approach to understanding and implementing British Values within early years settings. It explores historical perspectives and supports reflective thinking in practitioners, giving guidance on practical application to enhance best practice. -- Elisia Lee, Early Years ConsultantTable of Contents1. Introduction. 2. British Values. 3. Policies and Procedures. 4. Personal, Social and Emotional Development. 5. Prevent Duty and Risk Assessment. 6. Understanding of the World. 7. Case Studies. 8. External Findings. 9. Conclusion. Appendix. Planning

Read more less

Book SynopsisPositive emotional health in a child's earliest years can be a critical factor in their future development. Offering practical suggestions for games, activities and exercises designed to promote emotional wellbeing in young children, this essential guide showcases a wide range of approaches such as mindfulness and meditation, Forest School and Reggio Emilia to provide a hands-on reference for teachers and parents.Drawing on over 25 years' experience as an early years professional, the author explores topics including playfulness, stillness, sensory play, creativity and staff wellbeing. Each topic references current best practices and international examples, and also includes a comprehensive list of further resources and activities. Providing an informative introduction to both theory and practice, this book demonstrates easy-to-implement ideas for any professional or parent engaging with young children.Trade ReviewThis is a rich resource full of creative ideas, accessible references and thoughtful questions to move all of our practice forward to develop positive mental health and wellbeing for young children. Firmly based on experience, it is full of interventions that really work. I know - I've tried them! -- Ruth Fergusson, Senior Educational Psychologist, Brighter Futures CICIn a world of constant change, progress, new ideas and the ever changing world of education, sometimes we lose sight of the axioms around what young children need to thrive. Through her writings, Sonia clearly states the core elements that make up environments where we can successfully support emotional health and wellbeing. Every early years practitioner should have a dog-eared copy of this book, reminding them of the essential basics that we all need in the promotion of healthy and happy children. -- Fred Lacey, play therapist and nurture specialistThis important and accessible book is essential reading for professionals working with young children and their parents. It is packed full of relevant, practical ideas to support all aspects of a young child's health and wellbeing. The chapters skilfully explore a range of different ways that adults in settings, or in the home, can help to create suitable provision that will optimise young children's health and wellbeing. Reflective questions guide the reader to engage personally and professionally with the key points being raised by the author. Of particular note is the promotion of evidence based practices, such as mindfulness and emotion coaching, that are becoming increasingly endorsed by professionals across children's services and by parents in the home. Moreover, the author's ideas about co-adventuring and creativity offer thought provoking ways to support practice. The chapter devoted to adult wellbeing also addresses a key but often neglected issue - that the adults working with young children need to look after their own health and wellbeing in order to maximise children's health and wellbeing. -- Dr Janet Rose, Principal, Norland CollegeParents and professionals will find this an invaluable guide to developing the wellbeing of the children in their care. A range of techniques are drawn on by the author who gently guides us, urging us beyond our comfort zones through intelligent questioning and the chance to reflect and grow. -- Dr Pooky Knightsmith, child & adolescent mental health specialist and author of The Big Feelings Activity Book and The Healthy Coping Colouring Book and JournalThe strength of this book is in the author's knowledge of the early years sector; she draws on and explains the benefits of familiar resources and developmental perspectives in promoting children's mental health...I would recommend this book to all leaders and managers of learning in early years settings who are committed to promoting wellbeing, and who are keen to share this practice with colleagues and parents in an effort to ensure emotionally secure foundations to young children's learning. -- Montessori InternationalWith increasing awareness of mental health issues, the importance of identifying needs and providing support are increasingly crucial. The author has a vast range of experience in working with early years children, and shares her best practice and knowledge. -- Janet Dowling * School Library Association *Table of ContentsIntroduction. 1. Playfulness and Outdoor Play 2. Un-rushing and Stillness. 3. Emotional Vocabulary. 4. Sensory Play. 5. Creativity. 6. Exploring and Co-Adventuring Together. 7. Adult Well-being. Conclusion.

