The decade of the 1990s saw a tremendous increase in research studying the value of emergent literacy intervention, particularly for meeting the needs of children at risk. Such studies have documen...

http://ici-bostonready-pd-2009-2010.wikispaces.umb.edu/file/view/Promising+Interventions+for+Promoting+Emergent+Literacy+Skills.pdf

Promising Interventions for Promoting Emergent Literacy Skills: Three Evidence-Based Approaches

Decades of research demonstrate that a strong curricular approach to preschool education is important for later developmental outcomes. Although these findings have often been used to support the implementation of educational programs based on direct instruction, we argue that guided play approaches can be equally effective at delivering content and are more developmentally appropriate in their focus on child-centered exploration. Guided play lies midway between direct instruction and free play, presenting a learning goal, and scaffolding the environment while allowing children to maintain a large degree of control over their learning. The evidence suggests that such approaches often outperform direct-instruction approaches in encouraging a variety of positive academic outcomes. We argue that guided play approaches are effective because they create learning situations that encourage children to become active and engaged partners in the learning process.

Guided Play: Where Curricular Goals Meet a Playful Pedagogy

This study examined the effects of adult mediation and literacy-enriched play settings on environmental and functional print tasks for 177 minority preschoolers reared in poverty. Eight Head Start classrooms were assigned to one of three conditions: (a) a literacy-enriched generic ‘‘office” play setting with an adult (referred to as “parent-teacher”) encouraged to actively assist children in learning about literacy; (b) a literacy-enriched office play setting with a parent-teacher asked to monitor the children in their literacy play, without direct intervention; and (c) a nonintervention group. Prior to, during, and following the 5-month intervention, the frequency of each child’s handling, reading, and writing of environmental and functional print was assessed through direct observation. Videotaped samples of the office play setting, collected weekly throughout the study, examined children’s uses of print and functional items and their interactions with peers and parent-teachers. Following the interventi...

Access to Print for Children of Poverty: Differential Effects of Adult Mediation and Literacy-Enriched Play Settings on Environmental and Functional Print Tasks

Literacy development among a group of preschool and kindergarten children was examined through changes in the form, function, and perception of their written names. Sixty-seven 3-, 4-, and 5-year-olds, their teachers, instructional aides, and six case-study parents participated in a yearlong qualitative and quantitative study. Literacy skills were assessed in the fall and spring; instructional methods, classroom interactions, and student writing efforts were observed. Preschool and kindergarten teachers and instructional aides as well as the parents of six case-study children responded to interviews and participated in informal discussions of children's early literacy growth. Analysis of assessments and writing samples indicates a substantial role for name in early literacy. Name recognition correlates with age (.86) for 3-year-olds, while name production correlates with alphabet knowledge (.55 to .77), word recognition (.49 to .62), and concept of word (.39 to .66) for 4- and 5-year-olds. Name letters represent approximately 40 percent of children's random-letter written characters. Reciprocal relationships among the children's literacy skills were evident. Automaticity in name writing paralleled control of the alphabet, recognition of several sight words, and emerging tracking ability. Name has the instructional potential to help children connect literacy strands in a meaningful way.

EL DESARROLLO de la lectoescritura en un grupo de ninos de nivel inicial y jardin fue examinado a traves de los cambios en la forma, funcion y percepcion de sus nombres escritos. Sesenta y siete ninos de 3, 4 y 5 anos, sus docentes, asistentes y 6 padres (estudio de casos) participaron en un estudio cualitativo y cuantitativo de un ano de duracion. Las habilidades de lectoescritura se evaluaron en otono y primavera; se observaron los metodos de ensenanza, las interacciones en el aula y los esfuerzos de los ninos por escribir. Los docentes de nivel inicial y jardin y los asistentes, asi como los padres de seis ninos respondieron a entrevistas y participaron en discusiones informales acerca de la alfabetizacion temprana de los ninos.

Los analisis de las evaluaciones y las muestras de escritura indican el rol sustancial del nombre en la alfabetizacion temprana. El reconocimiento del nombre correlaciona con la edad (.86) en los ninos de 3 anos, mientras que la produccion del nombre correlaciona con el conocimiento alfabetico (.55 a .77), el reconocimiento de palabras (.49 a .62) y el concepto de palabra (.39 a .66) en los ninos de 4 y 5 anos. Los nombres de las letras representan aproximadamente un 40% de los caracteres escritos por los ninos en escritura de letras al azar. Se hallaron relaciones reciprocas evidentes entre las habilidades de lectoescritura de los ninos. La automaticidad en la escritura del nombre fue paralela al control del alfabeto, al reconocimiento de varias palabras visuales y a la habilidad emergente de detectar marcas. El nombre tiene el potencial didactico para ayudar a los ninos a conectar los componentes de la alfabetizacion de una forma significativa.

