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Informationen zum Autor Bob Algozzine is a professor in the Department of Educational Leadership at the University of North Carolina and project codirector of the U.S. Department of Education-supported Behavior and Reading Improvement Center. With 25 years of research experience and extensive firsthand knowledge of teaching students classified as seriously emotionally disturbed, Algozzine is a uniquely qualified staff developer, conference speaker, and teacher of behavior management and effective teaching courses. He is active in special education practice as a partner and collaborator with professionals in the Charlotte-Mecklenburg schools in North Carolina and as an editor of several journals focused on special education. Algozzine has written more than 250 manuscripts on special education topics, including many books and textbooks on how to manage emotional and social behavior problems. Mary Beth Marr is an associate professor in education at Meredith College, where she teaches graduate and undergraduate courses in literacy education. She previously served as a research associate with the Behavior and Reading Improvement Center at The University of North Carolina at Charlotte. Marr, whose research interests focus on early literacy and struggling readers, received her doctorate in reading education from the University of Minnesota. Tina McClanahan has worked for the Charlotte Mecklenburg School (CMS) system since her graduation from West Virginia State College. During her time with CMS she has held the positions of classroom teacher, literacy teacher, Reading Recovery teacher, K–2 literacy facilitator, and is currently a Pre–K literacy facilitator. McClanahan has also worked for the Behavior and Reading Improvement Center at The University of North Carolina at Charlotte as a Center Support Coordinating teacher and received national board status as an Early Childhood Generalist (ECGEN) in 2001. Emme Barnes is a literacy facilitator in the Charlotte Mecklenburg School System working with teachers, students, and parents to develop literacy skills in elementary students. She has taught first and second grade classes in Title One, large suburban schools, and at The American School of Madrid. Barnes is on the advisory board for Reach Out and Read Charlotte and is a past recipient of the Ten Outstanding Young Charlotteans Award given by the Charlotte Jaycees for her work with literacy in the community. She earned a bachelor of science degree in elementary education from The University of North Carolina at Greensboro and a master of education degree in reading, language, and literacy from The University of North Carolina at Charlotte. Klappentext Designed for students of all levels, this hands-on guide offers research-proven strategies and structured lessons to teach essential skills for literacy success in Grades K-3. Zusammenfassung This practical! hands-on guide shows teachers how to use research-proven strategies and structured lessons to teach basic early reading skills. The authors provide an extensive array of lessons! strategies! tips! and supplementary materials. Inhaltsverzeichnis Acknowledgments About the Authors 1. Introduction Organizational Framework Using Assessment to Inform Instruction Incorporating Basic Early Literacy Skills (BELS) Into the Literacy Block Teaching Effectively Early Literacy Instruction in Perspective Building Early Literacy Skills 2. Letter Naming Fluency Activity 1: Distinguishing Between Letters and Non-Letters Activity 2a: Distinguishing Letter Forms (Tall Letters) Activity 2b: Distinguishing Letter Forms (Short Circular Letters) Activity 2c: Distinguishing Letter Forms (Short Stick Letters) Activity 2d: Distinguishing Letter Forms (Short Hump Letters) Activity 2e: Distinguishing Letter Forms (Hanging Le...
