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Moving from ECRR to ECRS: Getting Every Child Ready for School

Kathleen Campana

Abstract


Have you ever wondered how well your storytimes and other programs are preparing children for school by providing the skills they need to enter school ready to learn? You are probably using the five practices from Every Child Ready to Read 2 (ECRR)—talking, singing, reading, playing, and writing—to support children’s literacy learning, but are you using them to support other types of learning?


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References


Alice F. Cross, and Michael Conn-Powers, “A Working Paper: New Information about School Readiness,” (Early Childhood Center, Indiana University, 2011).

J. Elizabeth Mills et al., “Early Literacy in Library Storytimes, Part 2: A Quasi-Experimental Study and Intervention with Children’s Storytime Providers,” Library Quarterly 88, no. 2 (April 2018): 160–76.

Kathleen Campana, “The Multimodal Power of Storytime: Exploring an Information Environment for Young Children” (PhD diss., University of Washington, Seattle, 2018).

Kathy Hirsh-Pasek et al., “Putting Education in ‘Educational’ Apps: Lessons from the Science of Learning,” Psychological Science in the Public Interest 16, no. 1 (2015): 3–34.




DOI: http://dx.doi.org/10.5860/cal.16.4.37

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