A podcast about child development, birth-to-five, where we explore what really matters, and what it really means to be kindergarten ready.
It's a podcast devoted to understanding and nurturing child development, as guided by developmental science, theory, and research.
Hosted by Dr. Gene Ouellette, Director of the Language, Literacy, Learning Lab at Mount Allison University, Professor of (developmental and educational) psychology, Associate Editor of the Journal of Experimental Child Psychology, researcher, author, former Speech Language Pathologist....... (and father, husband, soccer coach, and lover of weinerdogs too!).
www.kindergartenreadywhatreallymatters.com
email: languageliteracylearninglab@gmail.com
Hosted on Acast. See acast.com/privacy for more information.
A podcast about child development, birth-to-five, where we explore what really matters, and what it really means to be kindergarten ready.
It's a podcast devoted to understanding and nurturing child development, as guided by developmental science, theory, and research.
Hosted by Dr. Gene Ouellette, Director of the Language, Literacy, Learning Lab at Mount Allison University, Professor of (developmental and educational) psychology, Associate Editor of the Journal of Experimental Child Psychology, researcher, author, former Speech Language Pathologist....... (and father, husband, soccer coach, and lover of weinerdogs too!).
www.kindergartenreadywhatreallymatters.com
email: languageliteracylearninglab@gmail.com
Hosted on Acast. See acast.com/privacy for more information.
On this episode of Kindergarten Ready: What Really Matters we try to better match the content to the podcast title....and talk about what readiness really means... and emergent literacy!
Special thanks to the stars of this week’s episode, Sloan (3.5 years old), Maddy, & Arwyn (both 4 years old)!
References for those interested in the research literature:
Ouellette, G., & Sénéchal, M. (2017). Invented spelling in Kindergarten as a predictor of reading and spelling in Grade 1: A new pathway to literacy, or just the same road, less known? Developmental Psychology, 53, 77-88.
Ouellette, G., Sénéchal, M., & Haley, A. (2013). Guiding children's invented spellings: A gateway into literacy learning. Journal of Experimental Education, 81, 261-279.
Ouellette, G., & Sénéchal, M. (2008). Pathways to literacy: A study of invented spelling and its role in learning to read. Child Development, 79, 799-813.
Reutzel, R. (2015). Early literacy research: Findings primary-grade teachers will want to know. The Reading Teacher, 69, 14-24.
Welsch, J.G., Sullivan, A., & Justice, L. (2003). That’s my letter!: What preschoolers’ name writing representations tell us about emergent literacy knowledge. Journal of Literacy Research, 35, 757-776.
www.kindergartenreadywhatreallymatters.com
https://www.facebook.com/kindergartenreadywhatreallymatters
languageliteracylearninglab@gmail.com
Hosted on Acast. See acast.com/privacy for more information.