Read more less

Book SynopsisFor those starting a business in early years childcare, having a passion for the job is important. But sustaining a business successfully takes more than natural enthusiasm. Many childcare businesses struggle due to lack of formal training or confidence in the business world. This accessible and practical guide shows exactly how to develop your organisation, leading to success within the competitive market and ultimately a higher quality childcare service.Jacqui Burke reveals what parents really want from professional early years childcare, and the core marketing, finance and management skills needed to realize these ideals. Studying what businesses have done right and wrong to date, the book includes example activities and market-savvy checklists that clearly show how to analyse your organisation, master day-to-day management, attract new customers, and take your business to the next level. With invaluable advice on how to better the experiences of your children, parents and staff alike, this guide will help you make your organisation stand out from the crowd.Trade ReviewThis is an extremely innovative and practical Early Years business book. Jacqui has generously shared her unique experience and knowledge of working within Early Years to help owners to support the development and sustainability of their business. I love the useful templates that Jacqui has devised that will be essential within any setting. I fully recommend this book. -- Laura Henry, award winning international Early Years specialistI love the tone Jacqui writes in - it's very down to earth and 'normal'! -- Charlotte Pace, independent consultantJacqui's book delivers both understanding and practical tools to enable practitioners to apply what they have learnt within the real world of running a business. It will provide valuable guidance in delivering high quality and sustainable childcare services and is a must read for owners and managers seeking to enhance their knowledge and business skills. -- Linda Baston-Pitt, Managing Director of The Old School House Nursery, CambridgeshireTable of ContentsPreface. Acknowledgements. 1. The principal elements of a sustainable early years business. 2. Tools and techniques for understanding your early years business. 3. Options for structuring your early years business. 4. Financial management. 5. Finding and keeping customers. 6. Recruiting, managing and developing employees and volunteers. 7. Running an early years business on a day to day basis. 8. Managing commercial risks in an early years business. 9. Taking the pain out of change. Bibliography.

Read more less

Book SynopsisIn this practical resource, Tania Swift provides early years professionals and teachers with advice and tips on incorporating physical activities into all key areas of children's learning. Advancing a movement skills based approach to help teachers deliver learning flexibly, the book identifies how getting children active contributes to their wellbeing and development and improves personal and social skills as well as their cognitive learning. The book is divided into chapters that explore personal, social and emotional development; mathematics and numeracy; literacy, language and communication; knowledge and understanding of the world; expressive arts, design and creative development; and spiritual, moral, social and cultural development. Drawing on the author's wealth of training experience, each chapter sets out a range of knowledge development, tips, tools and activities that teachers and practitioners can use to support and enhance children's learning and development and examples of good practice from other practitioners and teachers. Full of creative ideas that early years workers and teachers can easily implement, this book will equip readers with the knowledge and confidence to plan for effective learning through movement and active play.Trade ReviewA useful collection of ideas and resources for promoting essential movement play and physical activity in the early years. -- Anne O'Connor, Co-Founder and Principal Consultant, Primed for Life Training AssociatesThis book is a call for embodied learning. Young children must use their bodies to learn well, and weaving physical activity and active play into everyday experience across all elements of the curriculum to harness their great love of movement and action will reap great rewards for learners and teachers alike. -- Jan White, Consultant for Outdoor Provision and author of 'Every Child a Mover'Table of ContentsAcknowledgements. Introduction. 1. The Importance of Movement and Active Play. 2. Physical Development. 3. Mathematics and Numeracy. 4. Language, Literacy and Communication. 5. Personal, Social and Emotional Development (PSED). 6. Knowledge of and Understanding the World (Including Technology, Science and Geography). 7. Expressive Arts, Design and Creative Development. 8. Spiritual, Moral, Social, Cultural (SMSC). 9. Risk Taking and Risky Play. 10. Enabling and Active Learning Environment. 11. Physical Activity Ideas.

Read more less

Book SynopsisWinner of the Professional Books category in the 2018 Nursery World Awards.Empathy is an essential part of being human: it allows us to connect with others, which in turn opens doors for us to happiness and success. Though everyone is born with an inherent capacity for empathy, children have the power to grow and re-build their natural supply, and even 'learn' to be more understanding towards others.This pithy and practical guide provides early years professionals with the tools to make empathy the foundation for their work. It reveals where the roots of empathy lie, how to prioritise it in practice, and how it manifests itself in young developing brains. It includes simple teaching strategies and creative ideas for empathy-building games and activities, enabling you to help children grow up as happier, friendlier, more thoughtful individuals. This book is an essential resource for anyone working with small children.Trade ReviewHow wonderful - finally a passionate, scholarly yet practical book focusing solely on the pivotal importance of adults understanding and developing empathy in very young children. Helen Garnett has contributed an exciting seminal book which deserves very serious attention from the world of Early Years practitioners and parents. It is that rare creature - a book that balances excellent research into empathy with excellent practical ways of putting all the ideas into practice. It is a 'must-have' for all people wanting the best future for children. -- Jenny Mosley, previously a lecturer on a Master’s in Education, author and Early Years ConsultantThis is the perfect book for early years practitioners who want to better understand the importance of empathy. -- Dr. Suzanne Zeedyk, Development Psychologist, Research Scientist, Founder of connected babyThis is a powerful, passionate and practical appeal to humanize education for the sake of all of our children. -- Sir Ken Robinson, Educator, New York Times Best Selling AuthorThis book is very timely indeed. As the world around us grows ever more divisive and as convenience and immediacy take a tighter hold on our lives, as we give ever more of ourselves away on social media, we are in danger of creating a shallow, loveless, empty world that places no value on feelings and where childhood faces corrosive and combative forces that we will struggle to deter...There is a great deal of wisdom here, and ways to help you turn the tide to start planting the seeds of empathy deep into 'the pedagogy of your preschool'. Kind and considerate children are developed where kindness and consideration are practised; tolerant and cooperative children thrive in an environment where tolerance and cooperation are evident. -- Early Years Educator (EYE)Research-based and full of practical applications, this is a book that really brings the child to the forefront of how practitioners care for children... It is well written and easy to follow, with plenty of background material. The book is well supported by extensive references which will help those who want to look into the subject in more depth. -- Parents in TouchThis book by Helen Garnett is genuinely very interesting. It's packed full of history, quotes, facts and strategies and I have learnt so much from it....I particularly loved the superb strategies suggested in this book. They include ways to help preschool age children develop their theory of mind - which is fascinating. -- Special Educational Needs Resources BlogTable of ContentsIntroduction. 1. Empathy in the 21st Century. 2. Affective and Cognitive Empathy. 3. Empathy and Theory of Mind - Jackie Harland. 4. Establishing Empathy in our Pedagogy. 5. Exploring the Relationship between Emotional Intelligence and Empathy. 6. How Conflict and Conflict Resolution Produce Empathetic Children. 7. The Power of Positive Communication. 8. The Significance of Pretend Play in Developing Empathy. 9. Fostering Empathy through the Process of Narrative - Helen Lumgair. 10. How Social Cognition Creates Engaged Children - Valerie Lovegreen. 11. Empathy and Autism. Afterword.

