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|Overview of Early Reading First||p. 1|
|Language Facilitation in the Preschool Classroom: Rationale, Goals, and Strategies||p. 9|
|Language and Literacy Development for English Language Learners in Preschool||p. 37|
|Phonemic Awareness Instruction in Preschool: Research Implications and Lessons Learned from Early Reading First||p. 59|
|Improving the Quality of Preschool Read-Alouds: Professional Development and Coaching That Targets Book-Readi... MORE||p. 78|
|Assessing Children's Needs||p. 105|
|Preparing Centers and a Literacy-Rich Environment for Small-Group Instruction in Early Reading First Preschools||p. 124|
|Evaluation: Practical Applications for Closing Achievement Gaps||p. 142|
|Why Families Should Matter for Early Reading First||p. 164|
|Assessing and Creating Effective Preschool Literacy Classroom Environments||p. 175|
|Case Study of a Successful Urban Implementation||p. 199|
|Case Study of a Successful Rural Early Reading First Implementation||p. 216|
|Early Reading First Graduates Go to Kindergarten: Are Achievement Gains Enduring?||p. 232|
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Michael C. McKenna, PhD, is the Thomas G. Jewell Professor of Reading at the University of Virginia. His research interests include comprehension in content settings, reading attitudes, technology applications, and beginning reading. Dr. McKenna has published 16 books and more than 100 articles, chapters, and technical reports. He was appointed by the United States Department of Education to the Expert Review Panel of Reading First and has worked closely with reform initiatives in seven states. Sharon Walpole, PhD, is Associate Professor in the School of Education at the University of Delaware. She conducts research on the design and effects of schoolwide reforms, particularly those involving literacy coaches. Dr. Walpole has authored or coauthored numerous journal articles and books. A recipient of an Early Career Award from the National Reading Conference, she works closely with Reading First initiatives in Delaware and in Georgia. Kristin Conradi, MEd, is a doctoral candidate at the University of Virginia. She has taught literacy at several grade levels in high-poverty, inner-city schools; has worked as a K–3 reading specialist and a K–2 mentor and coach; and has served as a clinician at the McGuffey Reading Clinic. Ms. Conradi has planned and implemented extensive professional development programs in literacy for elementary faculty and has worked with Early Reading First projects as an assessment specialist.