DIE ENTWICKLUNG des Schreibens und Lesens innerhalb einer Gruppe von Vorschulern und Kindern im Kindergarten wurde mittels Veranderungen in der Form, Funktion, und Auffassung ihrer geschriebenen Namen untersucht. Siebenundsechzig 3-, 4- und 5-jahrige Kinder, ihre Lehrer, Lehrhilfskrafte und sechs in der Fallstudie einbezogenen Eltern nahmen an der einjahrigen qualitativen und quantitativen Studie teil. Schreib- und Lesefertigkeiten wurden im Herbst und Fruhjahr ausgewertet; Unterrichtsmethodik, Klassenraumbeteiligungen und schriftliche Bemuhungen der Schuler wurden beobachtet. Vorschul- und Kindergartenlehrer und Lehrhilfskrafte sowie die Eltern von 6 in der Fallstudie einbezogenen Kindern gingen auf Interviews ein und nahmen an ungezwungenen Diskussionen der fruhen Verbesserung von Lese- und Schreibfertigkeiten teil.

Die Analyse von Begutachtungen und Schriftproben weist dem Namen eine erhebliche Rolle bei den fruhen Schreib- und Lesefertig-keiten zu. Erkennen des Namens steht in einer Wechselbeziehung zum Alter (.86) bei 3-jahrigen, wahrend bei 4- und 5-jahrigen Kindern das Produzieren des Namens von der Kenntnis des Alphabets (.55 bis .77), der Worterkennung (.49 bis .62) und dem Wortkonzept (.39 bis .66) abhangt. Die Buchstaben des Namens umfassen ungefahr 40 Prozent aller wahllos niedergeschriebenen Buchstaben der Kinder. Die auf Wechselwirkung beruhenden Beziehungen zwischen den Schreib-/Lesefertigkeiten der Kinder waren offensichtlich. Das Automatisieren beim Niederschreiben des Namens verlief parallel mit der Kontrolle uber das Alphabet, dem Erkennen verschiedener auffallender Worte und dem Entstehen der Fahigkeit zum Verfolgen solcher Worte. Der Name hat das unterrichtende Potential, den Kindern bei den Verbindungen von Schreib- und Lesebrucken in sinnvoller Weise zu helfen.

ON A examine le developpement de la litteracie dans un groupe d'enfants d'âge prescolaire et de jardin d'enfants a travers les changements de forme, de fonction, et de perception de leur nom ecrit. Soixante sept enfants âges de 3, 4, et 5 ans, leurs enseignants, aideseducateurs, et six parents pour etudes de cas ont participe pendant un an a une etude qualitative et quantitative. On a evalue les competences en litteracie a l'automne et au printemps; on a observe les methodes pedagogiques, les interactions en classe, et les efforts pour ecrire. Les enseignants prescolaires et de jardin d'enfants et les aideseducateurs aussi bien que les parents des six etudes de cas ont repondu a des entretiens et participe a des discussions informelles relatives au developpement de l'entree dans l'ecrit des enfants.

L'analyse des evaluations et des echantillons d'ecriture indiquent un role substantiel du nom pour l'entree dans l'ecrit. La reconnaissance du nom est correlee avec l'âge (.86) chez les enfants de 3 ans, tandis que la production du nom correle avec la connaissance de l'alphabet (.55 a .77), la reconnaissance de mot (.49 a .62), et le concept de mot (.39 a .66) pour les 4 et 5 ans. Les lettres du nom representent approximativement 40% des caracteres ecrits pris au hasard. Des relations reciproques sont evidentes entre les competences en litteracie des enfants. L'automatisation de l'ecriture du nom va de pair avec le controle de l'alphabet, la reconnaissance visuelle de plusieurs mots, et les premieres traces ecrites. Le nom a le pouvoir educatif d'aider les enfants a lier les fils de la litteracie de maniere significative.

What's In a Name? Children's Name Writing and Literacy Acquisition.

This study determined the relative efficacy of an experimental explicit emergent literacy intervention program for preschoolers experiencing multiple risk factors. Using an alternating treatment re...

