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Emergent Literacy
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Table of Contents

Part I: Overview 1. Overview of Emergent Literacy 2. Differentiating Emergent Literacy Instruction 3. How to Use This Book Part II: Code-Related Lesson Plans 4. Phonological Awareness 5. Print Awareness 6. Alphabet Knowledge 7. Emergent Writing Part III: Oral Language Lesson Plans 8. Inferential Language 9. Vocabulary References Index

About the Author

Sonia Cabell, M.Ed. Sonia Q. Cabell, MEd, is a doctoral candidate in Reading Education at the Curry School of Education, University of Virginia, Charlottesville. A certified reading specialist, Cabell has worked as a second grade teacher and a literacy coach in both Oklahoma and Virginia. She currently serves as the research coordinator in the Preschool Language and Literacy Lab at the University of Virginia. Her research projects investigate aspects of emergent literacy among preschool children who are at risk for later reading difficulties. Laura Justice, Ph.D. Laura M. Justice, Ph.D., Professor in the School of Teaching and Learning, The Ohio State University, Columbus Joan Kaderavek, Ph.D. Joan Kaderavek, PhD, is Professor in Early Childhood Education in the College of Education at the University of Toledo, Ohio. She conducts research and publishes in the areas of early childhood language and literacy development, literacy interventions for children with special educational needs, and effective instructional practices for early childhood classrooms. Khara Pence, Ph.D. Khara L. Pence, Ph.D. is a Research Faculty in the Curry School of Education at the University of Virginia. Allison Breit-Smith, Ph.D. Allison Breit-Smith, PhD, is a Post Doctoral Researcher in the College of Education and Human Ecology at Ohio State University. Her research focuses on early language development and emergent literacy skills in children with disabilities with an emphasis on interactive book sharing. She has worked professionally for many years as a speech-language pathologist in the public schools.

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