literacy in preschool - office of superintendent of public ... · outcome 4 overarching ... engage...

11/15/2011

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S h e ila A m m on s

Ear ly C hildhood S p e c ial Edu c ation

Pr ogr am S u p e r vis or

L u is a S anc he z-Nils e n

Elementary Reading Special ist

O f f i c e o f S u p e r i n t e n d e n t o f P u b l i c I n s t r u c t i o n

Literacy in Preschool

DISCLAIMER

The opinions and positions expressed herein are not intended to ensure compliance with any particular law or regulation pertaining to the provision of educational services for eligible students. This presentation and/or materials should be viewed and applied by users according to their specific needs. This presentation and/or materials represent the views of the presenter(s) regarding what constitutes preferred practice based on research available at the time of this publication. The presentation and/or materials should be used as guidance. Any references specific to any particular education product are illustrative, and do not imply endorsement of these products by OSPI, or to the exclusion of other products that are not referenced in the presentation materials. OSPI, Special Education, is not responsible for the content of those educational product(s) referenced in this presentation.

Douglas H. Gill, Ed.D.,Director, Special Education

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Presenters

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Sheila Ammons,

OSPI Early Childhood Special Education

Program Supervisor

Luisa Sanchez-Nilsen,

OSPI Elementary Reading Specialist

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Outcome

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Overarching Outcome: awareness-level training

Foundational introduction to emergent literacy

Based on latest research

Objectives

1. Define Developmentally Appropriate Practice (DAP)

2. Discuss the National Early Literacy Panel’s research

3. Identify the importance of early literacy experiences

4. Outline the connection between oral language and early literacy

5. Explore the role of culture in literacy development

6. Review the developmental sequence of writing

7. Illustrate shared and interactive reading strategies

8. Examine evidence-based instructional practices

9. Describe early literacy development in young children with disabilities

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Emergent Literacy

Emergent literacy: the developmental precursors to reading before children enter a formal school environment

Lonigan (2006)

Current perspective on literacy development prior to formal reading instruction includes:

Developmental progression

Not “reading readiness”

Encompasses environmental, familial, cultural and linguistic factors

Missal, McConnell & Cadigan (2006)

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Developmentally Appropriate Practice (DAP)

National Association for the Education of Young Children Professional organization for Early Childhood Education

teachers (birth through age eight)

Definition of DAP:

Teaching young children in ways that meet children where they are, as individuals and groups

Helping each child reach challenging and achievable goals that contribute to his or her ongoing development and learning

Copple & Bredekamp (2006)

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Key messages

All teaching practices should be appropriate to children’s age and developmental status

Reduce the achievement gap

Include a comprehensive, effective curriculum

Improve teaching and learning

Copple & Bredekamp (2009)

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Early childhood literacy activities look different than elementary literacy instruction

Early childhood programs should include experiences that promote emerging literacy in a developmentally appropriate context

Phillips, Clancy-Menchetti, Lonigan (2008)

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Joint Position Statement

In 1998, the National Association for the Education of Young Children (NAEYC) and the International Reading Association (IRA) adopted a position statement titled Learning to Read and Write: Developmentally Appropriate Practices for Young Children

Rationale for joint position statement Importance of high standards of literacy for daily life Increased diversity in young children Maturationist view of development: young children are not

‘ready’ for instruction Inappropriate use of practices designed for older children Teacher preparation programs

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Developmental Continuum

Birth to preschool

o Read aloud to children

o Expose children to concepts about print

o Introduce the alphabetic principal by comparing letter shapes

o Engage children in rhyming activities to foster linguistic

awareness

National Association for the Education of Young Children (NAEYC) and the International Reading Association (IRA)

