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Current Filters: Pub Year:2008 [remove]; Publisher:Paul H. Brookes Publishing Co. [remove];

6 results found.
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Classroom Assessment Scoring System Pre-K
Pianta, Robert C., 2008
Baltimore: Paul H. Brookes Publishing

Instruments


Early Language and Literacy Classroom Observation Pre-K Tool
Smith, Miriam W., 2008
Baltimore: Paul H. Brookes Publishing

Instruments


Early literacy for English language learners
Espinosa, Linda M., 2008
In DeBruin-Parecki, A. (2008) Effective early literacy practice: Here's how, here's why (pp. 71-86). Baltimore: Paul H. Brookes Pub. Co. ; [Ypsilanti, Mich.]: High/Scope Press

An overview of research on language and literacy development in young English language learners (ELLs), and a discussion of effective classroom strategies to nurture bilingualism in young children who speak languages other than English at home

Other


Effective early literacy practice: Here's how, here's why
DeBruin-Parecki, Andrea, 2008
Baltimore: Paul H. Brookes

A research-based guide for the provision of quality early literacy programming in child care and early education environments

Other


Narrative bridges to comprehension
Paris, Alison H., 2008
In DeBruin-Parecki, A. (2008) Effective early literacy practice: Here's how, here's why (pp. 25-38). Baltimore: Paul H. Brookes

A discussion of the role of early literacy experiences in children’s development of emerging literacy skills and their ability to comprehend text

Other


Storybook reading as a standardized measurement of early literacy skill development: The Early Literacy Skills Assessment
DeBruin-Parecki, Andrea, 2008
In DeBruin-Parecki, A. (2008) Effective early literacy practice: Here's how, here's why (pp. 53-70). Baltimore: Paul H. Brookes

A description of the Early Literacy Skills Assessment (ELSA) for the assessment of emergent literacy skills in both English and Spanish-speaking students

Other


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Research Connections is supported by grant #90YE0104 from the Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services. The contents are solely the responsibility of the National Center for Children in Poverty and the Inter-university Consortium for Political and Social Research and do not necessarily represent the official views of the Office of Planning, Research and Evaluation, the Administration for Children and Families, or the U.S. Department of Health and Human Services.

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