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Achieving Excellence in Preschool Literacy Instruction
Edited by Laura M. Justice and Carol Vukelich
Foreword by William H. Teale
"Justice and Vukelich have assembled an outstanding group of educators to produce a book that is both scholarly and practical. This is an excellent resource for early childhood preservice teachers and for ongoing professional development."
-Dorothy S. Strickland, PhD, Samuel DeWitt Proctor Professor of Education, Rutgers University Graduate School of Education
"From designing high-quality programs to optimizing early learning environments, from assessments to coaching, this book has it all. It is informative, objective, interesting, insightful, and filled with practical applications. Each author is an expert in the field, which greatly contributes to the book's significance. The editors have done an outstanding job compiling the best of the best. If you are interested in creating a classroom of excellence in language and literacy, it is essential that this book becomes part of your classroom and personal library."
-Susan J. Kimmel, PhD, Interim Director, Center for Early Childhood Professional Development, University of Oklahoma
"This book addresses the wide variety of issues that preschool teachers and administrators face every day. The contributors share their expertise on these issues from several perspectives that are grounded in scientifically based reading research. This text is relevant and important for graduate students in early childhood education and literacy, as well as for educational leadership candidates who may one day be making decisions on appropriate curricula, assessments, and teaching practices to best serve our youngest learners."
-Deborah Gee Woo, EdD, Department of Literacy Education, New Jersey City University
"This book presents important information that will allow early childhood teachers, literacy coaches, administrators, and project coordinators either to develop or rethink and revise their language and early literacy programs. Particularly helpful are the multiple research-based perspectives that provide practical knowledge related to developing effective programs."
-Barbara A. Bradley, PhD, Department of Curriculum and Teaching, University of Kansas
-Dorothy S. Strickland, PhD, Samuel DeWitt Proctor Professor of Education, Rutgers University Graduate School of Education
"From designing high-quality programs to optimizing early learning environments, from assessments to coaching, this book has it all. It is informative, objective, interesting, insightful, and filled with practical applications. Each author is an expert in the field, which greatly contributes to the book's significance. The editors have done an outstanding job compiling the best of the best. If you are interested in creating a classroom of excellence in language and literacy, it is essential that this book becomes part of your classroom and personal library."
-Susan J. Kimmel, PhD, Interim Director, Center for Early Childhood Professional Development, University of Oklahoma
"This book addresses the wide variety of issues that preschool teachers and administrators face every day. The contributors share their expertise on these issues from several perspectives that are grounded in scientifically based reading research. This text is relevant and important for graduate students in early childhood education and literacy, as well as for educational leadership candidates who may one day be making decisions on appropriate curricula, assessments, and teaching practices to best serve our youngest learners."
-Deborah Gee Woo, EdD, Department of Literacy Education, New Jersey City University
"This book presents important information that will allow early childhood teachers, literacy coaches, administrators, and project coordinators either to develop or rethink and revise their language and early literacy programs. Particularly helpful are the multiple research-based perspectives that provide practical knowledge related to developing effective programs."
-Barbara A. Bradley, PhD, Department of Curriculum and Teaching, University of Kansas
