Search results for: Neuman Susan B.
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In this review, the author focuses on the inclusion criteria for the selection of studies in the National Early Literacy Panel report. The author argues that the interpretation of early literacy is overly narrow and ignores the important role of background knowledge and conceptual development. The author suggests that code-based skills do not sufficiently account for early literacy development. Rather, content-rich settings in which skills are learned through meaningful activity help children acquire the broad array of knowledge, skills, and dispositions that build a foundation for literacy learning.
Updated: Jul. 05, 2011
This meta-analysis examines the effects of vocabulary interventions on pre-K and kindergarten children’s oral language development. Results indicated that children’s oral language development benefited strongly from these interventions. However, the authors argue that vocabulary interventions are not sufficiently powerful to close the gap—even in the preschool and kindergarten years.
Updated: Feb. 21, 2011