While most children learn to read fairly well, there remain many young Americans whose futures are imperiled because they do not read well enough to meet the demands of our competitive, technology-driven society. This book explores the problem within the context of social, historical, cultural, and biological factors. Recommendations address the identification of groups of children at risk, effective instruction for the preschool and early grades, effective approaches to dialects and bilingualism, the importance of these findings for the professional development of teachers, and gaps that remain in our understanding of how children learn to read. Implications for parents, teachers, schools, communities, the media, and government at all levels are discussed. The book examines the epidemiology of reading problems and introduces the concepts used by experts in the field. In a clear and readable narrative, word identification, comprehension, and other processes in normal reading development are discussed. Against the background of normal progress, Preventing Reading Difficulties in Young Children examines factors that put children at risk of poor reading. It explores in detail how literacy can be fostered from birth through kindergarten and the primary grades, including evaluation of philosophies, systems, and materials commonly used to teach reading. Table of Contents Front Matter Executive Summary Part I: Introduction to Reading 1. Introduction 2. The Process of Learning to Read Part II: Who Are We Talking About? 3. Who Has Reading Difficulties? 4. Predictors of Success and Failure in Reading Part III: Prevention and Intervention 5. Preventing Reading Difficulties Before Kindergarten 6. Instructional Strategies for Kindergarten and the Primary Grades 7. Organizational Strategies for Kindergarten and the Primary Grades 8. Helping Children with Reading Difficulties in Grades 1 to 3 Part IV: Knowledge into Action 9. The Agents of Change 10. Recommendations for Practice and Research References Biographical Sketches Index

Clearly babies come into the world remarkably receptive to its wonders. Their alertness to sights, sounds, and even abstract concepts makes them inquisitive explorers--and learners--every waking minute. Well before formal schooling begins, children's early experiences lay the foundations for their later social behavior, emotional regulation, and literacy. Yet, for a variety of reasons, far too little attention is given to the quality of these crucial years. Outmoded theories, outdated facts, and undersized budgets all play a part in the uneven quality of early childhood programs throughout our country.
What will it take to provide better early education and care for our children between the ages of two and five? Eager to Learn explores this crucial question, synthesizing the newest research findings on how young children learn and the impact of early learning. Key discoveries in how young children learn are reviewed in language accessible to parents as well as educators: findings about the interplay of biology and environment, variations in learning among individuals and children from different social and economic groups, and the importance of health, safety, nutrition and interpersonal warmth to early learning. Perhaps most significant, the book documents how very early in life learning really begins. Valuable conclusions and recommendations are presented in the areas of the teacher-child relationship, the organization and content of curriculum, meeting the needs of those children most at risk of school failure, teacher preparation, assessment of teaching and learning, and more. The book discusses:
Evidence for competing theories, models, and approaches in the field and a hard look at some day-to-day practices and activities generally used in preschool. The role of the teacher, the importance of peer interactions, and other relationships in the child's life. Learning needs of minority children, children with disabilities, and other special groups. Approaches to assessing young children's learning for the purposes of policy decisions, diagnosis of educational difficulties, and instructional planning. Preparation and continuing development of teachers.
Eager to Learn presents a comprehensive, coherent picture of early childhood learning, along with a clear path toward improving this important stage of life for all children.

A highly effective recommended practice in early childhood education, intentional teaching enhances all children's learning through planned instructional strategies, conversations, and activities that build on each child's needs and interests. Now there's an evidence-based professional development framework-the LEARN IT approach-that helps educators put intentional teaching into action in their classrooms. Developed by the authors, LEARN IT strengthens teaching in five steps: Learning new knowledge and skills, Enacting knowledge and skills in the classroom, Assessing the effectiveness of instructional interactions, Reflecting on and revising practices based on the assessment, and Networking with colleagues and mentors. Through unique professional development activities that build skills through group meetings and individual mentoring sessions, teachers will master essential elements of intentional teaching and apply their new knowledge in the classroom. Practical, flexible, and supportive, this proven plan for professional development will help schools make lasting gains in teacher effectiveness and boost learning outcomes for all young children. Benefits of LEARN IT: * Demystifies key elements of intentional teaching. Educators will discover how to facilitate play, include each child, engage in culturally responsive practice, assess diverse children, and link assessment with curriculum and instruction. * Engages teachers with effective activities. Facilitated professional development activities build teachers' skills through group meetings, one-to-one sessions between educators and mentors, and follow-up small-group meetings. * Ensures lasting improvements. Going far beyond one-time teacher trainings, the authors' ongoing LEARN IT approach ensures that educators retain new skills and strategies and apply them in their everyday work. * Evidence-based and field-tested. LEARN IT was developed and tested for effectiveness during a multiyear research project with Head Start teachers. * Fits a variety of professional development needs. LEARN IT can be used with larger or smaller groups of teachers, and activities are flexible and adaptable.