Where Is Nelp Leading Preschool Literacy Instruction
Potential Positives and Pitfalls
Datos Bibliográficos
| ID | 9730636 |
|---|---|
| Autores | William H Teale (University of Illinois Chicago, autor de correspondencia), Jessica L Hoffman (0000-0003-0572-8693), Kathleen A Paciga (0000-0002-4026-1745) |
| Año | 2010 |
| Volumen | 39 |
| Número | 4 |
| Páginas | 311-315 |
| Fecha de publicación | 2010-05-01 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | Educational Researcher (JOURNAL) |
| Identificadores de la revista | ISSN: 0013-189X • E-ISSN: 1935-102X |
| Editorial | American Educational Research Association (AERA) (PUBLISHER) |
| DOI | 10.3102/0013189x10369830 |
| OpenAlex | W1964882659 |
| Idioma | EN |
| Citas recibidas | 4 |
| Referencias citadas | 8 |
This article discusses the potential positive and problematic influences of the National Early Literacy Panel ( NELP; 2008 ) report on prekindergarten and kindergarten classroom instructional practice. The authors support the instructional importance of the majority of the foundational skills identified in the NELP report as having “clear and consistently strong relationships with later conventional literacy skills” but also detail a number of concerns about NELP-influenced instructional recommendations drawn to date, arguing that the NELP report is both insufficiently clear and overly narrow with respect to what preschool teachers should be focusing on instructionally in early literacy
Developmental psychology · Early literacy · Emergent literacy · Literacy · Mathematics education · Pedagogy · Preschool education · Early Childhood Education and Development · Education Systems and Policy · Psychology · Reading and Literacy Development
| Obras citantes distintas | 4 |
|---|---|
| Citas por año | 0,25 |
| Intervalo de citas | 2010 - 2025 (16) |
| Velocidad de citación | recent |
| Altamente citado | No |
| Tipos de cita | Neutras: 4 |