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 Learn More About This Book: Description & Table of Contents Read an Excerpt: Read Kenny's Story, a vignette and related research findings that describe the nature and content of early literacy experiences. About the Authors Download Info on ELLCO: Case Study: Kenny's Story Technical Report (Please note: Adobe Acrobat Reader is required to access this file. You can download a copy for free now if Reader is not already installed on your computer.) Related Titles: Beginning Literacy with Language: Young Children Learning at Home and School Phonemic Awareness in Young Children: A Classroom Curriculum Ladders to Literacy: A Preschool Activity Book, Second Edition Ladders to Literacy: A Kindergarten Activity Book, Second Edition |
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About the Authors Early Language and Literacy Classroom Observation (ELLCO) Toolkit, by Miriam W. Smith, Ed.D., & David K. Dickinson, Ed.D., with Angela Sangeorge & Louisa Anastasopoulos, M.P.P. Copyright © 2002 Paul H. Brookes Publishing Co. All rights reserved. Miriam W. Smith, Ed.D., has always enjoyed working directly with young children and teachers of young children. Beginning in 1987, she collected and analyzed data for the longitudinal Home–School Study of Language and Literacy Development. Her work on that project brought her into many classrooms as an observer and researcher and propelled her interest in classroom environments and practices that promote children’s early language and literacy development. Later work conducted for the Center for Children & Families at Education Development Center, Inc. (EDC), cemented her commitment to working directly with teachers, supervisors, and education leaders to promote conditions that positively affect children’s learning. Currently a consultant to EDC, Dr. Smith continues to engage in research, writing, and professional development with teachers of young children. An active volunteer in local schools and child care programs, she most enjoys spending time in the “living lab” of daily life with her three young children. David K. Dickinson, Ed.D., was a classroom teacher in the Philadelphia area and later helped lead teacher education programs at Tufts University and Clark University. He was drawn to Education Development Center, Inc. (EDC), by the opportunities it has provided him to pursue teacher education initiatives. His work supporting teacher development grew from the results of a longitudinal study of the language and literacy development of low-income children that he and Catherine E. Snow launched in 1987. Results from the preschool era of this study are reported in Beginning Literacy with Language: Young Children Learning at Home and School (Paul H. Brookes Publishing Co., 2001), which Dr. Dickinson co-edited with Patton O. Tabors. In 1994, Dr. Dickinson began developing an approach to helping preschool teachers more effectively support children’s language and literacy. With the help of many EDC colleagues, this effort became a professional development intervention designed for early childhood teachers and their supervisors. This intervention is being delivered widely as an academic course that is offered in various formats, including through instructional videoconferencing supported by a website. He has reported his research in numerous articles and chapters and in 2001 co-edited Handbook of Early Literacy Research (Guilford Press) with Susan B. Neuman. Angela Sangeorge is currently Visiting Instructor in the School of Teaching and Learning at The Ohio State University. She served as the Reading/Language Arts Consultant for the Connecticut State Department of Education and as Program Director for the Acceleration Grant, a $5 million early literacy grant to the school district of Philadelphia. She has worked as a teacher at the elementary and college levels and has consulted with school districts and state education departments. Ms. Sangeorge received a sixth-year degree in administration and supervision from the University of Connecticut and a master’s degree in reading/language arts from Central Connecticut State University. Louisa Anastasopoulos, M.P.P., has extensive experience conducting classroom observations, child assessments, and interviews with teachers and parents. Her work has dealt with examinations of classroom quality as well as with early language and literacy. She has been instrumental in the design of teacher and parent interview protocols and has spent a great deal of time interacting with preschool teachers and staff. Her bilingual expertise has contributed to her ability to work with a wide variety of teachers and parents. Ms. Anastasopoulos holds a master of public policy, with a focus on education policy, from the Georgetown Public Policy Institute.
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