Language:EnglishPublisher:Corwin PublishersISBN-13:9781412965644ISBN-10:1412965640UPC:9781412965644Book Category:EducationBook Subcategory:SchoolsBook Topic:LevelsSize:9.80 x 6.90 x 0.70 inchesWeight:1.2015Product ID:SCBASSRHG2
Combining theory with proven teaching strategies, this resource helps preschool educators produce strong language and literacy outcomes for English learners ages 3 to 5.
Language:EnglishPublisher:Corwin PublishersISBN-13:9781412965644ISBN-10:1412965640UPC:9781412965644Book Category:EducationBook Subcategory:SchoolsBook Topic:LevelsSize:9.80 x 6.90 x 0.70 inchesWeight:1.2015Product ID:SCBASSRHG2
Roberts, Theresa A.: - Theresa Roberts is currently a professor of child development at California State University, Sacramento. She has published studies on early literacy development with a focus on children who are learning English as a second language in journals such as Reading Research Quarterly, Journal of Educational Psychology, and Contemporary Educational Psychology. Her research interests include alphabet and vocabulary learning, classroom instruction experiments, and family engagement. She has collaborated with preschool and elementary teachers to develop instruction programs and teacher training on these topics. She was a member of the panel of experts that developed the State of California Prekindergarten Guidelines. She also serves as a research consultant for the California Preschool Instructional Network (CPIN) and is a consultant on an Early Reading First grant. She is an elected voting member of the Society for the Scientific Study of Reading, a reviewer for the Journal of Educational Psychology and Applied Linguistics, and sits on the editorial board of Reading Psychology. She earned her doctorate from the University of California, Los Angeles.
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Combining theory with proven teaching strategies, this resource helps preschool educators produce strong language and literacy outcomes for English learners ages 3 to 5.
Roberts, Theresa A.: - Theresa Roberts is currently a professor of child development at California State University, Sacramento. She has published studies on early literacy development with a focus on children who are learning English as a second language in journals such as Reading Research Quarterly, Journal of Educational Psychology, and Contemporary Educational Psychology. Her research interests include alphabet and vocabulary learning, classroom instruction experiments, and family engagement. She has collaborated with preschool and elementary teachers to develop instruction programs and teacher training on these topics. She was a member of the panel of experts that developed the State of California Prekindergarten Guidelines. She also serves as a research consultant for the California Preschool Instructional Network (CPIN) and is a consultant on an Early Reading First grant. She is an elected voting member of the Society for the Scientific Study of Reading, a reviewer for the Journal of Educational Psychology and Applied Linguistics, and sits on the editorial board of Reading Psychology. She earned her doctorate from the University of California, Los Angeles.
