Michelle Belanger

SEI 513
Spring 2014
Reading Resource List


1.)
Hart, B. & Risley, Todd R. (2003). The Early Catastrophe. The 30 Million Word Gap
By Age 3. American Educator , 27 (1), 4-9.

This is a study about the effects of socioeconomic status on how children lean
language, which is a precursor for reading. In this study they followed 42 families
for 2 years for an hour each month. They started when the children were
between 7-9 months old. 13 of the families were from upper socioeconomic status,
23 were middle socioeconomic status or working -class, and 6 were on welfare or
lower SES. The tracked the vocabulary size, average utterances per hour and
average different words per hour. The results were astounding in that by the age of
3 the children from the upper socioeconomic heard 30 million more words that
those from lower SES.
Link to article:
http://www.gsa.gov/graphics/pbs/The_Early_Catastrophe_30_Million_Word_Gap_b
y_Age_3.pdf

2)
Collins, Molly F. (2012, November ). The Importance of Discussing 50-Cent Words
with Preschoolers. Young Children , 66-71.

This article is about using what is called 50-cent words with children. The
reason to use "sophisticated vocabulary" with children is increase their
comprehension skills which predicts later reading comprehension. The article talks
about the benefits of using these words, among the benefits are exposing children to
new words and new concepts, clarifying the differences in meaning between new
words and known concepts, deepening meanings of partially known words, repair
initial misunderstandings of new words and increase their knowledge about word
learning. This article also takes the teacher through the process of how to use the
50-cent words in the classroom.

Link to article:
http://www.naeyc.org/yc/article/sagacious_sophisticated_and_sedulous_collins

3.
Yopp, Hallie. K. Yopp, Ruth H. (2009, January). Phonological Awarness is Child's
Play. Young Children , 12-21.

This article talks about the importance of teaching children phonlogical
awarness in children. It also talks about how to make it fun so children are more
engaged in the learning process. By developing a child's phonological awarness it
prepares them for reading and writing skills. The ways a teacher can do this is by
riddles, rhymes, games and singing. By being aware of different ways to promote
phonological awarness makes a teachers teaching much more intentional.

Link to article:
http://www.naeyc.org/files/yc/file/200901/BTJPhonologicalAwareness.pdf

4.
Romei, Louis. M. (2009). Real-Life Reasons to Write. Teaching Young Children , 2 (5),
21-23.

This article talks about different ways to have children practice writing. It
talks about incorperating writing throughout all aspects of the day and throughout
the classroom. For example it talks about writing journals, turns list, letters home,
signing themselves in for attendence. It also talks about how reading the books
from the same author helps with children determining writing styles. The article
even talks about how this helps with English Language Learners in the fact that this
is an authentic and eaningful way to apply writing skills throughout the classroom.

Link to Article: http://www.naeyc.org/files/tyc/file/Reasons%20to%20Write.pdf



5.
Roskos, Katheen. A. Christie, James F. Richgels, Donald J. (2003, March ). The
Essentails of Early Literacy Instruction . Young Children , 52-60.

This aticle starts off by talking about what Early Literacy is and then goes on
to give Essentail Early literacy Teaching Strategies. These strategies are things
that teachers can do everyday and again bring a real intentionality to their teaching
that children will benefit from so much. The strategies include rich teacher talk,
which is siply having meaningful conversations with chidren, storybook reading,
Phonological awarness activities, alphabet activities such as puzzles and magnets,
support for emergent reading and writing. It also includes shared book expierences
which is reading together, big books and having the children follow along. The final
strateg is to have intergrated, content focused activities. These strategies are great
examples to help incorperate writing and literacy in a meaningful way in the
classroom.


Link to article: http://www.naeyc.org/files/tyc/file/Roskos.pdf


6.
Chen, Jennifer. J. Shire, Suzanne H. (2011, March ). Fostering Communication Skills
in Diverse Yound Learners. Young Children , 20-27.

This article is nice because it talks about fostering communication skills in
both children with special needs and children who are dual language learners, both
of which I have in my class and make this article very relevant. This article explains
the different types of diverse learners, which are children with special needs and
dual language learners. It then talks about ways to foster the communication skills
with those children. For Dual Language learners it suggests asking the family about
their background, remembering that receptive language develops faster than
expressive language in DLL. It also suggests to get a real feel for where the child is
in English and in their home language. For children with special needs the article
suggests having a model in the form of a typically developing child, setting up the
environment to promote communication and having a classroom that supports
differences and promotes diversity. It also states how important it is to talk to the
children and create a communicative environment, this includes child-centered
activities and using verbal gestures for children to understand things.

