WorldCat Identities

Burns, M. Susan (Marie Susan)

Overview
Works: 29 works in 125 publications in 3 languages and 10,605 library holdings
Genres: Case studies  Abstracts  Academic theses 
Roles: Author, Editor, Other, Redactor
Publication Timeline
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Most widely held works by M. Susan Burns
Starting out right : a guide to promoting children's reading success by M. Susan Burns( )

28 editions published between 1998 and 2005 in English and Spanish and held by 3,257 WorldCat member libraries worldwide

Presents practical guidelines, program descriptions, advice on resources, and strategies that can be used by parents and caregivers to provide children, from birth through the first years of formal training, with a solid basis upon which to build reading skills
Preventing reading difficulties in young children by Committee on the Prevention of Reading Difficulties in Young Children( )

23 editions published between 1997 and 2003 in English and held by 2,919 WorldCat member libraries worldwide

"This book explores how to prevent reading difficulties in the context of social, historical, cultural, and biological factors." "Contrasting the impaired progress of children with reading difficulties with so-called normal progress, this book examines the factors that put children at risk of poor reading. It explores in detail how to foster literacy from birth through kindergarten and the primary grades, including the evaluation of philosophies, systems, and materials commonly used to teach reading."--Jacket
Eager to learn : educating our preschoolers by National Research Council (U.S.)( Book )

25 editions published between 2000 and 2002 in English and held by 1,507 WorldCat member libraries worldwide

This volume contains the report of research carried out at the request of the US Department of Education's Office of Educational Research and Improvement, the National Research Council (which was responsible for this publication), and the Office of Special Education programs, among others. Many of the papers were first delivered at a workshop at the National Academy of Science in April 1999. The findings of the report are summarized in an initial chapter; subsequent chapters report on the topics of the science of learning, individual and cultural variations and their effect on learning, an assessment of preschool programs in the US, curriculum and pedagogy, standardized assessment, teacher training, and program and practice standards. Each chapter is supported with statistics and references to other studies. A comprehensive bibliography is included
Knowledge to support the teaching of reading : preparing teachers for a changing world by Catherine E Snow( Book )

9 editions published between 2005 and 2007 in English and held by 749 WorldCat member libraries worldwide

"It is generally accepted that reading with comprehension is key to success in all academic domains. This means that every teacher must be able to help students deepen their reading and writing skills. What is the core knowledge base teachers need for this task? Knowledge to Support the Teaching of Reading offers a definitive guide to reading and literacy preparation in teacher education and professional development."--Jacket
Promoting intentional teaching : the LEARN professional development model for early childhood educators by Julie K Kidd( )

3 editions published in 2019 in English and held by 708 WorldCat member libraries worldwide

"Intentional teaching is an active, evidence-based approach to providing learning opportunities to meet the needs, interests, and prior knowledge of all children. This book offers a field-tested professional development model, designed to help teachers master intentional teaching and enhance their effectiveness in the classroom"--
Starting Out Right : a Guide to Promoting Children's Reading Success by National Research Council Staff( )

2 editions published between 1900 and 1999 in English and held by 454 WorldCat member libraries worldwide

Preventing Reading Difficulties in Young Children by National Research Council Staff( )

2 editions published between 1900 and 1998 in English and held by 419 WorldCat member libraries worldwide

Ambientes de lenguaje y alfabetizacion en programas presscolares = Language and literacy environments in preschools by Catherine E Snow( )

1 edition published in 2002 in Spanish and held by 196 WorldCat member libraries worldwide

Preschool education in today's world : teaching children with diverse backgrounds and abilities by M. Susan Burns( Book )

4 editions published between 2011 and 2012 in English and held by 134 WorldCat member libraries worldwide

With this expertly organized collection of essential information on early childhood education, tomorrow's preschool teachers will enter the classroom prepared and motivated to give all children a great start in school
Language and literacy environments in preschools by Catherine E Snow( Book )

1 edition published in 1999 in English and held by 117 WorldCat member libraries worldwide

Preventing reading difficulties in young children( Book )

1 edition published in 1998 in English and held by 90 WorldCat member libraries worldwide

Summarizes how reading develops and how reading instruction should proceed
Introduction to preschool education : teaching children with diverse backgrounds and abilities by M. Susan Burns( Book )

2 editions published between 2011 and 2012 in English and held by 19 WorldCat member libraries worldwide

Comparison of "graduated prompt" and "mediational" dynamic assessment and static assessment with young children by M. Susan Burns( Book )

2 editions published between 1983 and 1985 in English and held by 7 WorldCat member libraries worldwide

Using the LEARN framework to make intentional teaching (IT) work in early childhood classrooms by Julie K Kidd( Book )

3 editions published between 2018 and 2019 in English and Undetermined and held by 5 WorldCat member libraries worldwide

Ta chu yue du de di yi bu( Book )

