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Center for Early Literacy Learning (CELL): Achieving Adoption and Use of Evidence-Based
Early Literacy Learning Practices for Young Children
Carol M. Trivette Carl J. Dunst
Orelena Hawks Puckett Institute
Asheville and Morganton, NC
Presentation made at the OSEP Project Director MeetingWashington, DC July 23, 2008
Center for Early Literacy Learning (CELL)gratefully acknowledges the support of the
U.S. Department of Education,Office of Special Education Programs,
Research to Practice Division(H326B060010).
Purposes of the Presentation
• Describe briefly the partners and aims of the Center for Early Literacy Learning (CELL)
• Describe parents’ & practitioners’ perspectives about early literacy learning
• Describe the key characteristics of the CELL early literacy learning practices (intervention model)
• Describe CELL practice guides developed to support the implementation of early literacy practices
• Describe the CELL specialized training model
• Describe the CELL generalized training
Center for Early Literacy Learning
• Partners: Orelena Hawks Puckett Institute
www.puckett.org American Institutes for Research www.air.org PACER Center www.pacer.org AJ Pappanikou Center for Excellence in
Developmental Disabilities, University of Connecticut www.uconnucedd.org
• OSEP staff
CELL Aims
• Synthesize research evidence on effective early literacy learning practices and interventions.
• Develop evidence-based practices from the findings of this research.
• Implement and evaluate the use of evidence-based practice guides.
• Conduct general and specialized technical assistance promoting the adoption and use of evidence-based early literacy learning practices.
Parents of Children Receiving Part C and Part B(619) Services
Literacy IsImportant
ECSEPractices
IEP/IFSP Objectives
PERCENT STRONGLY AGREEING WITH EACH STATEMENT
0
10
20
30
40
50
60
70
80
PE
RC
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T O
F R
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PO
ND
EN
TS
Desired Practices Actual Practices
Early Intervention and Preschool Special Education Practitioners
Literacy IsImportant
EarlyIntervention
Practices
IEP/IFSPOutcomes
PERCENT STRONGLY AGREEING WITH EACH STATEMENT
0
10
20
30
40
50
60
PE
RC
EN
T O
F R
ES
PO
ND
EN
TS
Desired Practices Actual Practices
Early Literacy Skills by Domain
• Speech Processing Skills Oral Language Phonological Awareness Listening Comprehension
• Print-Related Skills Print Awareness Written Language Alphabet Knowledge Text Comprehension
Oral Language
Phonological Awareness
Listening Comprehension
Print Awareness
Written Language
Alphabet Knowledge
Text Comprehension
EverydayLiteracy
Activities
ResponsiveTeaching
ChildInterests
Literacy-RichEnvironments
Overview of CELL Early Literacy Learning Model
EarlyLiteracyLearning
Outcomes
Child Interests
• All children, with and without disabilities, have interests and preferences.
• A child’s interests form the basis of CELL early literacy practices.
Interest-Based Cycle of Mastery
Mastery
Interests
Engagement
Competence
LiteracyActivities
Types of Children’s Interests
Children have different types of interests:
• Personal interests can form the basis of activities (e.g., stuffed animals, balls, action figures)
• Natural interests in talking, reading, and writing
• Situational interests are triggered by features or “interestingness” of the context (e.g., street fair, table with art supplies, new classroom play area)
Examples of Interests Across Developmental Ages
• Infants Cooing or babbling, rocking, rattles, musical
toys, grasping, bright colors, new people
• Toddlers Music, special story or book, riding toys,
colored markers, special friend, bugs
• Preschoolers Dress-up, books, pets, eating out, painting,
games, rhymes, balls
CELL Tools for Linking Interests and Activities
Everyday Literacy Activities
Everyday literacy activities provide the specific experiences and opportunities that enhance and expand early literacy learning because of the frequency with which they can occur for children with and without disabilities, and the functionality of the learning in a real life context.
Literacy Activity Continuum
Many literacy activities can be informal or formal
depending on the context and the level
of the child’s development and participation
Informal Activities Formal Activities
Responsive Teaching Strategies
• Engage the child in interest-based everyday literacy activities.
