[email protected] belfast, me (207) 338-9349 print-sound-story-talk a successful early reading...

[email protected] WCGH Belfast, ME (207) 338-9349

Print-Sound-Story-Talk A Successful Early Reading

First Program

ASHA November 20, 2004

Michael Towey, CCC-SLP

Jennifer Whitcomb, CCC-SLP

Candice Bray, Sc.D.

http://drs.yahoo.com/S=96062883/K=future/v=2/l=IVI/*-http://depts.washington.edu/uboma/2002/future.jpg

http://drs.yahoo.com/S=96062883/K=wright+brothers/v=2/l=IVI/*-http://www1.faa.gov/education/images/wbacti1.jpg


Presenters

Michael Towey, CCC-SLP

Jennifer Whitcomb, CCC-SLP

Waldo County General Hospital

PO Box 287 118 Northport Avenue

Belfast, ME 04915

(207) 338-9349

[email protected]

mailto:[email protected]


Presenters

Candice Bray, Sc.D.

Camden, ME.

(207) 236-6038

[email protected]


High Rates of Poverty

Children from poverty & diversity are most at-risk of reading failure & academic under- achievement. The Twentieth Annual Report to Congress on the Implementation of the Individuals with Disabilities Act (US Department of Education, 1998)


High Unemployment & TaxesLow Wages Loss of Jobs

What children hear:

Poverty

62,000 Words/Week

Working Family.

125,000 Words/Week

Professional Family

215,000 Words/Week

•

http://drs.yahoo.com/S=96062883/K=when+to+hold+em+when+to+fold+em/v=2/l=IVI/*-http://www.poker-soft.com/pages/Reviews/BookCovers/Barnes.JPG


Our ERF Grant• Inaugural 30 nationwide.• $2.5 Million • 150 children. Nine locations. ECIP & 4 y/o• Now in 2nd year. Small local agency• Highly collaborative three school systems,

local providers, Head Start, nine locations in three communities, schools churches, private ECIP, schools, spread over 30 mile radius.

• Training• “It’s a gem.” G. Reid Lyon August 26, 2004


Training CompletedHigh Scope Teacher Workshops (2 hr):

LanguageExplicit LitPhonological

Teacher Assessments & Feedback

Book Share LessonsClassroom ModelingSummer ConferenceParent Training


“Explicit instruction is the first critical component of a balanced, comprehensive reading program. Sound awareness, letter knowledge, and vocabulary are essential foundations…”

Intention – Purposeful -MetacognitiveSnow, Catherine E., Burns, M. Susan, and Griffin, Peg. Preventing Reading Difficulties in Young Children. Washington DC: National Academy Press, 1998


Embedded Explicit

1. Child Directed

2. Adult as Facilitator

3. Contextualized

4. Informal

5. Naturalistic

6. Relationship Based

7. Print Environment

1. Adult Directed

2. Selected Goals/Skills

3. Structure/Sequence

4. Directs Attention

5. Targeted Elicitation

6. Repeated Practice

7. Metacognitive

Justice, L, & Kadervek, J . LSHSS. Vol 35 July 2004


Embedded-ExplicitLiteracy Intervention

Emphasizes practices from both orientations; High quality daily program - naturalistic-meaningful – intentional - highly contextualized interactions with oral and written language AND focused therapeutic teacher directed interventions to explicitly target skills linked most critically to reading success – additional effort for children who are treatment resistant.

Justice, L, & Kadervek, J . LSHSS. Vol 35 July 2004


Maine Learning ResultsEnglish Language Arts PRE-K-2

74% = EBPA. PROCESS OF READING 71%

B. LITERATURE AND CULTURE 80%

C. LANGUAGE AND IMAGES 66%

D. INFORMATIONAL TEXTS 100%

E. PROCESSES OF WRITING/SPEAKING 100%

F. STANDARD ENGLISH CONVENTIONS 16%

G. STYLISTIC/RHETORICAL ASPECTS OF WRITING & SPEAKING 100%

H. RESEARCH/WRITING & SPEAKING 66%


Benchmarks for ReadingKindergarten Accomplishments

69% (20 of 29)Snow, C. E., Burns, M. S., and Griffin, P. Preventing Reading Difficulties in Young Children. Washington, DC; National Academy Press, 1998, 80-83.

Embedded- Explicit literacy skills targeted & achieved.