7.
Castro, Dina C. & Gillanders, Christina. (2011, January). Storybook Reading for
Young Dual Language Learners. Young Children, 91-95.

This article talks about a program called The Nuestros Nios. This program
talks about how important it is to read the book and explain vocabulary words and
incorporating those vocabulary words throughout the classroom. The article
recommends retelling the story and having the children dramatize or retell the story
based on the pictures. The article has great reminders about the fact dual language
learners will participate in story readings differently depending on where they are
with their English acquisition. In the article it also talks about expanding ideas
throughout the classroom, which is also a literacy rich environment. The article also
suggests reading the story in the childs native language, this is not always possible,
but it would be a great opportunity to invite parents into the classroom to read
books to all the children. The article also suggests using different voices and props
for reading books to dual language learners.

Link to article:
http://www.naeyc.org/files/yc/file/201101/GillandersOnline0111.pdf






8.

Cabell, S. Q., Justice, L. M., Zucker, T. A., & Kilday, C. R. (2009). Validity of
Teacher Report for Assessing the Emergent Literacy Skills of At-Risk Preschoolers.
Language, Speech, And Hearing Services In Schools, 40(2), 161-173.


The debate around assessing preschoolers have been around for years and
this study shows how assessing preschoolers works in predicting childrens literacy
as well as identifying the need for further support in children who are delayed.
This study first addressed the criticism of assessing young children. It talked
about different issues when assessing preschoolers, including their answers not
being reliable and the misunderstanding of the questions. The study also addresses
the fact that teachers are good at assessing the children in there rooms because they
are familiar with the child and is able to do informal assessments which also helps in
giving a picture of what the child know and which children might need extra
support.

Link to article:
http://www.library.umaine.edu.prxy4.ursus.maine.edu/auth/EZProxy/test/authej.
asp?url=http://search.ebscohost.com.prxy4.ursus.maine.edu/login.aspx?direct=tru
e&db=eric&AN=EJ838187&site=ehost-live


9.

King, K. A. (2012). Writing Workshop in Preschool. Reading Teacher, 65(6), 392-401.

This article talks about a teacher who created a writing workshop in her
preschool classroom. She talks about the different components of the workshop and
how it works within her classroom. She talks how she wanted to introduce a formal
journal writing time in her preschool classroom to develop their writing throughout
the year. To do this she first introduced the journal time where children could write
in their journals and the teacher would transcribe what they drew. Since it was
early in the year the children mostly drew pictures and would dictate that it was
someplace they went or something they did. As the year progressed this changed
into drawing stories and using letters and inventive spelling to create their own
stories and journal entries.
The second step of the workshop is to have the children share in a large
group what their stories are and to have the class ask questions or discuss the
childrens stories. She did this by having a child sit in the authors chair and tell
their story, then that child would walk around and show their picture to the group.
After the child would call on children who were raising their hands and talk
questions or comments about the story. The teachers in the classroom would model
this by starting the discussion.
The final part of the workshop the teacher started in the middle of the year to
allow the children to get used to the first two parts of the workshop. The teacher
introduced a writing conference, where she would take one student at a time
(sometimes 2) and would talk about that weeks writing and how to enhance their
stories.
The teacher was able to document the childrens language around writing
and storytelling and develop them into better writers. The conferences allowed for
one on one development and help with individual children.

Link to article:

http://content.ebscohost.com.prxy4.ursus.maine.edu/pdf27_28/pdf/2012/RET/01
Mar12/72368272.pdf?T=P&P=AN&K=72368272&S=R&D=a9h&EbscoContent=dGJy
MNHX8kSeprQ4v%2BbwOLCmr0ueqLBSs6%2B4TLaWxWXS&ContentCustomer=d
GJyMPGssU2uqrVMuePfgeyx44Dt6fIA


10.
Parette, H. P., Quesenberry, A. C., & Blum, C. (2010). Missing the Boat with
Technology Usage in Early Childhood Settings: A 21st Century View of
Developmentally Appropriate Practice. Early Childhood Education Journal, 37(5),
335-343.

The article talked about how technology is becoming like air to children.
This means that it is more and more accepted and common in a childs world and
that early childhood educators are missing out by not taking the opportunity to use
technology with children to advance their learning. The article suggests that using
appropriate software for children to use is an acceptable way to incorporate
technology into the classroom. This also expands the childrens literacy and
language skills into the world of technology, which because of how common
technology is becoming, is another skill and language that children will need to learn
to prepare for higher grades and the world itself.

Link To Article:
http://www.library.umaine.edu/auth/EZProxy/test/authej.asp?url=http://search.e
bscohost.com/login.aspx?direct=true&db=eric&AN=EJ876286&site=ehost-live