03984nam 22007094a 450 991077782820332120230207224924.01-281-72205-797866117220500-300-13025-210.12987/9780300130256(CKB)1000000000472147(EBL)3420205(OCoLC)923590720(SSID)ssj0000177410(PQKBManifestationID)11156275(PQKBTitleCode)TC0000177410(PQKBWorkID)10216715(PQKB)11648523(StDuBDS)EDZ0000167162(DE-B1597)485422(OCoLC)1024008076(DE-B1597)9780300130256(Au-PeEL)EBL3420205(CaPaEBR)ebr10170896(MiAaPQ)EBC3420205(EXLCZ)99100000000047214720041006d2005 uy 0engurun#---|u||utxtccrImproving literacy in America[electronic resource] guidelines from research /Frederick J. Morrison, Heather J. Bachman, and Carol McDonald ConnorNew Haven Yale University Pressc20051 online resource (241 p.)Current perspectives in psychologyDescription based upon print version of record.0-300-10645-9 Includes bibliographical references (p. 185-215) and index.Front matter --Contents --Series Foreword --Acknowledgments --1. The Scope of the Problem --2. Sociocultural Factors --3. Early Childcare and Preschool --4. Parenting --5. The Role of Children in Literacy Development --6. The Classroom --7. Teacher Qualifications, Training, and Knowledge --8. The "Perfect Educational Storm" --9. Improving Literacy in America --References --IndexAn alarmingly high number of American students continue to lack proficiency in reading, math, and science. The various attempts to address this problem have all too often resulted in "silver bullet" solutions such as reducing class size or implementing voucher programs. But as the authors of this critically important book show, improving literacy also requires an understanding of complex and interrelated social issues that shape a child's learning. More than twenty years of research demonstrate that literacy success is determined by a combination of sociocultural forces including parenting, preschool, classroom instruction, and other factors that have a direct impact on a child's development. Here, Frederick J. Morrison, Heather J. Bachman, and Carol McDonald Connor present the most up-to-date research on the diverse factors that relate to a child's literacy development from preschool through early elementary school. Urging greater emphasis on the immediate sources of influence on children, the authors warn against simple, single solutions that ignore other pivotal aspects of the problem. In a concluding chapter, the authors propose seven specific recommendations for improving literacy-recommendations that can make a real difference in American education.Current perspectives in psychology.LiteracyUnited StatesPsychological aspectsLiteracySocial aspectsUnited StatesLanguage arts (Primary)United StatesReadiness for schoolUnited StatesLiteracyPsychological aspects.LiteracySocial aspectsLanguage arts (Primary)Readiness for school372.6/0973Morrison Frederick J1522749Bachman Heather J1522750Connor Carol McDonald1522751MiAaPQMiAaPQMiAaPQBOOK9910777828203321Improving literacy in America3762624UNINA