Situational Mastery

MetacognitionRepetitionExplicit

Scope & SequenceMake It Your Own

Do A Few Things Well

Foundational Beliefs


“It has made us..begin to wonder whether the picture of language acquisition offered to date does not under represent the actual patterns of the linguistic knowledge of the young child..Carol Fleisher Feldman

An analysis by eight scholars of a two-year old child's pre-sleep monologues and conversations with her parents at bedtime, taped over a 15-month period. The study yields insights into language development and the capacity for understanding, imagining, and making inferences and solving problems. Ann

Nelson, Katherine (ed). Narratives From The Crib. Cambridge. Harvard University Press June, 1989


Repetition“To preschoolersrepetition isn’tboring, because eachtime they watchsomething they areexperiencing it in adifferent way.”

Gladwell, Malcolm. The Tipping Point. Boston. Little, Brown & Company. Pp125. 2002


Creating a Literacy Rich Environment


Morning Message Board

Cubbies - Names & Symbols

Picture Symbol with NameSigning In


Morning Message Activities

• Segment words in sentences

• Count words in sentences

• Segment syllables in words: Arm Tapping

• Blend syllables in words: listen and tell me what I am trying to say: /to/ /day/

• Generate syllables: who can give me a word with 2 syllables (helper)


Morning Message Activities

• Find a word that begins like your name• Find a word that begins with /sound/• Give me a word that rhymes with we?• Can you find two words with the same

first/last letter/sound?• Point to all the t’s /t/ you can find


Using Your Resources & Time

• Breakfast/Snack/Lunch: Cereal Boxes, Breakfast Menu, Recipes,…..

• Schedule for the Day: pictures and print!• Any other recipes: play dough,puff paint

(shaving cream/white glue) etc.• Poetry Charts• Song Charts• Print & Books Everywhere


Breakfast Menu

• Apple Juice

• Pancakes

• Raisins


Cereal Play

• I see a color that rhymes with bed

• Give me a word that rhymes with crunch

• Find the letter that says /k/

• Find the letter p, what does it say


Post All Recipes• Read the recipe• Find words with

certain sounds• Segment words• Tell me a word that

begins the same is dough!

• Make a class recipe book.


Music and Print

• Make Song Charts• Point as you sing• Play with words

and sounds: rhyme, word to word count, syllable segmentation, phoneme activities


Book Play• Word to word

segmentation• Syllable

segmentation• Syllable blending• Alliteration: On

Monday the caterpillar ate (all with /m/):


v

Phonological Processing

Phonemic Awareness

Auditory Processing


Beginning Sounds


Sorting by Rhyming Patterns


Teacher Training

• Language

• Booksharing

• Joint Review & Practice

• Classroom


Six Areas of Focus Bookshare

• Print Conventions• Concepts of Words• Alphabet

Knowledge• Vocabulary• Phonological

Awareness• Narrative Structure


Prompts With A Picture Focus

• Character focus: Who is that?

• Action Focus: What is he doing?

• Perceptual Focus: What color is he?


Prompts With A Print FocusPrint Conventions

• Where is the front of this book?

• Show me which way I need to read.

• What do you think the bird is saying up there?


Prompts With A Print FocusConcept of Word

• How many words are on this page?

• Where is the first word on this page?

• Show me just one word on this page.


Prompts With A Print FocusAlphabet Knowledge

• Where is the letter B on this page?

• Does anyone see any letters in their name?

• What two letters in this word are the same?


Prompts With A Print FocusPrint Referencing Strategies

• Nonverbal behaviors– Tracking the print– Pointing to print

• Verbal behaviors– Questions about print (Is

that a D?)– Comments about print

(That says “HELP”)– Requests about print

(Show me where to read)– What’s next? Where?


Common Literary Devices

You ate beans at Moody’s?

I’ve got an

idea!

YO! Yes.

Run, Forest, Run.

SLP Woosh


Development of Narrative

• STAGE 1: 2-3 yr Labels & Descriptions.

• STAGE 2: 3-4 yr Actions/Sequenced Actions.

• STAGE 3: 4-5 yr Cause/Effect.

• STAGE 4: 5-6 yr Psychological Cause Effect.

• STAGE 5 7-8 yr. Development of Plot.


• Setting: Character description &story context• Initiating event: Influences character to act.• Response: Character reaction in initiating event.• Plan: Character's strategy for attaining goal.• Direct Consequence: Character success/failure• Reaction: Character's feelings re: direct

consequence.