Emergent literacy intervention for vulnerable preschoolers: relative effects of two approaches.

This study investigated the effects of two types of intervention on preschoolers' play patterns and literacy development. Theme-related literacy materials were added to the dramatic play areas used by 32 children in one teacher's morning and afternoon preschool classes. The two classes were randomly assigned to different treatments: (a) Materials Only, in which literacy materials were available in play areas, but no attempt was made by the teacher to encourage children to use the materials in their play; and (b) Materials Plus Adult Involvement, in which the teacher used suggestions and modeling to encourage children to incorporate the literacy materials into their dramatic play. Before and after the 20-week treatment period, assessments were made of the children's free play behavior and literacy development. Six months later, the literacy assessments were administered for a third time. Quantitative and qualitative play observations revealed that the Materials Plus Involvement treatment was more effective...

The Effects of Literacy Play Interventions on Preschoolers' Play Patterns and Literacy Development

CHAPTER 1 EARLY LITERACY POLICY INITIATIVES Before reading this chapter, think about... Focus Questions Language and Literacy: Definitions and Interrelationships National Literacy Policies and Initiatives The Standards Movement Good Start, Grow Smart Early Reading First Using Scientifically-based Reading Research to Make Curricular and Instructional Decisions A Continuum of Instructional Approaches Emergent Literacy Approach Scientifically-Based Reading Research (SBRR) Approach Blended Instruction -- A "Value Added" Approach A Blended Literacy Instructional Program Summary Linking Knowledge to Practice CHAPTER 2 Oral Language Development Before reading this chapter, think about... Focus Questions Perspectives on Children's Language Acquisition Behaviorist Perspective Linguistic Nativist Perspective Social-Interactionist Perspective A Neuro-Biological Perspective Linguistic Vocabulary Lesson Phonology Morphology Syntax Semantics Pragmatics Observing the Development of Children's Language A Biological View of Development A Social-Interactionist View of Language Development What Is Normal Language Development? Factors Contributing to Variation in Rate of Language Acquisition Gender Differences Socioeconomic Level Cultural Influences Medical Concerns Congenital Language Disorders Disfluency Pronunciation Summary Linking Knowledge to Practice CHAPTER 3 Facilitating Oral Language Learning Before reading this chapter, think about... Focus Questions Home Talk: A Natural Context for Learning and Using Language Encouraging Personal Narratives Reading Storybooks Television as a Language Tool Time 4 Choosing Programming for Young Children Active Viewing School Talk: A Structured Context for Learning and Using Language Language Opportunities in School Teacher Discourse Reciprocal Discussions and Conversations Contexts for Encouraging Language Group Activities Learning Centers Dramatic Play Language-Centered Activities Sharing Storytelling Language Play Songs and Finger Plays Assessment: Finding Out What Children Know and Can Do Summary Linking Knowledge to Practice CHAPTER 4 Sharing Good Books with Young Children Before reading this chapter, think about... Focus Questions Making Books Accessible to Young Children Classroom Library Centers Books Physical Characteristics Classroom Lending Library Sharing Literature with Children Effective Story-Reading Techniques Adult Behaviors While Reading Child Behaviors During Reading Cultural Variations in Story Reading Classroom Read-Alouds Shared Book Experience Extending Literature Creative Dramatics Puppets Cooking Felt or Flannel Boards and Characters Art Projects Writing Author Study Assessment: Discovering What Children Know and Can Do Summary Linking Knowledge to Practice CHAPTER 5 Earlier Views: Readiness and Emergent Literacy Before reading this chapter, think about... Focus Questions Traditional Readiness View Emergent Literacy Concepts about Print Purpose and Functions of Print Graphic Awareness Conventions of Print Early Forms of Reading and Writing Emergent Writing Emergent Reading Home Literacy Experiences Access to Print and Books Adult Demonstrations of Literacy Behavior Supportive Adults Independent Engagements with Literacy Storybook Reading Learning Literacy in a Second Language Summary Linking Knowledge to Practice CHAPTER 6 Emergent Literacy Strategies