Sentences with phrase «language and literacy experiences»

It offers parents help in figuring out what language and literacy experiences to look for in preschools and child care; what to look for in initial reading instruction in kindergarten and the early grades; what to ask school boards, principals, elected officials, and other policy makers who make decisions regarding early reading instruction; and whether their child is making progress in related skills and early reading.

Not exact matches

Rachel is a speech - language pathologist (SLP) with training in children's literacy and clinical experience in developing reading and writing skills in children.

In a related study published recently in the journal Child Abuse and Neglect, Valentino found that maltreating parents, many of whom had experienced childhood trauma, could successfully be taught to use more elaborative and emotion - rich reminiscing with their preschool - aged children, which has been linked to a children's subsequent cognitive abilities in a number of areas including memory, language and literacy development.

Lecturer Pamela Mason, M.A.T.» 70, Ed.D.» 75, director of the Language and Literacy Program and the Jeanne Chall Reading Lab, served on the Board of Trustees of Cathedral High School in the South End and supervises language and literacy students placed at the high school through the Field Experience Literacy Program and the Jeanne Chall Reading Lab, served on the Board of Trustees of Cathedral High School in the South End and supervises language and literacy students placed at the high school through the Field Experience literacy students placed at the high school through the Field Experience Program.

Specifically, her research investigates effective ways to measure bilingualism in schools, the relevance of knowledge on bilingualism and executive functions to language and literacy outcomes, and the relationship between academic outcomes and quality and quantity of bilingual experience.

Recommendations encourage teachers to use a mix of phonics and language experiences to support the development of a wide range of learners in a context where literacy demands are increasing at a dramatic rate.

Based on the Common European Framework of Reference for Languages (CEFR level A2) developed by the Council of Europe, the five creative activities develop language and literacy through narrative experiences.

Starting from the premise that computing is an expressive and empowering act for everyone — a vital new form of literacy — the guide lays out a set of ideas, strategies, and activities for an introductory creative computing experience using the Scratch programming language, though it can be used with other languages as well.

«Our experience in producing a Reception baseline assessment in 2015 demonstrated that it is possible to undertake a robust assessment of children's language, literacy and numeracy skills at this age,» Carole Willis, NFER chief executive, said when its successful bid was announced on Wednesday.

In particular, she has established a research program investigating: (1) effective ways to measure bilingualism in schools; (2) how bilingualism and executive functions interact to influence language and literacy outcomes; and (3) relationship between academic outcomes, quality and quantity of bilingual experience.

To design models of classroom intervention that prevent literacy difficulties and promote its development in adolescents, we must establish a better understanding of the language - based processes inherent in their daily classroom experience.

The bill would create a new jobs program for welfare recipients under which states could provide such services as high - school equivalency programs, literacy and English - as - a-second language instruction, skills training, work experience, and job - readiness and placement programs.

A program must deliver developmentally, culturally, and linguistically appropriate learning experiences in language, literacy, mathematics, social and emotional functioning, approaches to learning, science, physical skills, and creative arts.

(ii) Analyzing individual ongoing, child - level assessment data for all children birth to age five participating in the program and using that data in combination with input from parents and families to determine each child's status and progress with regard to, at a minimum, language and literacy development, cognition and general knowledge, approaches toward learning, physical well - being and motor development, and social and emotional development and to individualize the experiences, instructional strategies, and services to best support each child.

In short, all children — but especially the poor who grow up without the language and book exposure to help them succeed — should be getting early - literacy instruction that balances basic skills with playful, content - rich language experiences.

Dr. Lucy Hart Paulson is a speech - language pathologist and literacy specialist with years of experience working with children and their families.

She has extensive experience in program and curriculum development and has developed and implemented an effective, research - based language and literacy teacher professional development intervention called ExCELL.

Our experience in producing a Reception Baseline Assessment in 2015 demonstrated that it is possible to undertake a robust assessment of children's language, literacy and numeracy skills at this age.

With this in mind, the National Paideia Center and New Visions for Public Schools in New York City have partnered to design a Common Core literacy - saturated experience for middle and high school social studies and language arts classes.

The creative, innovative, and intelligent ways they have used digital media to support their own language and literacy development and burgeoning critical media literacy and social justice awareness have spilled over into their classroom practices during their early teaching experiences.

Carole Willis, chief executive of NFER said: «Our experience in producing a reception baseline assessment in 2015 demonstrated that it is possible to undertake a robust assessment of children's language, literacy and numeracy skills at this age.

You will experience how you can help children develop early language and literacy skills, such as expressing thoughts, ideas and opinions, having conversations with others, understanding narrative structure and elements and much more.

She has several years of experience researching and evaluating programs across multiple areas, including early childhood, literacy, school safety, student health, STEM (science, technology, education, and math), English language...

Discussion of constructivist learning theory in relation to literacy is followed by an overview of the foundation experiences young children need for oral and written language acquisition.

This investigation reveals how indigenous children cultivate proficiency in the culturally organized use of multiple literacies in this context, and how Vietnam's rapid development informs experiences of childhood, transforms everyday language practices, and affects the vitality of minority languages in the 21st century.

Prerequisite skills and capabilities include, but are not limited to, proficiency in reading a range and type of material, with an emphasis on informational texts; fluent writing in several modes, most notably expository, descriptive and argumentative; quantitative literacy through algebra and including geometry, combined with the ability to understand and interpret data; a understanding of the scientific method and some insight into the organization of knowledge in the sciences; an awareness of how social systems operate and how they are studied; basic proficiency in a second language and awareness that languages reflect cultures; and experiences in and appreciation of creative and expressive arts.