Joint Book Reading Story Schema


Register Explanation

Frozen Language that is always the same. For example: Lord’s prayer, wedding vows, etc.

Formal The standard sentence syntax and word choice of work and school. Has complete sentences and specific word choice.

Consultative Formal register when used in conversation. Discourse pattern not quite as direct as formal register.

Casual Language between friends and is characterized by a 400-800 word vocabulary. Word choice general and not specific. Conversation dependent upon non-verbal assists. Sentence syntax often incomplete.

Intimate Language between lovers or twins. Language of sexual harassment.


Diagnostic Book Share Plans

• Teacher Focus

• Available In All Classrooms

• Explicit Embedded Emergent Literacy Book List


Teacher Diagnostic Bookshare Plan


Name of book/Author: “My Truck Is Stuck” By Kevin Lewis & Daniel Kirk Primary focus of book (check one or two)

Sound Play Book (rhyming, alliteration, etc) Alphabetic/Letter Book Concept Book (number, time, sequencing, size, colors, etc)

Pattern Book (repetitive patterns) Storybook (narrative story line

with beginning, middle, end) Non Fiction (informational)

Teacher Plan: Major Focus: Pattern of the story; repetitive lines Secondary Focus: Rhyming As you review this book in preparation for sharing it with children identify specific strategies you will use with the ideas below. Space is provided to make notes below each section.

1. Book Conventions/Concepts about Books (Author, Title, Illustrator, the direction the pages turn etc) 1) Identify title; top of cover

2) Identify authors @ bottom of book 3) Turn page to find next vehicle

2. Print Conventions/Concepts About Print (left to right, top to bottom, difference between print/pictures, letters/words, etc.)

1) Find print on pages 2) Differentiate between letters and numbers 3) ID different kinds of print & literary devices; signs, writing in sky, large print

3. Phonological awareness (blending, rhyme, alliteration, sequencing, segmenting etc.)

1) ID rhyming words @ beginning of story then have students begin to guess the rhyming words. 2) IDwords to segment: compound words, telephone booth, tow truck, moving van

4. Vocabulary Expansion (new words, synonyms, antonyms, etc)

1) ID all vehicles & use vehicles as a new category 2) Label the animal steeling the bones, ? prairie dog. 3) Label all the different kinds of dogs.

5. Comprehension (prediction, retelling, text to life/connection to real life, visualizing, etc.)

1) Text to life: talk about the vehicles and find out what kind of vehicle all the children come to school in.

2) After the children learn the repetitive pattern, pause to let them tell the story or parts of it. 6. Story Structure (main character, setting, initiating event, responses, etc.)

1) ID main character: dog driving stuck truck 2) ID setting: On a road 3) ID initiating event: truck gets stuck in a hole 4) ID problems and attempts at resolutions: different vehicles try but can’s get truck out. 5) ID solution: tow truck pulls dump truck out.

Examples of places to emphasize the pattern and rhyming portions: “Dump truck comin’ down the road. Dump truck haulin’ a great big load.” Load rhymes with road. Road, Load. “Dump truck comin’ down the road. Dump truck haulin’ a great big (pause and if children don’t respond give initial sound as a cue) …a great big l___.” Do same for roll and hole. Emphasize rhyming portions: “Rotten luck. Can’t go! My truck is stuck.”

“Help! Please help! Does anyone know how to make my stuck truck go?” Begin to pause and leave out the rhyming words at first like: “Rotten luck. Can’t go! My truck is st___” “Does anyone know how to make my stuck truck g__?” Then begin to pause for the whole word without a phonemic cue. “Rotten luck. Can’t go! My truck is ___.” Finally, slow down so the children can say the whole repetitive portion.


6. Story Structure (main character, setting, initiating event, responses, etc.)

• Maine character: Dog driving stuck truck.

• Setting: On a road.

• Initiating event: Truck gets stuck in hole.

• Problems & attempts w/resolutions: different vehicles but can’t get truck out

• Solution: Tow truck pulls truck out.


Teacher PromptPattern & Rhyming

Dump truck comin’ down the road.

Dump truck haulin’ a great big load.”

Load rhymes with road. Road, Load. They Rhyme!

Dump truck comin’ down the road.

Dump truck haulin’ a great big (pause and if children don’t respond give initial sound as a cue) …a great big LLL___.

