Abstract
Contemporary early literacy trends for children identified as at-risk for school failure often focus on developing specific decoding and comprehension skills. While this approach addresses some of the skills required for reading, it falls short of addressing the cognitive structures responsible for symbolic development. This chapter explores contemporary neuroscience and learning theory to identify curricular strategies for helping children who are labeled at-risk develop the foundational skills necessary for a successful academic future.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
