It is now widely accepted that the early childhood period from preschool through third grade is an especially significant and perhaps the most significant period for learning to read and write in an alphabetic language. Research has been notably productive over the past two decades in helping us understand both the nature of early literacy and evidence-based practices for instruction in preschool and primary grades. William H. Teale is Professor in the Literacy, Language & Culture Program, University Scholar, and Director of the UIC Center for Literacy.
Teale, W. H., Hoffman, E. B., Whittingham, C. E., & Paciga, K. Starting them young: How the shift from reading readiness to emergent literacy has influenced preschool literacy education. In C. M. Cassano & S. M. Dougherty (Eds.), Pivotal research in early literacy. New York: Guilford.
Whittingham, C. E., Hoffman, E. B., & Teale. Recent research that should inform principals literacy leadership, Principal.
Yokota, J., & Teale, W. H. (2017). Striving for international understanding through literature. The Reading Teacher, 70(5), 629-633.
Hoffman, J., Teale, W. H., & Yokota, J. (2016). The book matters! Choosing complex narrative texts to support literary discussion. In H. Bohart, H. B. Collick, & K. Charner (Eds.), Teaching and learning in the primary grades (pp. 32-40). Washington, DC: National Association for the Education of Young Children.
Teale, W. H. (2016, Sept/Oct). The power of literacy, Literacy Today, http://viewer.zmags.com/publication/8165a33c#/8165a33c/8
Yokota, J., & Teale, W. H. (2016, May/June). International books matter, Literacy Today, 6-7, http://viewer.zmags.com/publication/b508b9bc#/b508b9bc/8.
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