Audio 7.3: Michelle’s perspective (academic learning) A child care teacher shares her perspective on using a tiered approach in her classroom to address academic learning (running time: 0 min., 52 sec.). View TranscriptMichelle: Making sure that I have a literacy-rich classroom has always been important to me, because I know how critical language and…
Audio 7.2: Emily’s perspective (social emotional development) A pre-k teacher shares her perspective on using a tiered approach in her classroom to address social emotional development (running time: 0 min., 39 sec.). View TranscriptEmily: After learning more about tiered approaches for addressing children’s social-emotional development, I now realize that I am already using many of…
Audio 7.1: Doré LaForett Doré LaForett, an Investigator at FPG Child Development Institute, talks about how RTI is used with dual language learners in early childhood settings (running time: 1 min., 59 sec.). View TranscriptDoré: So there are several adaptations that could be made within a tiered approach to work with dual language learners.…
Audio 2.9: Judy’s perspective (program administrator in Tamiya’s new program) The administrator of a childcare program shares her perspective on the transition of a child with disabilities into her program (running time: 1 min. 38 sec.). View TranscriptJudy: I welcome Tamiya and her family into our program. I credit my staff with making it…
Audio 6.4: Tenisha’s Perspective (pre-K teacher) A pre-K teacher shares her perspective on incorporating dialogic reading practices into her storybook reading. (running time: 1 min. 01 sec.) View TranscriptTenisha: I’ve always thought about storybook reading as an important event each day, and that belief has gotten even stronger. I realize that read alouds can…
Audio 6.3: Cristina Gillanders Dr. Gillanders, an investigator who studies Latino emergent literacy and bilingualism, talks about why reading aloud is important for dual language learners. (running time: 1 min. 52 sec.) View TranscriptCristina: Reading aloud allows you to be very intentional about the words that you need to teach to these children. So…
Audio 6.2: Samtra Devard Samtra, the mother of three children, including one who has a disability, talks about why it is important for teachers to know and use research-based literacy practices with young children with disabilities. (running time: 1 min. 31 sec.) View TranscriptSamtra: I didn’t know how literacy instruction worked and how does…
Audio 6.1: Pam Zornick Pam Zornick, a pre-K teacher, talks about how student teachers can shape classroom practices, including a story of how one student teacher changed the way an assistant teacher read to the children. (running time: 1 min., 42 sec.) View TranscriptPam: It’s really great to have this opportunity to have someone…
Audio 5.6: Karen’s perspective (speech therapist) Sophie’s speech therapist shares her thoughts about working with Sophie and using assistive technology to help her communicate. She also talks about her willingness to work with Ms. Mary, Sophie’s child care provider, to make her more comfortable with using assistive technology. View TranscriptKaren: I started working with…
Audio 5.5: Holly’s Perspective (Sophie’s mother) The mother of Sophie, a two-year-old girl with language and physical delays, discusses her feelings about wanting to help Sophie communicate. View TranscriptHolly: When Sophie turned 2, we decided to start focusing more on her communication. I knew I would be returning to work soon and it would…