Read more less

Book SynopsisThis guide to understanding school readiness in young children is essential reading for early years practitioners. It explores the concept of school readiness by unpicking what the term means for children and how we can define it in the context of the characteristics of effective learning. This includes ideas for promoting playing and exploring, active learning and creating and thinking critically. The book also considers how we can ensure schools are ready to receive children and suggests ways in which preschools and nurseries can work collaboratively with schools and engage parents and carers to ensure a smooth transition.Trade ReviewThis book eloquently explores the often misused and rarely understood concept of school readiness by understanding that this involves more than achieving learning goals. By considering preparations for formal teaching methods to be rooted in the Characteristics of Effective Learning, Tamsin brings these concepts to life through personal anecdotes and illustrative case studies in ways immediately familiar to any practitioner. -- Kathryn Peckham, Early Years Professional and author of Developing School Readiness: Creating Lifelong LearnersThis book provides an invaluable guide to understanding the vexed and contested term of 'school readiness'. By framing it within the 'Characteristics of Effective Learning' it shapes an authentic context for what should underpin definitions of achievement in the EYFS. Its successful balance of practically grounded theory and real life exemplification make it a formidable contribution to the debate. -- Jan Dubiel, International Director, Early ExcellenceWe hear a great deal about the problems teachers encounter when children start in Reception and just haven't mastered the basics they need to benefit from school life, so this is a really important topic. By understanding the situations children find themselves in, Early Years practitioners are better placed to help... The book takes a well-rounded view that extends beyond the Early Learning Goals to look at the child and the situation as a whole, and the practical examples will guide and inform. -- Parents in TouchThe aim of this book is to contribute to the debate, while putting children's needs and considerations very much at the forefront, and acknowledging all of the key players - school, setting, policy makers, parents, children, press... But most of all children are central to the discussion because they are the ones who will be starting school and undergoing major changes in their daily routine and in the expectations placed on them. They will need high levels of wellbeing, self-awareness, self-esteem to cope with these changes... This is an excellent book. -- Early Years Educator (EYE)Table of Contents1. Introduction. 2. The Starting School Lottery. 3. Characteristics of Effective Learning. 4. Playing and Exploring. 5. Active Learning. 6. Creating and Thinking Critically. 7. Children Who Are Ready. 8. Children Ready Schools. 9. Settings Supporting Children. 10. Engaging Parents and Carers. 11. What Next? Creating Lifelong Learners. Appendices. Glossary.

Read more less

Book SynopsisObserving and understanding schematic behaviour confidently is vital for anyone working with or looking after young children. This guide explains what schemas are, stripping back the technical language often used to describe them, and how to interpret and extend schematic behaviour to benefit the child. It looks specifically at 12 different schemas, such as connection, rotation and transportation, and includes case studies, interpretation of the observations and practical ideas for how to use this information to aid children's learning, development and play.Making schemas and schematic behaviour more understandable, this book will give early years practitioners and parents the confidence to identify schemas and plan future learning opportunities to support children based on this knowledge.Trade ReviewEach chapter begins with a stated objective, which makes it easy to identify sections for re-reading or reference if you are dipping into the book to freshen up your knowledge... This book will prove invaluable to any practitioner or setting that is looking to gain a better understanding of schematic bahaviour. This is an accessible text that will prove very popular. -- Early Years Educator (EYE) MagazineTable of Contents1. Introduction. 2. Brain Development. 3. Observing Young Children. 4. Connecting. 5. Containing. 6. Core and Radial. 7. Enclosing. 8. Enveloping. 9. Going Through a Boundary. 10. Orientation. 11. Positioning. 12. Rotation. 13. Trajectory. 14. Transforming. 15. Transporting. 16. Reinterpreting Behaviour. 17. In Summary. Glossary.

