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Early Literacy Trends for Children Identified as At Risk for School Failure: Are They Consistent with Contemporary Neuroscience and Learning Theory?

  • Rae Ann HirshEmail author
Chapter
Part of the Educating the Young Child book series (EDYC, volume 7)

Abstract

Contemporary early literacy trends for children identified as at-risk for school failure often focus on developing specific decoding and comprehension skills. While this approach addresses some of the skills required for reading, it falls short of addressing the cognitive structures responsible for symbolic development. This chapter explores contemporary neuroscience and learning theory to identify curricular strategies for helping children who are labeled at-risk develop the foundational skills necessary for a successful academic future.

Keywords

Early Literacy Literacy Skill Early Childhood Program Early Literacy Skill Early Childhood Curriculum 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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Copyright information

© Springer Science+Business Media Dordrecht 2013

Authors and Affiliations

  1. 1.Undergraduate Early Childhood EducationCarlow UniversityPittsburghUSA

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