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Preschool

Share books with children and model reading behaviors Talk about letters by name and sounds to foster phonemic

awareness Establish a literacy-rich, print-rich environment Reread favorite stories Engage children in language games Promote literacy-related play activities Encourage children to experiment with invented spelling and

writing


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Kindergarten

Encourage children to talk about reading and writing experiences Provide many opportunities for children to explore sound-symbol

relationships within meaningful contexts Help children segment spoken words and blend sounds into words Frequently read interesting and conceptually rich stories to children Provide daily writing opportunities Help children build a sight vocabulary Create a literacy-rich environment for independent reading and

writing


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Washington State Benchmarks

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Washington State Early Learning and Development Benchmarks Information on all areas of development and approaches toward learning

Birth to kindergarten entry

Information on language, communication and literacy Indicators of skill development for children

Strategies and suggestions for caregivers

http://www.del.wa.gov/publications/development/docs/BenchmarksColor.pdf

Key Components of Early Childhood Literacy

Strong foundation in oral language vocabulary, comprehension

Awareness of phonological processing phonological awareness: manipulate the sounds of

language phonemic awareness: knowledge of individual sounds

Many exposures and experiences with written language fluency, writing

Paulson & Moats (2010)

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National Early Literacy Panel (NELP)

In 2002, the National Early Literacy Panel was established to:

Summarize scientific evidence on early literacy

Define which early literacy skills predict later literacy development

Identify interventions and practices that promote positive outcomes in literacy for preschool children

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Methodology

Examined existing research using meta-analysis

Age range: birth through end of kindergarten

Studied home and family influences on literacy development

Controlled for IQ and demographic variables (ethnicity, population density and socioeconomic status)

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Developing Early Literacy: Report of the National Early Literacy Panel, A Scientific Synthesis of Early Literacy Development and Implications for Intervention, 2008

Identified 11 variables that predict later measures of literacy development for preschoolers and kindergarteners

Executive Summary available at http://lincs.ed.gov/publications/pdf/NELPSummary.pdf

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Strong correlation to later literacy achievement

Alphabetic knowledge: Knowledge of letter names and sounds

Phonological awareness: Ability to detect, manipulate or analyze components of spoken words independent of meaning

Report of the National Early Literacy Panel (2008)

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Strong correlation to later literacy achievement (continued)

Rapid autonomic naming (RAN): Rapid naming of sequentially repeating random sets (letters, digits, objects)

Writing (writing own name): Ability to write letters in isolation on request to write own name

Phonological memory: Ability to remember spoken information for a short period of time


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Moderate correlation to later literacy achievement

Concepts about print: Knowledge of print conventions (left to right, front to back) and concepts (author, text)

Print knowledge: tasks combining elements of alphabetic knowledge, concepts about print and early decoding


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Moderate correlation to later literacy achievement (continued)

Reading readiness: Composite measure including alphabetic knowledge, concepts of print, vocabulary, memory and phonological awareness

Oral language: Ability to produce, comprehend, or both aspects of spoken language including semantics and syntax

Visual processing: Ability to match or discriminate visually presented symbols


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Code-focused interventions included phonemic awareness, alphabetic knowledge and phonics instruction

Code-focused interventions showed a strong, positive impact on preschool and kindergarten children’s future reading and writing skills


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The predictive variables can serve as stable indicators for identifying children’s progress in literacy development

Teachers can identify children who need additional, targeted intervention

Decoding skills require deliberate teaching and opportunities for practice


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Instructional practices supported by NELP research

Oral language

Create sounds by singing and participate in music making

Listen and respond to music, stories and discussion

Listen for various purposes (enjoyment, following directions, dialogue)

Engage in oral language activities that are linguistically, cognitively, and verbally stimulating

Strickland & Shanahan (2004) p. 76

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Alphabetic Knowledge

Play with letters, such as those within alphabet puzzles Engage with alphabet books Participate in activities where teachers link the names of

letters with the sounds they represent (i.e., those in student’s names)

