Designing Early Literacy Programs: Strategies for At-Risk Preschool and Kindergarten Children

Review
"...a well-written and useful book that provides a research basis for implementing early literacy instruction for high-risk children. I recommend this book for early childhood students and educators."--Education Book Reviews

"The book will assist prekindergarten and kindergarten teachers in creating centers and activities that will foster children's early literacy development....Recommended. Undergraduates and above."--Choice



Review
"Faced with the challenge of sound program design in early literacy, early childhood educators will find this book a rich resource. The book anchors understanding in the research foundations of literacy development, describes the features of deliberate and systematic instruction in early literacy, and articulates strategies teachers can use to create optimum conditions for young children to learn and achieve. As a text, it is suitable for use in professional development initiatives and in early literacy coursework in 4-year and 2-year teacher education programs."--Kathleen Roskos, PhD, Department of Education and Allied Studies, John Carroll University

"There is a critical need for a comprehensive and compelling early literacy book focused on at-risk children. Early childhood students, teachers, and administrators will learn from this book and love it! McGee and Richgels explain both the 'whys' and 'hows' of high-quality preschool programs. They provide cutting-edge concepts and strategies that demonstrate deep respect for all children's capacities to learn. This book will be useful to teachers, teacher educators, and educational leaders who plan, implement, and guide early childhood programs. I would recommend and use it in upper-level courses focusing on early/primary methods and on reading program development for at-risk children."--Penny Freppon, EdD, Graduate Program in Literacy, University of Cincinnati College of Education

"Designing Early Literacy Programs recognizes the complexities of young children's cognitive processes while learning to read and write. Presented are a framework for literacy learning and specific assessment and instructional strategies, based on significant lines of research, that emphasize clear, developmentally appropriate teaching within the context of authentic reading and writing tasks. Classroom descriptions of both preschool and kindergarten settings provide rich illustrations of teachers and children deeply involved in literacy learning. This book should be the centerpiece of preservice and inservice coursework in early literacy instruction."--Patricia L. Scharer, PhD, The Ohio State University



Book Description
Taking professionals and students step by step through conceptualizing, planning, and implementing an effective early literacy program, this book focuses on preventing reading difficulties and promoting success in at-risk 3- to 5-year-olds. The authors draw on extensive research and many years of influential work in real classrooms. A comprehensive framework is delineated for helping young children construct meaning from different kinds of texts, develop key oral language skills, and learn concepts about print and the alphabet. Ideas for tailoring instruction to the needs of culturally and linguistically diverse learners are accompanied by clear assessment guidelines. The book also offers practical, how-to-do-it suggestions for setting up literacy activities and arranging the classroom environment. Concluding chapters bring the authors' approach to life with vivid depictions of a preschool and a kindergarten classroom in action. Two invaluable appendices provide additional useful resources: reproducible sheets for conducting literacy assessments and a primer on phonics for teachers.




Book Info
Text focuses on preventing reading difficulties and promoting success in at-risk 3- to 5-year olds. Takes professionals and students step-by-step through conceptualizing, planning, and implementing an effective early literacy program. Includes index and references. Softcover.


Excerpted from Designing Early Literacy Programs: Strategies for At-Risk Preschool and Kindergarten Children by Donald J. Richgels, Lea M. McGee. Copyright © 2003. Reprinted by permission. All rights reserved.
Chapter 1. Who Is at Risk for Reading Difficulties?: Implications for Early Literacy Programs
Chapter 2. Understanding Literacy Development
Chapter 3. Using Assessment to Make Instructional Decisions
Chapter 4. Language- and Literacy-Rich Classrooms
Chapter 5. Language Development: Gateway to Literacy
Chapter 6. Classroom Activities That Expand Children¿s Vocabulary and Comprehension
Chapter 7. Classroom Activities to Develop Children¿s Concepts about Print and Alphabet Letter Recognition
Chapter 8. Classroom Activities to Develop Phonological Awareness
and the Alphabetic Principle
Chapter 9. Prekindergarten in Action
Chapter 10. Kindergarten in Action
Appendix A. A Primer on Phonics for Teachers
Appendix B. Literacy Assessments
References



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Literacy education researchers McGee (U. of Alabama) and Richgels (Northern Illinois U.) welcome the recent attention to literacy instruction before first grade, especially for children from low- income families, but are concerned about the nature of the experiences and activities that will ensue. They argue that programs should be designed to take account of the children's literacy development and to respect their intellectual capacity. Annotation ©2003 Book News, Inc., Portland, OR


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