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Early Literacy in Action: The Language-focused Curriculum for Preschool

Early Literacy in Action: The Language-focused Curriculum for Preschool (Spiral spine)

£58.95
To Order. Estimated despatch in 1-3 weeks.
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Synopsis

This curriculum helps preschool teachers and SLPs implement a language-focused curriculum to enhance language skills in early childhood through lesson plans, activities, and ideas for the classroom.This book is designed to aid educators and speech language pathologists in building and implementing a language-focused curriculum in a preschool setting. The curriculum contains chapters about the general philosophy of the program, curriculum structure, and language intervention as well as one school year's worth of activities (40) (an additional five months of programming over the first edition) which include the reformatted dramatic play, art, and group activities from the previous edition. Other additions include a section on specific tips and examples for teachers and the Learning Observation Guide (LOG), a qualitative and quantitative observation tool used by LAP to monitor progress.This book will be reformatted and dramatically expanded and will be a follow-up rather than a second edition. We are changing the format from the 7X10 "practical guidebook" to an 8.5X11 curriculum format (similar to the ACIRI and Lybolt).

EducationEducation TheorySchoolsPre-school & kindergartenEducationEducation TheorySchoolsPrimary & middle schools Publisher: Brookes Publishing Co Publication Date: 01/01/2008 ISBN-13: 9781557669223  Details: Type: Spiral spine Format: Books
Availability: To Order. Estimated despatch in 1-3 weeks.  

Betty H. Bunce, Ph.D., CCC-SLP, was born and raised in a bilingual, bicultural community in southern Colorado. She earned a bachelor of science degree in education from the University of Colorado, a master of arts degree in speech from Temple University, and a doctoral degree in child language from the University of Kansas. She received her certificate of clinical competence in speech-language pathology in 1977. Dr. Bunce has taught kindergarten and preschool-age children and has worked as a school speech-language pathologist. She has also taught coursework at the university level in reading and language arts, early childhood education, and speech-language pathology. Dr. Bunce has written several chapters and articles on preschool education, bilingual and bicultural children, referential communication, and intervention techniques for both preschool- and elementary-age children. She has presented workshops to practitioners in the fields of early childhood education and speech-language pathology and has presented papers at several national and state association conventions. She is the director of the Language Acquisition Preschool at the University of Kansas, where an important part of her job is to train speech-language pathology graduate students in conducting naturalistic language intervention in classroom settings. Dr. Bunce's fields of scientific interest include child language, language intervention therapy and research, preschool education, English as a second language, and relationships between oral language abilities and literacy skills. Her most recent research has focused on naturalistic intervention techniques and their effectiveness. Laura M. Justice is Assistant Professor of Reading and Communication Disorders at the University of Virginia's Curry School of Education, Charlottesville. She directs the Preschool Language and Literacy Lab at the University of Virginia, which conducts basic and applied research on preschool literacy and language development, language disorders, parent-implemented early childhood language and literacy interventions, and classroom-based language and literacy programs for at-risk preschoolers. Dr. Justice's cross-disciplinary research has received awards from the International Reading Association (2001 Distinguished Finalist, Dissertation of the Year), the Council for Exceptional Children (2003 Early Career Award, Division for Research), and the American Speech-Language-Hearing Association (2004 Editor's Award, American Journal of Speech-Language Pathology). She recieved her doctorate in speech and hearing sciences from Ohio University under the mentorship of Dr. Ezell. Dr. Rice received her doctoral degree from the University of Kansas, where she is University Distinguished Professor of Speech-Language-Hearing and Director of the Child Language Doctoral Program and the Merrill Advanced Studies Center. She has held Visiting Scientist appointments at the Center for Cognitive Science at the Massachusetts Institute of Technology (MIT) and the Harvard Graduate School of Education. She has extensive research and clinical experience with children with specific language impairment (SLI). Early in her career she worked as a speech-language pathologist in public schools. In collaboration with Kim A. Wilcox, she established the demonstration Language Acquisition Preschool (LAP) at the University of Kansas. Her current research addresses several aspects of the condition of SLI: social and academic consequences, morphology, lexical learning, and preschool language intervention. Her publications include the edited volumes The Teachability of Language and Toward a Genetics of Language, as well as numerous journal articles and invited chapters.

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