Before reading this chapter, think about... Focus Questions Functional Literacy Activities Environmental Print Functional Print Labels Lists Directions Schedules Calendars Messages Sign-In and Sign-Up Lists Inventory Lists Linking Literacy and Play Curriculum Connections Shared Enactments Language Experience Approach or Shared Writing Group Experience Stories Individual Language Experience Stories Summary Linking Knowledge to Practice CHAPTER 7 The New View: Science-Based Reading Research (SBRR) Strategies Before reading this chapter, think about... Focus Questions Science-Based Reading Research Phonological and Phonemic Awareness Instruction Phonological Awareness RHYME ALLITERATION WORD AND SYLLABLE SEGMENTING ONSET AND RIME MANIPULATION Phonemic Awareness PHONEME ISOLATION PHONEME BLENDING PHONEME SEGMENTING PHONEME MANIPULATION Alphabet Instruction Songs Letter charts Alphabet word walls Games Phonics Instruction Print Awareness Instruction Teaching Concepts about Print Key words Assessment: Finding Out What Children Know and Can Do Summary Linking Knowledge to Practice CHAPTER 8 Teaching Early Writing Before reading this chapter, think about... Focus Questions Children's Development as Writers The Context for Writing: The Writing Center Gather the needed materials Arrange the materials Computers and word processing Writing in other centers The Writing Workshop Focus lessons Writing time Group share time Journals and Interactive Forms of Writing Journals Dialogue writing Pen pals Publishing Children's Writing Handwriting Assessment: Discovering What Children Know and Can Do Anecdotal notes Checklists Summary Linking Knowledge to Practice CHAPTER 9 Assessing and Adapting Instruction to Meet the Needs of Diverse Learners Before reading this chapter, think about... Focus Questions Determining What Children Know and Can Do What Is Important for Teachers to Know about Children's Literacy Development? Two Kinds of Assessment Ongoing Assessment Ongoing Assessment Tools Addressing Storage Problems Creating a Portfolio WHAT IS A PORTFOLIO? HOW ARE ARTIFACTS SELECTED FOR INCLUSION? WHO SELECTS THE PIECES FOR INCLUSION? WHY WAS EACH ARTIFACT SELECTED FROM THE WORKING PORTFOLIO FOR INCLUSION IN THE SHOWCASE PORTFOLIO? HOW OFTEN SHOULD ARTIFACTS BE SELECTED FROM THE WORKING PORTFOLIO FOR INCLUSION IN THE SHOWCASE PORTFOLIO? SHARING THE PORTFOLIOS WITH OTHERS On-Demand Assessment Standardized Classroom-based On-demand Assessments Adapting Instruction to Meet the Needs of Special Populations English as Second Language Learners Children with Special Needs Summary Linking Knowledge to Practice CHAPTER 10 Integrating the Curriculum Before reading this chapter, think about... Focus Questions The Integrated Approach to Curriculum Design Erasing the Seams: Designing Integrated Curricula Phase 1: Selecting a Topic Phase 2: Determining What the Children Already Know and What They Want to Learn about the Topic Phase 3: Determining Ways to Answer Children's Questions: The Activities or Projects Sharing Learning with Others Integrating Literature into the Study Phase 4: Assessment and Evaluation Phase 5: Involving Parents Designing the Classroom's Physical Environment to Support the Integrated Curriculum Carve the Large Classroom Space into Small Areas Gather Appropriate Resources to Support the Children's Learning Place Similar or Related Centers Near Each Other Make Literacy Materials a Part of the Fabric of Each Center Organizing The Classroom's Daily Schedule: Creating a Rhythm to the Day What Happens During Whole-Group Time? What Happens During Small-Group Activity Time? What Happens During Center or Activity Time? Integrated Units Alive in a Classroom Summary Linking Knowledge to Practice CHAPTER 11 Helping Families Facilitate Language and Literacy Development Before reading this chapter, think about... Focus Questions What Roles Do Families Play? Language Development Reading and Writing Acquisition Dilemmas Facing Modern Families Helping Families and Primary Caregivers Become Effective First Teachers Personal Interactions Home Visits Family Workshops Phone Calls Parent--Teacher Conferences Classroom Instructional Publications Informal Weekly Notes News Flashes Monthly Newsletters Teachers and Schools as Professional Resources Sharing Instructional Materials and Offering Guidance Classroom Lending Library Writing Briefcase Book Bags Videotape Schools as Community Resources Teacher as Community Contact VIP Program Business Adoption Programs Community Tutors Buddy Reading Program Summary Linking Knowledge to Practice