• Respond to child behaviors to maintain engagement.
• Support child literacy-related behaviors and elaborate on child responses.
Adaptations for Children With Disabilities
• Adaptations ensure that children with disabilities: Can express their interests and have them interpreted
correctly Can engage in early literacy activities Can become skillful and competent in early literacy
activities and behaviors Can master early literacy skills
• Adaptations provide just enough assistance so that children with disabilities can proceed through the same process of mastery as do children without disabilities.
Adaptation Continuum
• Adapt Environment
• Adapt Activity
• Adapt Materials
• Adapt Instruction
• Provide Assistance
Source: Cara’s Kit, Milbourne & Campbell, 2007
LeastIntrusive
MostIntrusive
Hierarchy of Intervention Practices
SpecializedPractices
Adaptations & Instructional Practices
Literacy-Rich Learning Opportunities
CELL Practice Guides
CELL Practice Guides
• What is the practice?
• What does the practice look like?
• How do you do the practice?
• How do you know the practice worked?
• Vignettes that illustrate the early literacy practice described
• Adaptations
Examples of Practice Guides by Early Literacy Domains
Phonological Awareness Fingerplays and Action Rhymes Sound Advice
Oral Language Babble On Talk Is Fun
Listening Comprehension Time to Rhyme Hear This
Speech Processing Skills
Print Awareness One for the Books First ABC Books
Written Language Scribble, Scribble Get Write on It!
Alphabet Knowledge Stamps of Approval Exploring Magazines & Catalogs
Text Comprehension Read It Again! Tuning Into Tales
Print - Related Skills
CELL Technical Assistance
• Specialized Technical Assistance
AIR, Puckett
• Generalized Technical Assistance
Puckett, PACER, UCONN
CELL Specialized TA States
• Maine• Montana• Pennsylvania• South Carolina• South Dakota• Utah• Vermont• West Virginia
EverydayLiteracy
Activities
ResponsiveTeaching
ChildInterests
Literacy-RichEnvironments
Overview of CELL Early Literacy Learning Model
EarlyLiteracyLearning
Outcomes
CELL Conceptual Model for Scaling Up
Overview of CELL Training Procedures
Preview of CELLPractices
ParticipatoryLearning
Opportunities
Reflection andUnderstanding
Use of Early Literacy Practices
Training Procedures
Relationship Between CELL Training Proceduresand CELL Early Literacy Learning Model
CE
LL
Tra
inin
g P
roce
dur
es
ChildInterests
Everyday Literacy
Activities
ResponsiveTeaching
Literacy-Rich Environments
PreviewCELL Practices
Participatory Learning
Opportunities
Reflection and
Understanding
CELL Early Literacy Learning Model
CELL Practice Adoption Process
State-Level CELL Capacity-Building Checklist
Building Capacity to Scale UpCELL Practices
• Vision
• Leadership Team
• Needs Assessment
• Outreach and Training
• Self-Evaluation
CELL Generalized Technical Assistance• Development of CELL products
• Web-based dissemination of products (NETAC e-notes)
• Presentations at regional and national conferences
• Targeted dissemination to parents through PACER and Alliance
• Targeted dissemination to TA providers through variety of TA systems for example Head Start TA system
CELL Products
CELLpapers
CELLreviews & CELLnotes
CELL Web Site: www.earlyliteracylearning.org
What you’ll find there:• CELLpapers provide background information about the conceptual
frameworks used to guide Center for Early Literacy Learning activities and the results of evaluation and research studies conducted by CELL staff.
• CELLreviews are practice-based research syntheses of early communication, language, and literacy development. These syntheses analyze and integrate small bodies of research that have investigated the same or similar practices having the same or similar outcomes.
• CELLnotes are one- to two-page summaries of the findings from practice-based research syntheses. These summaries, written in a user-friendly format, are designed specifically for practitioners and parents.
• CELLpractices and CELLtoolkits as they become available.
Conclusions