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Neuman, Susan B. – American Educator, 2010
In this article, the author talks about "Developing Early Literacy," the report of the National Early Literacy Panel. The panel, which consisted of nine experts, was convened by the National Institute for Literacy to synthesize the research on the development of literacy from birth through age 5. Over the eight years of their work, only 190…
Descriptors: Emergent Literacy, Educational Research, Synthesis, Meta Analysis
Neuman, Susan B. – Early Childhood Today, 2006
Words and their meanings are the building blocks of literacy development. They are the key to children's comprehension of stories and information books. Just about any fun experience, from learning center activities to a field trip to sharing picture books, offers many opportunities to build children's vocabulary. In this article, the author…
Descriptors: Picture Books, Literacy, Learning Centers (Classroom), Field Trips
Neuman, Susan B. – 1981
Authors of skills management systems may have misinterpreted and misapplied Benjamin Bloom's theory of mastery learning in developing their systems for teaching reading. Skills management procedures are inconsistent with Bloom's theory in the areas of management, learning tasks, skills hierarchy, and instructional methods. In addition, the four…
Descriptors: Individualized Reading, Mastery Learning, Program Evaluation, Reading Instruction
Neuman, Susan B. – Early Childhood Today, 2005
One of the best gifts one can give to children is a lifelong love of reading, and that begins by reading out loud to them every day. It is the single most important thing one can do to help build literacy skills. This article presents some guidelines to help make reading time in the classroom a richer experience.
Descriptors: Children, Reading Motivation, Reading Aloud to Others, Guidelines
Peer reviewed Peer reviewed
Neuman, Susan B.; Koskinen, Patricia – Reading Research Quarterly, 1993
Responds to criticisms raised in another article in this issue concerning a study of incidental word learning among second-language learners viewing captioned television. Suggests that the criticisms fail to "see the forest for the trees." Responds to specific methodological criticisms. (RS)
Descriptors: Bilingual Students, Junior High Schools, Language Acquisition, Reading Comprehension