Introduction a) Read to Succeed Act b) early literacy paper SC
data on early literacy Promotion of: a) early language b)
literacyshared book reading
Slide 4
A) language & literacy assessment B) intervention for
struggling readers C) EC programs address language & literacy
D) community literacy promotion
Slide 5
Slide 6
Chapter 3: Impact of Code-Focused Interventions on Early
Literacy
Skills.....................................................................................
Chapter 4: Impact of Shared-Reading Interventions on Early Literacy
Skills.....................................................................................
Chapter 5: Impact of Parent and Home Programs on Early Literacy
Skills.....................................................................................
Chapter 6: Impact of Preschool & Kindergarten Programs on Early
Literacy
Skills.....................................................................................
Chapter 7: Impact of Language Enhancement Interventions on Early
Literacy Skills
.....................................................................................
Slide 7
Predictors of Reading Proficiency Oral Language Alphabet
Knowledge Concepts About Print Phonological Awareness Writing &
Name-Writing Invented Spelling [Comprehension] Source: National
Early Literacy Panel Source: National Early Literacy Panel
Slide 8
Slide 9
Slide 10
Grade 4Grade 8 Poor17% Not Poor46%44% African American13%14%
Hispanic21%24% White39% Male43%33% Female35%22% Proficient in
Reading
Slide 11
Critical Competencies Built in Early Childhood Language &
literacy Math Behavioral & emotional well-being Social skills
Learning & work habits: inquiry, curiosity, persistence,
teamwork Character traits: responsibility, honesty,
dependability
Slide 12
Child ages 0- 4: Waking Hours Who are they with? Caregiver
Under 185% of Poverty Over 185% of Poverty Not with Mom 37.5%46.5%
With Mom62.5%53.5% Total100% Source: DSS Childcare Survey.
Slide 13
Non-Maternal Hours Ages 0-4 Caregiver Under 185% Over 185%
Child Care15.5%22.5% Relatives12%9% Spousal Care10%15%
Total37.5%46.5% Source: DSS Childcare Survey.
Slide 14
million Source: Hart and Risley
Slide 15
Early Influences in Professional vs Poor Families Recorded
Vocabulary of Parents 2.2:1 Recorded Vocabulary of Child 2.1:1
Different words used per hour- Parent 2.3:1 Different words used
per hour- Child 2.0:1 Parent encouragements to discouragements
14:1
Slide 16
AllBelow 25th Mean Language3012 Concepts3011 Entering
Preschoolers DIAL Score (percentiles)
Slide 17
High quality Perry Preschool program Serving poor, minority
children Classes serving only 5-6 children [1/2] Only teachers with
bachelors degrees or higher with certification in education (no
aides) [1/2] Service for 2 school years at ages 3 & 4 [1/2]
Teachers visiting families at least every 2 weeks [ ?? ] High/Scope
educational model or similar approach [ ?? ] Daily classes of 2 1/2
hours or more [ < ] SC professional teacher interaction
intensity [1/8] What Works??
Slide 18
4K5K Mean PPVT vocabulary1928 WJ Achievement3043 SC CDEPP
Childrens Entering 4K and 5k Scores (percentiles)
Slide 19
% Not Consistently Ready In Kindergarten Income Readiness
Domain ELA Math Personal & Social Development Free Lunch 363735
Reduced Lunch 26 27 Full Pay 16 18 Source: SCDE SCRA (2008) rated
by teachers
Slide 20
% Not Consistently Ready In Kindergarten RACE/GENDER Readiness
Domain ELA Math Personal & Social Development White Males 23
1823 White Females 14 12 AA & other Males 39 3134 AA &
other Females26 2421 Source: SCDE SCRA (2008) rated by
teachers
Slide 21
Below SC Academic Standards Grade 3Grade 5Grade 8 ELA or Math
ELAWriting White Female13172013 Minority Male40545750 F/R
Lunch35475042 Low educated mother47575448 Any disability42515248
Emotional-behavioral problem47575855 Foster Care & CPS44545751
Any 2 risk factors5564 63
Slide 22
Slide 23
Slide 24
a) verbal skills b) vocabulary c) verbal intelligence d)
education
Slide 25
e) fewer utterances f) shorter utterances g) less total
language output h) fewer labels i) more directives
Slide 26
1) dialogue facilitates comprehension 2) ensure active child
participation 3) give praise 4) provide corrective feedback
Slide 27
5) continue discussion on child-initiated topics by: a) using
extensions b) asking clarifying questions 6) parents use open-ended
& wh questions 7) request the best answer the child can provide
8) repeat, expand, & recast the childs speech often
Slide 28
1) active child literacy talk & play 2) greater use by
mother of a) talk with rather than talk to b) scaffolding c)
vocabulary 3) mothers responding with a) more semantically
contingent speech b) building on childs utterances c) connecting
print activities to daily life
Slide 29
Slide 30
Emergent literacy involves: 1) re-readings of favorite books 2)
letter naming 3) understanding syntax 4) word choices appropriate
to written language 5) phonemic awareness 6) writing or scribbles
Emergent literacy includes all the precursors to formal
literacy.
Slide 31
Frequency of shared book reading is related to: a) language
skills b) emergent literacy c) reading achievement of school-age
children
Slide 32
1. Questioning (a)use open-ended & wh questions (b) allow
children to talk beyond a "yes" or "no" response) 2. Scaffolding
dialogue and response 3. Offering praise or positive feedback 4.
Giving or extending information 5. Clarifying information
Slide 33
6. Restating information 7. Directing discussion 8. Sharing
personal reactions 9. Relating concepts to life experiences 10.
Sensitivity to childs ability & interests
Slide 34
11. Defining vocabulary words 12. Opportunities for the child
to use vocabulary from the books 12. Varying voices, whispers &
coos 13. Performing 14. Listening actively 15. Using story props
16. Multiple readings of a book 17. Answering questions
Slide 35
1) making children listen quietly to the written text being
read 2) adults management of childs body: a) pushes b) pulls c) c)s
c) pinches child
Slide 36
3) Adults management of books: a) resists child turning pages
b) becomes absorbed by book, ignores child 4)Adults response to
childs affective behavior: a) reprimands child b) comments
negatively about childs participation
Slide 37
Slide 38
Child learns from shared reading : a) written language features
b) written language is different from oral language c) print
material conveys meaning d) handle a book e) printed words on page
have sounds
Slide 39
Desire to read, Deal with syntactic complexity, Vocabulary
growth, Comprehension Independent practice reading. Initial
decoding skills,
Slide 40
Low language development of children Low print awareness
development of children Large gaps in language & literacy
before entry into preschool Additional deficits/gaps in development
of phonological skills in 4K and 5K
Slide 41
Center-based interventions in late preschool period may be too
late to close the oral language gap of low literacy children Many
parents wont do dialogic reading at all or enough and not well
Slide 42
a) story narrative b) concepts about print c) inventive writing
d) phonological skills e) decoding f) reading comprehension