Work with rhymes and play language games with letter sounds

Draw and write independently for personal enjoyment

Strickland & Shanahan (2004), p. 77

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Print knowledge

Observe adults writing as the adults say the words aloud Contribute ideas and language for others to write down Participate in discussions about the use of labels and

signs Observe and follow along as adults track print from left to

right while reading aloud Independently browse through books (front to back),

draw and ‘write’ independently

Strickland & Shanahan (2004), p. 77

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Reflection

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Take a moment to reflect on your experience

oral language

alphabetic knowledge

print knowledge

Classroom Examples

Look to a typical preschool classroom to identify examples of Developmentally Appropriate Practice that support early literacy experiences

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Early Literacy Experiences

Reading and writing begin during play

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Play is an activity where children begin to use symbols to create and communicate meaning

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tool use

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Sensory play

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Pretend play and role play involving props and costumes to illustrate familiar routines and stories

Examples: signs, menus, uniforms, money, receipts, logos

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Emergent Literacy and Culture

Culture and family values play a key role in shaping early literacy experiences

All cultures have unique ways of using oral and written language within:

family routines, games/play activities, story telling, visits to the library, joint storybook reading, reading bedtime stories, sharing oral traditions, dinnertime conversation

Cultural context experienced by a young child differs from one family to another

Serpell, et al. (2002)

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Language Development and Culture

Social, turn-taking play is a Euro-American practice

Role of eye gaze to establish joint focus

Cultural norms shape caregiver’s behavior toward young children

Social routines provide opportunities for joint-attention and turn-taking that are critical for communication development

Dunst & Gorman (2011)

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Language Development and Culture

Example of an early language activity from the Puyallup Tribe

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Link between Language and Literacy

Strong foundation in language is critical for the development of literacy

Children who experience difficulty developing language skills may also experience difficulty learning literacy skills

When skills are facilitated through developmentally appropriate activities in early childhood settings, children experience more success learning to read and write when formal literacy instruction begins in elementary school


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Link between Language and Literacy

Many children learn oral language naturally through responsive, daily interactions with caregivers children from high risk environments hear less language

Literacy is the integration of listening, speaking, reading, writing, and critical thinking far more complex process than oral language does not develop naturally requires direct instruction delivered in developmentally

appropriate activities

Literacy depends on mastering a written code Alphabetic principle: letter-to-sound relationship


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Reflection

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Take a moment to reflect on your experience

Typical Writing Development

Discuss samples of children’s writing at different stages

All children develop at their own rate

Explore the identifying characteristics of various stages in writing development


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Writing development

Stage 1: Prealphabetic (scribbling)

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Writing development

Stage 1: Prealphabetic (pictures)

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Writing development

Draw a Person

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Writing development

Stage 2: Semiphonetic

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Writing development

Stage 3: Phonetic

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Writing development

Stage 3: Phonetic

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Writing development

Stage 4: Transitional

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Writing development

Stage 5: Conventional

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Dialogic Reading

Dialogic reading is an interactive shared picture-book reading practice designed to enhance young children’s language and literacy skills

The adult and child switch roles so that the child learns to become the storyteller with the assistance of the adult, who functions as an active listener and questioner

With different levels of dialogic reading it may expand expressive and receptive language development

What Works Clearinghouse (2010)

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Dialogic Reading

Dialogic Reading was shown to have moderate effects on oral language and print knowledge

Small number of studies limits further conclusions, but there are likely more benefits of shared reading interventions


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Dialogic Reading

Dr. Christopher Lonigan describes and demonstrates dialogic reading

http://www.readingrockets.org/podcasts/classroom

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Home and Parent Programs

Examined parent and home programs designed to improve children’s literacy skills when parents deliver the intervention

Results showed that home and parent programs have a positive impact on young children’s oral language and general cognitive skills


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What parents and family members can do

Preschool

Talk with children, engage them in conversation, give names of things, show interest in what the child says

Read and reread stories with predictable text to children

Encourage children to recount experiences and describe ideas/events that are important to them

Visit the library regularly

Provide opportunities for children to draw and paint, using markers, crayons and pencils

National Association for the Education of Young Children

(NAEYC) and the International Reading Association (IRA)

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What parents and family members can do

Kindergarten

Read and reread narrative and informational stories to children daily

Encourage children’s attempts at reading and writing

Allow children to participate in activities that involve writing and reading (i.e. cooking, making grocery lists)

Play games that involve specific directions (i.e. “Simon Says”)

Have conversations with children during mealtimes and throughout the day

National Association for the Education of Young Children

(NAEYC) and the International Reading Association (IRA)

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Child with a disability

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Blackorby, J. et al. (2010). Patterns in the Identification of and Outcomes for Children and Youth With Disabilities, Institute of Education Science.

