![]() Reston, VA: Council for Exceptional Children.ĭickinson, D., & M. DEC recommended practices: Indicators of quality in programs for infants and young children with special needs and their families. Young Children 49 (5): 78.ĭEC (Division for Early Childhood) Task Force on Recommended Practices. New York: National Commission on Teaching and America’s Future.ĭEC/CEC (Division for Early Childhood of the Council for Exceptional Children). Doing what matters most: Investing in quality teaching. Journal of Experimental Child Psychology 50: 42944.ĭarling-Hammond, L. Explicit versus implicit instruction in phonemic awareness. Review of Educational Research 49: 22251.Ĭunningham, A. Linguistic interdependence and the educational development of bilingual children. Denver: Economics Department, University of Colorado, Denver.Ĭummins, J. Cost, quality, and child outcomes in child care centers, public report. Portsmouth, NH: Heinemann.Ĭost, Quality, and Child Outcomes Study Team. The early detection of reading difficulties. What did I write? Portsmouth, NH: Heinemann.Ĭlay, M. Research in the Teaching of English 22: 281309.Ĭlay, M. Invented versus traditional spelling in first graders’ writings: Effects on learning to spell and read. In Theory and practice of early reading, vol. Approaching reading through invented spelling. Review of Educational Research 65: 121.Ĭhomsky, C. Joint book reading makes for success in learning to read: A meta-analysis on intergenerational transmission of literacy. Reading Research Quarterly 30: 9981015.īus, A., M. Mothers reading to their 3-year-olds: The role of mother-child attachment security in becoming literate. Early Childhood Research Quarterly 12: 8198.īus, A., & M. Attachment and book-reading patterns: A study of mothers, fathers, and their toddlers. Journal of Educational Psychology 87: 488503.īus, A., J. Evaluation of a program to teach phonemic awareness to young children: A 2- and 3-year follow-up and a new preschool trial. Journal of Educational Psychology 85: 10411.Bryne, B., & R. Evaluation of a program to teach phonemic awareness to young children: A 1-year follow-up. Journal of Educational Psychology 83: 45155.īryne, B., & R. Evaluation of a program to teach phonemic awareness to young children. Developmental Psychology 26: 42938.īryne, B., & R. Rhyme and alliteration, phoneme detection, and learning to read. In Children’s thinking: What develops? ed. Washington, DC: NAEYC.īrown, A.L., & J.S. Developmentally appropriate practice in early childhood programs. Categorizing sounds and learning to read: A causal connection. Reading Research Quarterly 2: 5142.īradley, L., & P.E. The cooperative research program in first-grade reading instruction. Cambridge, MA: Harvard University Press.īond, G., & R. GYNS AT WRK: A child learns to write and read. Infants and children: Prenatal through middle childhood. Visual and phonological strategies in reading and spelling. The Future of Children 5: 2550.īarron, R.W. Long-term effects of early childhood programs on cognitive and school outcomes. Paper presented at invitational conference on “The Impact of Wide Reading” at Center for the Study of Reading, Urbana, IL.Īpplebee, A.N. Early Childhood Research Quarterly 1: 6983.Īnderson, R.C. Reading acquisition of preschool children without systematic instruction. Support your child’s specific hobby or interest with reading materials and referencesĪdams, M. ![]() Show children your interest in their learning by displaying their written work.Engage children in activities that require reading and writing.Continue to read to children and encourage them to read to you.Teach strategies for spelling new and difficult words.Teach revising, editing, and proofreading skills.Ensure that children read a range of texts for a variety of purposes.Teach children to write in multiple forms (stories, information, poems).Create a climate that fosters analytic, evaluative, and reflective thinking. ![]()
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