Download Engaging Children with Print: Building Early Literacy Skills by Laura M. Justice PhD, Amy E. Sofka MEd PDF

By Laura M. Justice PhD, Amy E. Sofka MEd

Preschool lecturers and early youth pros recognize that storybook analyzing is necessary, yet they might not understand how to maximise its merits for later studying success. This critical advisor offers research-based strategies for utilizing interpreting aloud to deliberately and systematically construct kid's wisdom of print. basic but robust options are supplied for instructing preschoolers approximately publication and print association, print that means, letters, and phrases, all whereas sharing attractive, commercially to be had books. Appendices comprise an in depth e-book checklist and 60 reproducibles that characteristic actions and activates keyed to every textual content.

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Adapted by permission. if that same child is read to for 10 minutes a day for one year using a print­focused reading style, he or she will look at print nearly 40,000 times. Consider also that the differences become even more dramatic if children are read to for 30 minutes a day, with children read to using a print-­focused style looking at print nearly 60,000 times more than children read to using a picture-­focused reading style. , 2008), these differences may have important implications for understanding why some preschool-age children have little knowledge about print whereas others have quite sophisticated knowledge.

The orientation provides an ideal opportunity for elevating children’s background knowledge (also called prior knowledge) about the topic, particularly if it is novel to them. , a prior visit to an apple farm). If children are being read a book with which they are familiar, discussing prior experiences with and perceptions about the book is also an important aspect of the orientation. , something interesting about the character) or identify something specific that they particularly enjoyed about it.

Those who read with their normal reading style) verbally referenced print across the four dimensions: print and book organization, print meaning, letters, and words. Generally, teachers who read with their normal reading style referenced print at only very low rates; instead, teachers largely referenced features of illustrations. By contrast, teachers who were trained to read with a print referencing style addressed three of the four dimensions of print at much higher rates. This finding is interesting because it shows that preschool teachers who read with their normal reading style seldom reference print, but that teachers can readily incorporate attention to print if trained to do so.

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