Do similar prompts for roll and hole.


Our Selected BooksEmbedded-Explicit Literacy Instruction

1. The Hungry Thing

2. Hop On Pop

3. Sheep In A Jeep

4. A Frog In The Bog

5. Miss Spider’s ABC

6. Bears In The Night

7. One Cow Moo Moo

8. Three Little Pigs

9. Hungry Caterpillar

10. My Truck Is Stuck

11. The Old Lady Who Swallowed A Fly

12. Very Lazy Ladybug

13. Splish Splash Spring

14. Duck In The truck

15. The Three Bears


Ezell, H. K., & Justice, L. M. (2000). Increasing the print focus of shared reading interactions through observational learning. American Journal of Speech-Language Pathology, 9, 36-47.

Justice, L. M., & Ezell, H. K. (2000). Enhancing children's print and word awareness through home-based parent intervention. American Journal of Speech-Language Pathology, 9, 257-269. 2000

Justice, L. M., & Ezell, H. K. (2000). Enhancing children's print and word awareness through home-based parent intervention. American Journal of Speech-Language Pathology, 9, 257-269.

Justice, L M., Pullen, P.C., Promising Interventions For Promoting Literacy Skills: Three Evidence Based Approaches. Topics In Early Childhood Special Education. Fall, 2003

Catherine E. Snow, M. Susan Burns, and Peg Griffin, Editors; Preventing Reading Difficulties in Young Children Committee on the Prevention of Reading Difficulties in Young Children, National Research Council

Moats, Louisa C. Teaching Reading Is Rocket Science; Knowledge And Skills For Teaching Reading; A Core Curriculum For Teacher Candidates. American Federation of Teachers, Washington D.C., 1999


Core Requirements:For Effective Early Reading

Orton Dyslexia Society (1997)

• Conceptual Foundations: Literacy development & scientific

underpinnings for understanding

• Knowledge of Language: Structure, sounds & relationship to

meaning, grammatical structure

• Supervised practice in intervention strategies.

Snow, C., et al. Preventing Reading Difficulties In Young Children. National Academic Press. 1998 pp 298


Belfast Embedded Explicit Prompting Strategies

BEEPS©

PEFORMANCE ASSESSMENT

OF TEACHERS

Feedback

Enhanced Classroom Skills


Belfast Embedded Explicit Prompting Strategies (BEEPS©)

1. Number Prompt2. Print Prompt3. Word Concepts4. Phonological5. Rhyming6. Rhyming Prompt7. Alphabet8. Text to Life9. Vocabulary10.Predictive

11. Expansion/Model

12. Pause

13. Picture Focus

14. Sentence Prompt

15. Instructional

16. Lead Follow

17. Re-attend

18. Question

19. Text Presentation


Belfast Explicit Embedded Prompting StrategiesBEEPS© 2003

DEFINITIONS

• Numbers 1-9 listed below are ‘explicit’ strategies – those proven to be the most effective and powerful skills for children to acquire to become competent readers. These must be purposefully and repeatedly embedded in book sharing activities with children.

• Numbers 10 through 16 are those prompts effective in improving and enhancing child language development.

• Strategies 10-20 are used to provide cohesion, to help develop attention and language competence. In effective explicit embedded literacy activities, 60% of teacher responses/prompts would include a blend of strategies 1 through 8, based on the Book Share Lesson Plan. The target teacher-child response ratio is 60:40.


1. Concept of Word: Explicit attempt to elicit from the child a comment about a word in the text that includes; drawing attention to a specific word, asking the child to predict what the word says, or to: “Find a word,” “Find the first word,” or “Find the first word.” This is a prompt that attends to a specific word in the text or an aspect of a word. “Show me just one word on this page.” “How many words are on this page?” “Where is the first word on this page?”

2. Print Conventions: Prompts involving reference to word print in the book. Includes specific attention to book conventions, author, book covers and terms such as “spine”. Involves pointing to the location of the text, asking children to anticipate where the next text will appear on the page, attention to literary devices, fonts or other print related strategies. “Where is the front of this book?” “Show me which way I need to read.” “What do you think the bird is saying up there?” (indicating a literary device such as a text bubble).

3. Alphabet Knowledge: Attention to information about the alphabet. “Where is the letter B on this page?” “Does anyone see any letters in their name?” “What two letters in this word are the same?”

