Moving to Assessment-Guided Differentiated Instruction to Support Young Children's Alphabet Knowledge.
Early childhood educators are increasingly asked to support the alphabet knowledge development of children enrolled in their classrooms. Children in the same classroom, however, often show vastly different alphabet learning needs. Moreover, recent research suggests that some letters are more difficu...
| Publicado en: | Reading Teacher Vol. 68; no. 3; pp. 202 - 212 |
|---|---|
| Autor principal: | |
| Formato: | Artículo |
| Publicado: |
Wiley-Blackwell
Nov2014
|
| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=99076739&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 99076739 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 00340561 RET jtl: Reading Teacher issn: 00340561 maglogo: Y pubinfo: dt: Nov2014 vid: 68 iid: 3 pid: 480 pub: Wiley-Blackwell artinfo: ui: 99076739 10.1002/trtr.1316 ppf: 202 ppct: 10 formats: fmt: – @attributes: type: T – @attributes: type: P size: 234KB tig: atl: Moving to Assessment-Guided Differentiated Instruction to Support Young Children's Alphabet Knowledge. aug: au: Piasta, Shayne B. su: Study & teaching of the alphabet Individualized instruction Early childhood education Reading (Early childhood) Reading ability testing sug: subj: Study & teaching of the alphabet Individualized instruction Early childhood education Reading (Early childhood) Reading ability testing keyword: Diagnostic Early childhood Evidence-based Explicit Instructional strategies teaching strategies Systematic ab: Early childhood educators are increasingly asked to support the alphabet knowledge development of children enrolled in their classrooms. Children in the same classroom, however, often show vastly different alphabet learning needs. Moreover, recent research suggests that some letters are more difficult to learn. These facts run counter to one-size-fits-all whole-class instructional approaches, which typically provide the same instruction to all children and for all letters. The purpose of this article is to encourage early childhood educators to move beyond whole-class approaches and instead provide alphabet instruction that is aligned with current emphases on assessment-driven decision making and differentiated instruction. The article reviews the importance of alphabet knowledge with respect to theory, research, and the current educational context, summarizes recent research concerning children's alphabet knowledge development, and provides a framework in which assessment guides differentiated alphabet instruction, along with empirically-validated practices for such instruction. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of Reading Teacher is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: Reading Teacher holder: Wiley-Blackwell dt: @attributes: year: 2014 holdings: @attributes: islocal: N |
|---|