Effective Read-Alouds for Early Literacy
A Teacher's Guide for PreK-1

Sharing high-quality storybooks and nonfiction books not only is enjoyable for young children and teachers?it is also a powerful way to build crucial literacy skills. This engaging guide provides effective strategies for selecting books and using read-alouds to develop children's oral language, vocabulary, concepts of print, alphabet knowledge, phonological awareness, and comprehension. Illustrated with rich examples from diverse classrooms, the book takes teachers step by step through planning and setting goals for read-alouds, as well as reflecting on each lesson to inform future instruction. Helpful planning templates can be reproduced for repeated use; the large-size format facilitates photocopying.

1. Using Read-Alouds to Build Early Literacy and Language 2. Preparing for Read-Alouds in the Classroom 3. Developing Oral Language through Read-Alouds 4. Developing Vocabulary through Read-Alouds 5. Developing Book and Print Conventions through Read-Alouds 6. Developing Alphabet Awareness through Read-Alouds 7. Developing Phonological Awareness through Read-Alouds 8. Developing Comprehension through Read-Alouds 9. Tracking Your Progress Appendix. Blank Planning Templates Children's Books

Katherine A. Beauchat, EdD, is Assistant Professor at York College of Pennsylvania, where she teaches undergraduate and graduate classes in literacy education. Her research interests include professional development for preschool educators in the area of literacy and language instruction and effective techniques and strategies to bolster at-risk preschool children's oral language and vocabulary development.

Katrin L. Blamey, PhD, is Assistant Professor of Education at DeSales University, Center Valley, Pennsylvania, where she teaches courses on early childhood literacy and elementary reading methods. Her research interests include finding effective, practical ways to implement professional development in the preschool setting and developing instructional techniques for building the language and literacy skills of preschool-age English language learners.

Zoi A. Philippakos, PhD, is Associate Professor of Reading and Elementary Education in the College of Education at the University of North Carolina at Charlotte. Her research interests include reading and writing instruction for students in the elementary grades, strategy instruction and self-regulation, and approaches to professional development for classroom teachers. A former elementary school teacher and literacy coach, Dr. Philippakos is coauthor of Differentiated Literacy Instruction in Grades 4 and 5 and Effective Read-Alouds for Early Literacy.