Helping Young Children Learn Language and Literacy: Birth Through Kindergarten

Preface Acknowledgments 1 Foundations of Language and Literacy Before Reading This Chapter, Think about Focus Questions National Literacy Policies and Initiatives The Standards Movement Good Start, Grow Smart Early Reading First Using Scientifically-based Reading Research to Make Curricular and Instructional Decisions The National Reading Panel A Continuum of Instructional Approaches Emergent Literacy Approach Scientifically-Based Reading Research (SBRR) Approach Blended Instruction -- A "Value Added" Approach A Blended Literacy Instructional Program Summary Linking Knowledge to Practice 2 Oral Language Development Before Reading This Chapter, Think about Focus Questions Language Acquisition Theories Behaviorist Perspective Nativist Perspective Social-Interactionist Perspective A Biological Perspective Linguistic Vocabulary Lesson Phonology Morphology Syntax Semantics Pragmatics Observing the Development of Children's Language What Is Normal Language Development? Factors Contributing to Variation in Rate of Language Acquisition Gender Differences Socioeconomic Level Cultural Influences Medical Concerns Language Disorders Summary Linking Knowledge to Practice 3 Facilitating Early Language Learning Before Reading This Chapter, Think about Focus Questions Home Talk: A Natural Context for Learning and Using Language Encouraging Personal Narratives Reading Storybooks Television as a Language Tool Time Choosing Programming for Children Active Viewing School Talk: A Structured Context for Learning and Using Language Teacher Discourse Reciprocal Discussions and Conversations Contexts for Encouraging Language for Children Group Activities Learning Centers Dramatic Play Play Settings Time Teacher Involvement Language-Centered Activities for Children Sharing Storytelling Language Play Songs and Finger Plays Contexts for Encouraging Language for Older Children Cooperative Learning Groups Dramatic Simulations Movie, Video, Book, and Music Reviews Assessment: Finding Out What Children Know and Can Do Summary Linking Knowledge to Practice 4 Building a Foundation for Literacy Learning Before Reading This Chapter, Think about Focus Questions Home Literacy Experiences Access to Print and Books Adult Demonstrations of Literacy Behavior Supportive Adults Independent Engagements with Literacy Storybook Reading Functional Literacy Activities Bringing Environmental Print into the Classroom Functional Print Connected with Classroom Activities Labels Lists Directions Schedules Calendars Messages Sign-In and Sign-Up Lists Inventory Lists Sharing Literature with Children Selecting Good Books for Children Classroom Library Centers Books Physical Characteristics Classroom Lending Library Effective Story-Reading Strategies Adult Behaviors while Reading Child Behaviors during Reading Cultural Variations in Story Reading Classroom Read-Alouds Shared Reading Linking Literacy and Play Literacy-Enriched play centers Preparatory Experiences Teacher Involvement in Play Shared Enactments Language Experience Approach or Shared Writing Group Experience or Shared Writing Stories Interactive Writing Individual Language Experience Stories Classroom Newspaper Summary Linking Knowledge to Practice 5 Teaching Early Reading and Writing Before Reading This Chapter, Think about Focus Questions Early Reading Instruction Phonological and Phonemic Awareness Alphabet Knowledge Print Awareness Word Recognition Key Words Word Walls Phonics Early Writing Instruction The Context for Writing: The Writing Center Gather the Needed Materials Arrange the Materials Computers and Word Processing The Writing Workshop Focus Lessons Writing Time Group Share Time Journals and Interactive Forms of Writing Journals Dialogue Writing Pen Pals Publishing Children's Writing Handwriting Assessment: Discovering What Children Know and Can Do Checklists Performance Sampling Summary Linking Knowledge to Practice 6Reading: Expanding the Foundation for Ongoing Literacy Learning Before Reading This Chapter, Think about Focus Questions Understanding the Reading Process Psychological Contributors to Reading Word Identification Graphophonic cues Morphemic analysis cues Context cues Word Meaning Connected Text Classroom Events Determining a schedule Selecting and using materials Considering reading options Providing instruction Assessing Attributes of a Successful Reading Teacher Summary Linking Knowledge to Practice 7 Embedded within a Blended Reading Program: Teaching Meaning and Skills Before Reading This Chapter, Think about Focus Questions Lessons from Three Experienced First-Grade Teachers Beginning the Day (8:10 -- 8:40) Thinking About Reading (8:40 -- 9:10) Applying What They Learned (9:10 -- 9:40) Differentiating Instruction 9:10-9:40 Ready to Write 10:10 -- 11:00 Word Study Time 1:30 -- 2:00 Reading with a Friend 2:00 -- 2:30 (once a week) Lessons from an Experienced Sixth-Grade Teacher Typical Monday -- Tuesday Schedule Typical Wednesday -- Thurday Schedule Typical Friday Schedule Using Readng and Writing for Learning Summary Linking Knowledge to Practice 8 Teaching Writing the Workshop Way Before Reading This Chapter, Think about Focus Questions The Essentials of Writing Workshop Gather the Needed Materials The Components of the Writing Workshop Focus Lessons Writing Time Sharing Focus Lessons Procedural Lessons Craft or Traits of Good Writing Writing Process Lessons Mechanical Skills Lessons Status-of-the-Class Report Writing Time Teacher-Student Conferences Peer Conferences Using Technology to Respond to Writers Software Programs Wikis and Blogs Digital Storytelling Group Share Sessions Assessment: Discovering What Students Know and Can Do Using Writing Rubrics Large-Scale Assessments Summary Linking Knowledge to Practice 9 Embedded within Writing Workshop: Teaching Skills and Meeting Special Needs Before Reading This Chapter, Think about Focus Questions The Mechanical Skills of Writing Spelling How Children Learn to Spell Helping Children Become Better Spellers Explicit Instruction Once Children Become Fluent Writers Grammar Capitalization and Punctuation Handwriting Manuscript or Cursive Style? Vertical or Slanted Form? Teaching Children How to Form Letters Left-Handed Writers Special Populations Bilingual Second-Language Learners Children with Special Needs Summary Linking Knowledge to Practice 10 Assessment: Determining What Children Know and Can Do Before Reading This Chapter, Think about Focus Questions What Is Important for Teachers to Know about Children's Literacy Development? Ongoing Assessment Information-Gathering Tools Anecdotal Records Vignettes or Teacher Reflections Checklists Conferencing or Interviewing Video and Audio Taping Running Records Products or Work Samples Creating Portfolios: Working and Showcase Selecting Artifacts for Inclusion Sharing Portfolios with Others On-Demand Assessment Standardized Tests Reconsidering Teaching Practices Summary Linking Knowledge to Practice 11 Parents as Partners in Language Education Before Reading This Chapter, Think about Focus Questions What Roles Do Families Play? Reading and Writing Acquisition Dilemmas Facing Modern Families Helping Parents and Primary Caregivers Become Effective First Teachers Personal Interactions Home Visits Parent Workshops Phone Calls Parent--Teacher Conference Progress Review Conferences Child--Parent--Teacher Conference Student-Led Conference Specific Problem Conference Classroom Instructional Publications Informal Weekly Notes News Flashes Monthly Newsletters Family Focus Teachers and Schools as Professional Resources Sharing Instructional Materials and Offering Guidance Classroom Lending Library Writing Briefcase Book Bags Videotape Schools as Community Resources Teacher as Community Contact VIP Program Business Adoption Programs Community Tutors Buddy Reading Programs Summary Linking Knowledge to Practice References Author Index Subject Index

