Assessing Book Knowledge through Independent Reading in the Earliest Years: Practical Strategies and Implications for Teachers

Autor/in	Lee, Boh Young
Titel	Assessing Book Knowledge through Independent Reading in the Earliest Years: Practical Strategies and Implications for Teachers
Quelle	In: Early Childhood Education Journal, 39 (2011) 4, S.285-290 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-3301
DOI	10.1007/s10643-011-0464-y
Schlagwörter	Independent Reading; Toddlers; Emergent Literacy; Reading Instruction; Teachers; Books; Childrens Literature; Early Childhood Education; Preschool Children + Suchen Sie Ihr Suchwort? Freies Lesen; Infant; Infants; Toddler; Kleinkind; Frühleseunterricht; Leseunterricht; Lehrer; Lehrerin; Lehrende; Book; Buch; Monographie; Monografie; 'Children''s literature'; Kinderliteratur; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule
Abstract	The purpose of this current study is to build on the previous body of emergent literacy research by investigating the necessity of assessing book knowledge (e.g., print knowledge, interpretive knowledge, and letter identification) in toddlerhood to set up successful literacy development by providing independent storybook reading opportunities. This study suggests strategies that teachers can employ in their toddler classrooms for accomplishing activities such as (i) setting up common and recurring opportunities to read books independently with toddlers and (ii) informally observing and assessing children's book knowledge. Additionally, implications for practice are provided with detailed examples of how toddlers demonstrate their book knowledge and their understandings about books through independent reading. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10