Designing Quality Tier One Learning Environments for Emergent and Early Readers

2008 ◽  
Vol 15 (1) ◽  
pp. 4-12 ◽  
Author(s):  
Sonia Q. Cabell ◽  
Anita S. McGinty ◽  
Allison Breit ◽  
Laura Justice

Abstract In this article, the authors discuss high priority instructional targets that should be addressed in early childhood classrooms to support emergent and early literacy development. Additionally, this article discusses the collaborative role speech-language pathologists can play in providing early literacy support at varied stages of the RTI process.

2014 ◽  
Vol 21 (3) ◽  
pp. 88-97 ◽  
Author(s):  
Sonia Q. Cabell ◽  
Cynthia S. Puranik ◽  
Laura S. Tortorelli

In this article, the authors outline how writing during the preschool years is connected with the development of literacy and briefly discuss research on early writing development in children with language impairments. Next, the authors describe ways in which early writing can be assessed and facilitated both in therapeutic contexts and early childhood classrooms, including the collaborative role speech-language pathologists (SLPs) can play in providing early writing support for preschoolers.


2017 ◽  
Vol 60 (1) ◽  
pp. 89-103 ◽  
Author(s):  
Howard Goldstein ◽  
Arnold Olszewski ◽  
Christa Haring ◽  
Charles R. Greenwood ◽  
Luke McCune ◽  
...  

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