4. Phonological Prompt: A prompt utilizing syllable structure, phoneme structure or phoneme prompt to elicit response from children. It might also include arm talking- tapping re-segmenting or some other method to indicate sound & syllable structure.


5. Rhyming Prompt: The teacher calls attention to a rhyme, rhymes words, asks for exclusion (which word does not rhyme) or elicits some rhyming or word play from the children.

6. Text to Life: Teacher relates what is being talked about or read in the book to a real life experience that children have experience with.

7. Vocabulary Prompt: Particular attention directed to a ‘rare word’ in the text, using thesaurus like prompt to link unfamiliar words with familiar or introduction of new vocabulary words into narrative

8. Narrative/Structure: Teacher prompts and directives to attend the child to plot, character, problems or sequence in a narrative. Metacognitive approach to help children understand the story structure. The teacher would be explicitly using terms such as “character”, “problem” or “plot”.

9. Number Prompt: Same as word prompt with attention to a number.


10. Picture Focus: Attention to the picture in the book based on color, emotion, description or action depicted in the pictures. Perhaps the most common reading approach with young children in addition to text presentation but limits contribution to emergent literacy learning.

11. Predictive Prompt: Prompt presented to have the children predict what will happen next

in a narrative story, to comment on cause and effect or make a similar anticipatory response.

12. Sentence Prompt: Prompt that elicits a response using a complete or partial sentence based on the text. It might involve backward chaining such as; Teacher Prompt: “The bears jumped out of bed”…Child Response… “And went out the window” or might utilize phrases, rhyming or sentence structure to elicit the sentence response.

13. Expansion Prompt: A response presented to elicit an expanded utterance. For example the teacher might say, “Look the bears jumped out the window”. She then would wait for a child response to elaborate on her utterance and might use a cue such as pointing to the picture, rising intonation or body posture (leaning expectantly toward children) to elicit a response.

14. Lead Follow/Recast: Teacher response that is ‘in tune’ with the response a child makes. This might involve a comment a teacher makes relating to what a child has just said or rephrasing a child’s comment to elicit more extended language from the child or to refocus attention on the topic.


15. Model Prompt: A prompt in which the teacher models what the children are to do or say. This might involve first showing the children how to point to a picture or identify a text flow or how to produce a word/sentence structure.

16. Pause Cue: Teacher uses negotiated silence to prompt children to complete a response.

17. Question: Presented by the teacher to elicit information, to prompt involvement or as a pseudo question to keep responses going.

18. Instruction/Correction: Comments made to correct children, instruct them in the proper procedure or to provide teaching instruction about an activity.

19. Reattend/Redirect: Teacher comment that designed to correct inappropriate social behavior or reattend children who are off task.

20. Text Presentation: Reading of the text by the teacher.


TEACHER RESPONSES

Number Prompt

Print Prompt

Word Concept

Phonological Prompt

Rhyming Prompt

Alphabet Know ledge

Text-To-Life

Narrative Structure

Vocabulary

Predictive Prompt

Expansion/Model

Pause Prompt

Picture Focus

Sentence Prompt

Instructional Prompt

Lead Follow /Recast

Reattend

Question

Text Presentation

CHILD BEHAVIORS

Correct Response

Incorrect Response

Inappropriate Social

Expansion/Elaboration

Commment Related


Teacher 1 BEEPS FeedbackTotal Response Overview

Total Responses Teacher Res.

Child Responses % Literacy % Language

98 85/86% 13/13% 6/7% 15/17%

Percentage & Prompt Totals Within Category Prompts in RED are Explicit Literacy Prompts

Word Print Alph Phon Rhym T to L Voc Narr Num

0 2 0 1 0 0 1 0 2

Pred Exp/Mod Paus Pic Sen Inst Lead Reat Ques Text

1 1 5 6 0 1 2 1 11 53


• Excellent pace. Observe good variety of literacy prompts (3 different ones) and language prompts (4 different ones). Good response ratio of teacher child responses (70%-29%). Continue to look for ways to do more literacy prompts, especially phonological and rhyming. Move to change balance of literacy to language prompts to 60% Explicit Literacy-40% Explicit Language. Last year when we completed this observation (9.24.04), your ratio of teacher/child responses was about the same (75:25). Of your total prompts/responses (69) only a total of 8 or 11% were explicit literacy language prompts compared to a total of 41or 64% during this observation. The number of responses/prompts you are using is about the same, but the quality has really changed. A wonderful example of what is meant by Embedded-Explicit work. You and the children were fully focused and engaged. Julie, you have really taken this material and ‘made it your own.’ WOW! BOFFO! Mike & Jennifer