Teaching Language and Literacy: Preschool Through the Elementary Grades

This study examined how four preschool teachers, who differed greatly in terms of experience and training, interacted with children during play. Over the course of three months, each teacher was videotaped interacting with three groups of children. The teachers were taped twice with each group. The videotaped play sessions were then transcripted and analyzed. Six different play interaction styles were identified: uninvolved, interviewer, stage manager, co-player, player leaders and director. The stage-manager, co-player and play leaders styles appeared to have a positive impact on children`s pretend play, whereas the uninvolved, interviewer and director styles impeded children`s play efforts. The teachers` differences in training and experience paralleled their choice of play styles. The two most experienced teachers relied heavily on the three effective styles, while the two inexperienced teachers consistently used less effective styles.

/pdf/teacher-play-interaction-styles-effects-on-play-behavior-and-2cq04o1rmz.pdf

Teacher Play Interaction Styles : Effects on Play Behavior and Relationships with Teacher Training and Experience

/pdf/teacher-play-interaction-styles-and-their-impact-on-children-4yz3wu1j2x.pdf

Billie Enz

Papers

The Effects of Literacy Play Interventions on Preschoolers' Play Patterns and Literacy Development

Helping Young Children Learn Language and Literacy: Birth Through Kindergarten

Teaching Language and Literacy: Preschool Through the Elementary Grades

Teacher Play Interaction Styles : Effects on Play Behavior and Relationships with Teacher Training and Experience

Teacher Play Interaction Styles and Their Impact on Children's Oral Language and Literacy Play.