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About the Editor
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Introduction
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Section 1: Instructional Strategies
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Repeated Interactive Read-Alouds in Preschool and Kindergarten
Lea M. McGee, Judith A. Schickedanz
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Maximizing the Effectiveness of Reading Aloud
Holly B. Lane, Tyran L. Wright
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March of the Penguins: Building Knowledge in a Kindergarten Classroom
Lauren Fingeret
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Helping Students Become Accurate, Expressive Readers: Fluency Instruction
for Small Groups
Melanie Kuhn
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Making the Very Most of Classroom Read-Alouds to Promote Comprehension
and Vocabulary
Lana Edwards Santoro, David J. Chard, Lisa Howard, Scott K. Baker
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Vocabulary Visits: Virtual Field Trips for Content Vocabulary Development
Camille L.Z.. Blachowicz, Connie Obrochta
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Sharing Alphabet Books in Early Childhood Classrooms
Barbara A. Bradley, Jennifer Jones
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An Effective Framework for Primary-Grade Guided Writing Instruction
Sharan A. Gibson
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Strategy Instruction During Word Study and Interactive Writing Activities
Cheri Williams, Ruth P. Lundstrom
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What's Your News? Portraits of a Rich Language and Literacy Activity for English-Language Learners
Patrick C. Manyak
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Beginning Reading Instruction in Urban Schools: The Curriculum Gap Ensures a Continuing Achievement Gap
William H. Teale, Kathleen A. Paciga, Jessica L. Hoffman
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Section 2: Assessment
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Choice of Action: Using Data to Make Instructional Decisions in Kindergarten
Mary Ann Reilly
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Section 3: Making Home–School Connections
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Leyendo Juntos (Reading Together): New Directions for Latino Parents' Early Literacy Involvement
Robert W. Ortiz, Rosario Ordoñez-Jasis
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Is Being Wild About Harry Enough? Encouraging Independent Reading at Home
Nancy Padak, Timothy Rasinski
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