Rachel Schachter

Supporting Information Filename Description cdev14019-sup-0001-Supinfo.docxWord 2007 document , 152.1 KB Appendix S1. REFERENCES Administration for Children and Families, & U.S. Department of Health and Human Services. (2015). Head start early learning outcomes framework: Ages birth to five. Author. , , & (2016). Lexical restructuring in preliterate children: Evidence from novel measures of phonological representation. Applied PsychoLinguistics, 37(4), 997–1023.

Abstract Errors are essential for emergent literacy learning because they reveal the gaps in young children's knowledge. The ways in which teachers respond to these errors can have important implications for children's knowledge building; yet, there is limited information for teachers about how to effectively respond to children's errors in emergent literacy contexts. In this article, we describe a framework grounded in research and theory for responding to children's errors.

Abell, S. K., Bryan, L. A., Anderson, M. A. (1998). Investigating preservice elementary science teacher reflective thinking using integrated media case-based instruction in elementary science teacher preparation. Science Teacher Education, 82(4), 491–509. https://doi.org/10.1002/(SICI)1098-237X(199807)82:4%3C491::AID-SCE5%3E3.0.CO;2-6 Google Scholar Adair, J. K. (2011). Confirming Chanclas: What early childhood teacher educators can learn from immigrant school teachers.