Product Description
by Theresa A. Roberts (Editor)
"This book offers a foundation in language and literacy that greatly benefits dual language learners."
--Pamela S. Allen, Lead Teacher/Gifted Facilitator
Ballantyne Elementary School, Charlotte, NC
Produce strong language and literacy outcomes for the youngest English learners!
Research and practice have established that early oral language and literacy skills development can predict later academic success. But how do young children whose first language is not English become proficient learners, and which classroom strategies have the most impact on literacy learning? This valuable resource helps teachers understand how English learners (ELs) ages 3 to 5 acquire the foundations for literacy and offers practical, research-based strategies for teaching language and literacy skills.
Theresa A. Roberts, an expert literacy practitioner and researcher for preschool ELs, offers strategies that have been field-tested and proven effective by more than 1,000 early childhood educators. One of the few literacy resources available that focuses exclusively on preschool ELs, this book helps teachers of young children:
- Understand the essential elements for building early literacy skills, including teaching the alphabetic principle, phonological awareness, and vocabulary
- Encourage family involvement and nurture the home-school alliance
- Build on children′s primary language
- Strengthen preschool programs serving young ELs
No Limits to Literacy for Preschool English Learners shows teachers how to lead children to high levels of literacy competence, engagement, and enjoyment!
Author Biography
Theresa Roberts is currently a professor of child development at California State University, Sacramento. She has published studies on early literacy development with a focus on children who are learning English as a second language in journals such as Reading Research Quarterly, Journal of Educational Psychology, and Contemporary Educational Psychology. Her research interests include alphabet and vocabulary learning, classroom instruction experiments, and family engagement. She has collaborated with preschool and elementary teachers to develop instruction programs and teacher training on these topics. She was a member of the panel of experts that developed the State of California Prekindergarten Guidelines. She also serves as a research consultant for the California Preschool Instructional Network (CPIN) and is a consultant on an Early Reading First grant. She is an elected voting member of the Society for the Scientific Study of Reading, a reviewer for the Journal of Educational Psychology and Applied Linguistics, and sits on the editorial board of Reading Psychology. She earned her doctorate from the University of California, Los Angeles.