Read more less

Book SynopsisIn this accessible and informative step-by-step guide, early years consultant Debbie Garvey provides leaders and managers with best practice tips and advice for developing their performance management skills in early years settings.Drawing on current research and the author's wealth of experience in the field, each chapter sets out effective performance management techniques that leaders can apply to their workplaces, on topics such as staff development, recruitment, appraisals, conflict management, feedback and evaluation, mentoring and coaching and health and wellbeing. Grounded in an understanding of neuroscience and brain development, this practical book provides advice on how to ensure a safe and motivational environment for both children and staff to develop, whatever their needs.Designed to support new and existing managers, the book includes reflective exercises, key theories and case studies to enable leaders to develop a style suited to their team and setting, ensuring children are given the best possible support during their first and most crucial development stage.Trade ReviewIn this highly reflective, practical and personal guide, Debbie reminds us of what it means to be human - physiologically and emotionally - and makes a compelling case for early years management focused on empathy, support, dialogue and encouragement. An essential read for those seeking the best performance from their team. -- David Wright, Early Years Director, Paint Pots Nurseries, SouthamptonWith this book, Debbie proves once again that she is the authority on how to lead a team to outstanding performance in all areas of the demanding and professional work of early childhood care and education. In an era where professional advice and training has reduced from the traditional sources, managers and leaders will find this guide particularly useful. As a 'go to' specialist, Debbie supports the leader through the challenging matters of performance management and how this one area can benefit the employee, employer and child. The reader will learn how the holistic approach to supporting each team member will provide a respectful, positive environment where anything less is intolerable. As an owner of children's nurseries, I particularly appreciate how Debbie Garvey makes her advice relevant as well as practical to the demands of this field of work in the now. -- Helen Gration, Founder, Yorkshire Montessori NurseryWhat an excellent and informative book Debbie Garvey has produced. It will be a constant source of reference and inspiration for both those new to management and those with a little more experience in the role. This book provides wonderful CPD for the reader and offers them a thorough approach to supporting staff in the continuing development of their skill base whilst strengthening their own abilities. I totally agree with her reasoning that whilst we respect, support and celebrate the individualism of our children our staff are sometimes sadly overlooked. Debbie's inclusion of the Reflective Practice pieces and scenarios really do help the reader to formulate appropriate plans for best practice with which to support our much valued workforce, central to any good nursery. All chapters are set out in a logical and easy to read format and through its application I believe management will have the skills to support staff so they can become the highly skilled and passionate carers they really want to be. There are many excellent topics raised in the book but I was pleased to note the reference to staff stress within the workplace and the inclusion of well-being and mindfulness as a means of easing their load and promoting the importance of the caring employer. -- Helen Connelly, Area Manager & Montessori Teacher, Yorkshire Montessori NurseryI was delighted when asked to review Debbie Garvey's book, particularly since I had been invited to write the introduction to her first book - Leadership for Quality in Early Years and Playwork. This latest book is a fascinating guide for setting leaders and challenges them to reflect, sometimes deeply, on their approach to performance management. It takes readers on a journey of discovery, exploring the 'hows' and 'whys' of performance management. It starts with an account of the neuroscience of behaviour and leads to a very useful selection of tools and techniques for leaders to use. Debbie's style is fascinating. Despite her claims not to be an academic, the work is well supported by research. What makes it so readable, however, are the very personal anecdotes which give us, as readers, the chance to engage in her world - a world which is well informed, insightful and illustrates her own dilemmas and how they are being resolved. I heartily recommend this book to all setting leaders, as well as others who are interested in leadership in the early years sector, or indeed in a fascinating narrative. -- Jonathan Wainwright, Principal Lecturer, Department of Education Childhood and Inclusion, Sheffield Hallam UniversityTable of ContentsList of Tables and Figures. About the Author. Preface. Acknowledgements. Introduction. 1. Brain Development Neuroscience & Staff Development. 2. The Role of Adult Learning in Performance Management. 3. Using Performance Management Techniques. 4. Supporting Staff Development. 5. Using Feedback and Evaluation. 6. Conflict Management. 7. Continuing Personal Development and Lifelong Learning. Endnote: Reflecting on Performance Management. Bibliography. Index.

Read more less