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São Paulo 2025 Escola Concept - Language & Literacy Early Years

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Microprogression_ How to make my writing clearer

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Be heard, collaborate, and share ideas—make meetings and classes more engaging with real conversations.

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meredithspragg@gmail.com

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EY Concept Schools - Onsite (February 2024)

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Our journey through oral language development and multilingualism.

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Shared Reading, Literacy Rich Environment, Language Building

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Shared Reading, Literacy Rich Environment, Language Building

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Online and October Onsite - EY Concept Schools

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Objectives for development & Learning birth Through Third Grade

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2025 Escola Concept - Language & Literacy Early Years

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Opal School and Project Zero - Asking Big Questions

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São Paulo Kinder Language and Literacy Plan

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São Paulo PreK 3 Language and Literacy Plan

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São Paulo PreK4 Language and Literacy Plan

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São Paulo Toddlers Language and Literacy Plan

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Secret Stories® Brain-Based Phonics for Reading

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Secret Stories Better Alphabet™ Song 2 Weeks Into Kindergarten - Learning Letter Sounds for Reading

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Article: Importance of Teaching Handwriting

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Article: Importance of Teaching Handwriting

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Berninger, V., & Graham, S. (1998). Language by hand: A synthesis of a decade of research on handwriting. Handwriting Review, 12, 11-25.

Connelly, V., Dockrell, J., & Barnett, J. (2005). The slow handwriting of undergraduate students constrains overall performance in exam essays. Educational Psychology, 25, 99-107.

Edwards, L. (2003). Writing instruction in kindergarten: Examining an emerging area of research for children with writing and reading difficulties. Journal of Learning Disabilities, 36, 136.

Graham, S., Harris, K. R., & Fink, B. (2000). Is handwriting causally related to learning to write? Treatment of handwriting problems in beginning writers. Journal of Educational Psychology, 92, 620-633.

Graham, S., Struck, M., Richardson, J.,& Berninger, V. (2006). Dimensions of good and poor handwriting legibility in first and second graders. Developmental Neuropsychology, 29, 43-60.

Graham, S., Weinstein, N., & Berninger, V. (2001). Which manuscript letters do primary grade children write legibly? Journal of Educational Psychology, 93, 488-497.

Other helpful sources

Berninger, V. (2004). Understanding the graphia in dysgraphia. In D. Dewey & D. Tupper (Eds.), Developmental motor disorders: A neuropsychological perspective (pp. 328-350). New York: Guilford.

Berninger, V. W., & Amtmann, D. (2003). Preventing written expression disabilities through early and continuing assessment and intervention for handwriting and/or spelling problems: Research into practice. In H. L. Swanson, K. R. Harris, & S. Graham (Eds.), Handbook of Learning Disabilities (pp. 345-363). New York: Guilford.

Troia, G.A. (2006). Writing instruction for students with learning disabilities. In C.A. MacArthur, S. Graham, & J. Fitzgerald (Eds.), Handbook of writing research. New York: Guilford.

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Berninger, V., & Graham, S. (1998). Language by hand: A synthesis of a decade of research on handwriting. Handwriting Review, 12, 11-25. Connelly, V., Dockrell, J., & Barnett, J. (2005). The slow handwriting of undergraduate students constrains overall performance in exam essays. Educational Psychology, 25, 99-107. Edwards, L. (2003).