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Books in Translation
April 2003 | Volume 60 | Number 7
Marge Scherer
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Marcia D'Arcangelo
A neuroscientist talks about how children become good readers and how teachers can intervene if children encounter difficulty.
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Connie Juel, Gina Biancarosa, David Coker and Rebecca Deffes
Researchers identify anchored word instruction as a best practice for K–1 classrooms.
Marilou Hyson
Why rigorous academics and child-centered activities must coexist in the early years.
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Robert C. Pianta and Karen La Paro
Offering a consistent curriculum early on improves later school performance.
Sue Dockett and Bob Perry
Australian educators surveyed families to determine what helps children adjust to school.
Rebecca S. New
By acknowledging children's multiple means of expression and understanding, Reggio Emilia provides an innovative way of working with preschoolers.
Terri Turner and Mara Krechevsky
Documenting the learning process through photos and analysis makes learning visible to students and teachers.
Russell Gersten and Esther Gevea
Six strategies help students learn to speak and read a nonnative language.
Elena Bodrova and Deborah J. Leong
Pretending and playing with props advance language and social development.
W. Steven Barnett and Jason T. Hustedt
Long-term benefits of preschool include gains on achievement tests, fewer grade retentions, and increased graduation rates.
Sharon L. Kagan and Michelle J. Neuman
Why we must develop a system that supports both early care and early schooling.
John S. Kendall
Recommendations for those who are establishing standards for early childhood curriculum.
Jillian N. Lederhouse
Personal observation and assessment uncover students' thought processes.
Diane E. Levin
How can we help youngsters deal with their fears about disturbing news events?
Gregory D. Freeman and Janet L. King
One district offered local day-care workers professional seminars to expand their knowledge of teaching young children.
David Alan Gilman and Susan Kiger
The authors review the research on class-size reduction programs.
Scott Willis
John H. Holloway
Steven C. Schlozman
Rick Allen
Deborah Perkins-Gough
Copyright © 2003 by Association for Supervision and Curriculum Development
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