Lullabies to Literacy: Early Literacy Development Patsy Pierce, - - PowerPoint PPT Presentation

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Lullabies to Literacy: Early Literacy Development Patsy Pierce, - - PowerPoint PPT Presentation

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Lullabies to Literacy: Early Literacy Development Patsy Pierce, Ph.D. Research Division, NCGA Early Childhood Education Improvement Committee February 2, 2012 1 National Early Literacy Panel (NELP) Synthesis of: all high-quality

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Lullabies to Literacy: Early Literacy Development

Patsy Pierce, Ph.D. Research Division, NCGA Early Childhood Education Improvement Committee February 2, 2012

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National Early Literacy Panel (NELP) Synthesis of:

  • all high-quality scientific research

that identified preschool and kindergarten skills that predict later reading

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NELP Findings

  • Found Three Highly-Significant

Predictors: – Oral Language – Alphabetic Code/Phonological Awareness – Print Knowledge/Concepts

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Oral and Written Language Connections

 Develop concurrently;  Assist in each system’s

development;

 Share the same basic sound

system (phonemes);

 Share the same basic rule

system (morphemes and syntax)

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Oral and Written Language

Speaking/AAC Writing Listening Reading

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National Findings: Literacy Skills

“Fab Five”: K-3 Phonemic awareness Phonics Vocabulary Fluency Comprehension National Institute of Child Health and Human Development (NICHD). (2000). Report of the national reading panel. Teaching children to read: An evidence-based assessment of the scientific research literature

  • n reading and its implications

for reading instructions. Reports of the subgroups. Washington, DC: Author.

“Thrilling Three”: B-K

Oral language Alphabetic code print Knowledge/concepts

National Center for Family Literacy (2005). National early literacy panel: Synthesizing the scientific research on development of early literacy in young children.

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5 Interventions

 NELP identified 5 categories of

interventions that we can use to promote early literacy development: – Code-related interventions – Shared reading interventions – Language enhancement interventions – Parent and home programs for improving children’s literacy – Preschool and kindergarten programs

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Family Involvement Ongoing Assessment Rich Oral Language Environment Play-based, contextual experiences Supports for Emergent Reading/Writing Intentional ABC & Phonological Awareness Activities Teaching Strategies

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Fluency Vocabulary Phonics Phonemic Awareness

Outcomes

Comprehension

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Phonics Intentional Alphabet/Phonological Awareness Activities Ongoing Assessment Family Involvement Rich Oral Language Environments, Play- based Activities Supports for Emergent Reading/Writing Vocabulary Comprehension S T R A T E G I E S O U T C O M E S Fluency

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Family Involvement

 Literacy resources (e.g.,

library cards, books, literacy education for families);

 Children’s literacy workshops

for families, based on their needs and interests;

 Family members reading to

children in classrooms, sending in taped readings reflective of cultural and linguistic backgrounds.

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Ongoing Assessment

 Informs practice  Uses multiple, authentic

approaches – Observation Notes – Work Samples

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How does ______________write his name? (Motor & Cognitive item)

Item from The Bridge Early Language and Literacy Portfolio Framework

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Item 6.1

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Item 6.3

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Rich Oral Language Environment

Children talk more than adults

ALL children have multiple ways to communicate

Adults really listen-show true interest in what children are doing and saying

Reflect on what children are doing; use encouragement rather than praise

Label their feelings

Ask open-ended, action questions; give suggestions

Encourage choice & rule making

Have real conversations with each child everyday

Use a variety of words. Help children learn at least 2 new words everyday

Literacy-rich curricula: S.L. 2011-145,Section 10.7(b)

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Literacy-rich water play

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Supports for Emergent Reading

Story Sharing

Environmental Print (e.g., logos, newspapers, magazines)

Print in the environment (e.g., labels, books, directions, dictation)

Book Sharing – ACIRI – Follow the C*A*R* (comment and wait; ask questions and wait, respond by adding a little more – www.walearningsystems.org

Shared Reading of Big Books

Dialogic Reading (CROWD)

Modeling Use of Reading for Real Purposes (e.g., learning, problem solving, task completion)

Information books, ABC books, story books in centers

Literacy-rich curricula: S.L. 2011-145,Section 10.7(b) See provided list

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Reading daily schedule

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Supports for Emergent Writing

 Language Experience Approach  Shared Writing  Modeling use of writing for real

purposes (e.g., memory, self- expression, ownership)

 Writing props  Sign in

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Supports for Writing Development=People, Pencils, Paper, Purpose

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Guided alphabet and phonological awareness activities

 Point out letter in

child’s name while reading and/or looking at environmental print ( have ABC books in centers)

 Play with letter

names and letter sounds throughout the day (sign in, word walls, letter walks).

 Singing, rhyming,

and alliteration (e.g., chore charts, word walls)

 Segmenting of

names for transition activity

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Talking about letters in names

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ABC’s Everywhere!

Mailboxes

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