Teacher 1 BEEPS FeedbackVery enthusiastically and nicely presented story. You certainly had the children’s attention. This was a good story telling activity but it did not utilize explicit literacy prompts. There were a number of times that the children could have made responses that might have been based on a phonological prompt with the repeated text of the ‘pumpkin being stuck on the vine.’ The total percent of explicit prompts (7%) were less than when observed on 9/24/03 (11%). Total number of literacy response should be at least 50% of the total number of teacher responses.


TERA-3 Reading QuotientsFall 2003 & Spring 2004

91

99

95

98

86

88

90

92

94

96

98

100

RQ 2003 RQ 2004 RQ 2003 RQ 2004

ECIP4 y/o


Percent Teacher Child ResponsesRange 77/23 to 60/40

0

20

40

60

80

100

T1 T2 T3 T4 T5 T6


BEEPS For Julie

5% 5%

30%

59%

30% 34%18% 12%

0%

20%

40%

60%

80%

Exp Lang Text Con


BEEPS For Jill

3% 5%

60%

20%28%

73%

26%17%

0%

20%

40%

60%

80%

Exp Lang Text Con


Kindergarten Accomplishments

Knows the parts of a book & functions.

Begins to track print.

“Reads” familiar texts emergently.

Recognizes & names all letters.



Understands that the sequence of letters represents the sequence of phonemes in a spoken word (alphabetic principle).

Learns many one-to-one letter-sound correspondences.

Recognizes some words by sight.



Uses new vocabulary and grammatical constructions.

Notices when simple sentences fail to make sense.

Connects information and events in texts to life and life to text experiences



Retells, reenacts, or dramatizes stories.

Listens attentively to books.

Names some book titles and authors.

Demonstrates familiarity with a number of types or genres of text.



Answers questions about stories read aloud.

Makes predictions.

Understands that spoken words consist of a sequence of phonemes.

Given spoken sets, such as Dan, Dan, den, can identify the first two as the same and the third as different.



Given spoken sets, such as dak, pat, zen, identifies the first two as sharing a same sound.

Can re-segment words

Can produce rhyme words.

Independently writes many letters.



Writes own name (first and last) and the first names of some friends or classmates.

Can write most letters and some words when they are dictated.

Builds a repertoire of some conventionally spelled words.


Bibliography:

1. Storch, S., Whitehurst, G . Oral language and code-related precursors to reading: Evidence from a longitudinal structural model. Developmental Psychology, 38, 934-947 2002

2. Ezell, H. K., & Justice, L. M. (2000). Increasing the print focus of shared reading interactions through observational learning. American Journal of Speech-Language Pathology, 9, 36-47.

3. Justice, L. M., & Ezell, H. K. (2000). Enhancing children's print and word awareness through home-based parent intervention. American Journal of Speech-Language Pathology, 9, 257-269. 2000

4. Justice, L. M., & Ezell, H. K. (2000). Enhancing children's print and word awareness through home-based parent intervention. American Journal of Speech-Language Pathology, 9, 257-269.

6. Justice, L M., Pullen, P.C., Promising Interventions For Promoting Literacy Skills: Three Evidence Based Approaches. Topics In Early Childhood Special Education. Fall, 2003

7. Blackman, B., 1991. Getting ready to read. Learning how print maps to speech. U.S. Dept. of Health and Human Services

8. Hart, B., Risley, T., Meaningful Differences In The Everyday experience Of Young American Children. Brookes Publishing 1995

9. Payne, R. K., A Framework For Understanding Poverty. AHA! Process Inc., 199610. Catherine E. Snow, M. Susan Burns, and Peg Griffin, Editors; Preventing Reading

Difficulties in Young Children Committee on the Prevention of Reading Difficulties in Young Children, National Research Council

11. Moats, Louisa C. Teaching Reading Is Rocket Science; Knowledge And Skills For Teaching Reading; A Core Curriculum For Teacher Candidates. American Federation of Teachers, Washington D.C., 1999

[email protected] belfast, me (207) 338-9349 print-sound-story-talk a successful early reading...

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