1 edition published in 2001 in Chinese and held by 4 WorldCat member libraries worldwide

Preparing our teachers : opportunities for better reading instruction by Dorothy Strickland( Book )

2 editions published in 2002 in English and held by 3 WorldCat member libraries worldwide

Today's teachers face huge challenges, especially for teaching reading in the primary grades. A recent study reveals that fewer than half of American teachers report feeling "very well prepared" to meet such challenges. This book seeks to improve that statistic by extracting practical information from the report issued by the National Research Council in 1998, "Preventing Reading Difficulties in Young Children." The book outlines what classroom teachers need to know and what they need to be able to do to give children in preschool through Grade 4 the essential opportunities to become good readers. It discusses what teacher education programs need to do to make their students good teachers of good readers and looks at what schools and school districts need to do to keep their teachers up to date for teaching reading. Chapters in the book are: Introduction--Teachers of Young Children: The Agents and Champions of Literacy; (1) From Shopping Lists to Poetry: Forms and Functions of Written Language; (2) Making Meaning: Language Development and Comprehension; (3) Sounds, Letters, and Words: How Print Works; (4) Moving to Success: Motivating Children to Read; and (5) Anticipating Challenges: Assessment, Prevention, and Intervention. Each chapter contains resource lists and sample activities for teacher learning. The Introduction contains notes and a resource list. (Nka)
Starting Out Right: A Guide to Promoting Children's Reading Success. Specific Recommendations from America's Leading Researchers on How toHelp Children Become Successful Readers by M. Susan Burns( Book )

2 editions published in 1999 in English and held by 2 WorldCat member libraries worldwide

Noting the increasing number of students who cannot read, this book shows parents, educators, caregivers, policymakers, and others how to promote the reading success of young children. It focuses on children from birth through the first 5 years of formal schooling, and includes practical guidelines, program descriptions, advice on resources, and strategies for use in everyday life (including practical literacy and language activities for parents and their young children) and activities and practices for classrooms. Following a brief introduction, the first chapter discusses the process of reading. This chapter outlines the characteristics of good readers, circumstances that promote reading, and the kinds of opportunities that enable children to be successful readers. The next chapter focuses on children through age four. This chapter covers the key aspects of language and literacy and activities for very young children; the role of home, day care, and preschool environments in literacy development; and language and literacy activities in preschool. The third chapter looks at children in kindergarten through third grade and provides families and communities a basis for understanding and helping as teachers work with children at this level of reading development. This chapter describes the elements of effective classroom instruction in the early grades. The last chapter addresses reading difficulties and features a variety of interventions to help struggling readers, such as tutoring, pull-out remediation programs, and dramatic school restructuring. (Contains over 100 references.) (Tjq)
Ambientes de lenguaje y alfabetizacion en programas preescolares (Language and Literacy Environments in Preschools) by Catherine E Snow( Book )

1 edition published in 2002 in Spanish and held by 2 WorldCat member libraries worldwide

Because of the variation in support for literacy development in different homes, many children need high-quality preschool and school environments and excellent primary instruction to be sure of reading success. This Spanish-language Digest discusses the research on preschool literacy environments and their contributions to reading skills development. The overall quality of a child care program has been found to be an important determinant of positive effects on language and preliteracy skills. Studies that have focused on the language environments in preschool classrooms suggest that the quality of adult-child discourse is important, as is the amount of such interaction. Modest enhancements of the quality of classroom experiences show positive effects on children's language development and preliteracy skills. Given the pervasive evidence of differences in language and emergent literacy skills associated with class, culture, and linguistic background, it is heartening that preschool has been shown to benefit children's performance in school. (Contains 23 references.) (LPP)
Preventing reading difficulties in young children by National Research Council (U.S.)( Book )

1 edition published in 2003 in English and held by 2 WorldCat member libraries worldwide

Preschool children's approach and performance on cognitive tasks by M. Susan Burns( )

1 edition published in 1980 in English and held by 2 WorldCat member libraries worldwide

 
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Starting out right : a guide to promoting children's reading success Starting Out Right: A Guide to Promoting Children's Reading Success. Specific Recommendations from America's Leading Researchers on How toHelp Children Become Successful Readers
Covers
Preventing reading difficulties in young childrenEager to learn : educating our preschoolersKnowledge to support the teaching of reading : preparing teachers for a changing worldPromoting intentional teaching : the LEARN professional development model for early childhood educatorsPreschool education in today's world : teaching children with diverse backgrounds and abilitiesIntroduction to preschool education : teaching children with diverse backgrounds and abilitiesUsing the LEARN framework to make intentional teaching (IT) work in early childhood classroomsPreparing our teachers : opportunities for better reading instruction
Alternative Names
Burns, M. Susan

Burns, Marie Susan

Languages
English (104)

Spanish (8)

Chinese (1)