Much of this latter language learning is influenced by children's academic and literacy experiences.

Our books provide the foundational learning experience that is related to language growth, emergent literacy, and reading achievement.

Subsequently teachers learn how to integrate the approach into their standard curriculum and experience The Feeling Words Curriculum, a language - based emotional literacy program for students.

Specifically, we wanted to create meaningful and rich literacy experiences for these students — experiences that stimulated their higher order and critical thinking, while still maintaining a place for instruction in basic skills in language conventions.

During data analysis focusing on teachers» attention to content specific language / literacy skills, the researchers, with diverse experience and expertise in content specific literacy, made the decision on teachers» sensitivity for and ability to incorporate appropriate language requirements.

When these experienced teachers refer to «getting to know their students,» it is true that they are referring in part to a student's English language proficiency, as well as strategizing the best way to assess the student's language and literacy skills with valid, reliable measures in order to place student in the appropriate classrooms.

Participants engaged with materials and activities in whole group and small groups that demonstrate that science lessons can be richer, deeper learning experiences when we, 1) slow down the process and provide repeated experience over time with key concepts (e.g., observing and exploring ingredients one day; making play dough another day), 2) incorporate language and literacy into science explorations intentionally (e.g., using informational texts; using visual aids and key words in DLL children's home language), and 3) connect science to other content areas and provide extension activities that continue conceptual learning across time and across the classroom (e.g., measurement with ingredients; discussing other types of mixtures during snack time).

She has a master's degree in language and literacy from the Harvard Graduate School of Education and over 12 years of education experience as a teacher, teacher leader and curriculum developer.

From a language arts point of view, using appropriate informational texts broadens children's literacy experiences, builds sophisticated vocabulary, and increases familiarity with textual conventions (Hall, Sabey, & McClellan, 2005).

In this multimedia, multicultural world, teacher educators must prepare future teachers of literacy, language, culture, and citizenship to expand the forms of representation typical in the school classroom and to reframe the purpose of school on the critique and production of diverse representations of experience and knowledge (Gallego & Hollingsworth, 2000).

Experienced flight attendant that has excellent verbal and literacy skills, being fluent in three international languages, capable of working under pressure and focused on customer service and satisfaction.

Outside of direct experience, this can include English language arts and literacy teaching experience, tutoring experience, related degrees and certifications, literacy courses and professional development training, related volunteer or community activities, etc..

Subsequently teachers learn how to integrate the approach into their standard curriculum and experience The Feeling Words Curriculum, a language - based emotional literacy program for students.

Without a doubt, children's experiences during the preschool years affect their later language and literacy skills and achievement.

Our findings add insight into the pathways linking early childhood adversity to poor adult wellbeing.29 Complementing past work that focused on physical health, 9 our findings provide information about links between ACEs and early childhood outcomes at the intersection of learning, behavior, and health.29 We found that ACEs experienced in early childhood were associated with poor foundational skills, such as language and literacy, that predispose individuals to low educational attainment and adult literacy, both of which are related to poor health.23, 30 — 33 Attention problems, social problems, and aggression were also associated with ACEs and also have the potential to interfere with children's educational experience given known associations between self - regulatory behavior and academic achievement.34, 35 Consistent with the original ACE study and subsequent research, we found that exposure to more ACEs was associated with more adverse outcomes, suggesting a dose — response association.3 — 8 In fact, experiencing ≥ 3 ACEs was associated with below - average performance or problems in every outcome examined.

In unadjusted models, experiencing 1 ACE was associated with poor teacher - reported language and literacy skills (odds ratio [OR]: 1.5, 95 % confidence interval [CI]: 1.1 — 2.1), science and social studies skills (OR: 1.6, 95 % CI: 1.1 — 2.4), and math skills (OR: 1.6, 95 % CI: 1.1 — 2.3), as well as not yet or beginning to understand and interpret a story or other text read to the child (OR: 1.6, 95 % CI: 1.04 — 2.4).

Early childhood education provide children with experiences necessary for development of competences in one or more domains including cognitive, language, literacy, math, social - emotional development and physical development (Buysee & Wesely, 2005).

These experiences contribute to children's language and literacy development and transmit information and knowledge about people, places and things.

Research consistently indicates that children with more developed executive function skills prior to kindergarten experience greater school success.6, 7 For academic achievement, these skills may scaffold language and mathematic success.12 In fact, in a low - income sample of children, researchers have found that executive function skills prior to kindergarten predict growth in both numeracy and literacy skills across the kindergarten year.12 A successful transition to school may be particularly critical for children who have faced high levels of adversity and may be at risk for poorer school performance.

«Instead of having the much needed time to further develop their oral language development, self - regulatory skills and social emotional maturity through the much needed play experiences that pre schooling has previously provided, their attention is pushed towards formal literacy and numeracy training.

Patricia H. Manz, Ph.D., Professor of School Psychology at Lehigh University has extensive experience in research to advance home visiting programs» effectiveness in promoting young children's language and literacy development.

Indigenous communities experience multiple barriers when trying to access the Court including literacy and language barriers, a lack of understanding about the family law system and a lack of service access for communities in regional and remote areas.

Based on the planning guide, 10 Best Practices for Developing Book Experiences for Dual Language Learners, this webinar will support early childhood educators as they improve overall academic success with language and literacy development.

Teaching Strategies trainers are made up of experienced educators with a wide range of expertise, including English - language development and acquisition, children with disabilities, family child care, early literacy, and assessment.