Three age groups: Birth-2, 3-5, 6-21

Descriptive study using existing data

Pre-Elementary Education Longitudinal Study (PEELS)

Early Childhood Longitudinal Study (ECLS)


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Early literacy outcomes for preschoolers receiving special education services are lower than those of the general population

Average vocabulary scores for three, four and five year olds who receive special education services were significantly lower

Letter-word identification for five year olds who received special education service were slightly lower

Blackorby, et al. (2010)

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http://www.k12.wa.us/SpecialEd/Data/Childcount‐Placement.aspx

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How does the presence of a disability impact emergent literacy skills?

Consider the adverse educational impact of the disability

How could modifications and accommodations support emerging literacy skills?

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Example: Preschool child with Down syndrome

Children with Down syndrome generally follow a consistent language and communication pattern

Down syndrome has been shown to impact: hearing, oral-motor skills, cognitive skills, prelinguistic vocal development

Relative strengths: visual processing (whole word recognition), narrative (story telling) skills with visual supports

Martin, Klusek, Estigarribia & Roberts (2009)

Sofia

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Example: finding letters in her name

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Paige

Example: writing outside

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Accommodations and Modifications

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The IEP team determines what accommodations and/or modifications are necessary for the child

Example of an adapted bookhttp://www.wsdsonline.org/deafblind/experience/video.html#video_3

What are some accommodations and/or modifications you might consider with Taryn and Sonnet to target emerging literacy skills?

Center for Early Literacy Learning (CELL)

The national technical assistance center for early literacy funded by the Office of Special Education Programs (OSEP)

Variety of free parent and teacher materials to download Available in English and Spanish

Includes infants, toddlers and preschoolers

http://www.earlyliteracylearning.org/ta_cell_pop1.php#

Two example materials: mini posters and practice guides

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Center for Early Literacy Learning (CELL)

The Center for Early Literacy Learning (CELL) has developed practice guides for parents and teachers that outline supports and accommodations for preschoolers with disabilities, specific to emergent literacy skills

Symbols and Signs

Book Reading and Storytelling

Rhymes and Sound Awareness

Talking and Listening

Drawing and Writinghttp://www.earlyliteracylearning.org/pg_tier2.php#preschoolers

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Summary

1. Defined Developmentally Appropriate Practice (DAP)

2. Discussed the National Early Literacy Panel’s research

3. Identified the importance of early literacy experiences

4. Outlined connection between oral language and early literacy

5. Explored the role of culture in literacy development

6. Reviewed the developmental sequence of writing

7. Demonstrated shared and interactive reading strategies

8. Examined evidence-based instructional practices

9. Described early literacy development in young children with disabilities

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Contact Information

Sheila AmmonsECSE Program Supervisor/619 [email protected]. (360) 725-6075

Luisa Sanchez-NilsenElementary Reading [email protected]. (360) 725-6070

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Resources

National Early Literacy Panel report (Executive Summary) http://lincs.ed.gov/publications/pdf/NELPSummary.pdf

What Works Clearinghousehttp://ies.ed.gov/ncee/wwc/reports/topic.aspx?tid=22

Doing What Workshttp://dww.ed.gov/Preschool-Language-and-Literacy/topic/?T_ID=15

Center for Early Literacy Learning www.earlyliteracylearning.org

Washington State Early Learning and Development Benchmarkshttp://www.del.wa.gov/publications/development/docs/BenchmarksColor.pdf

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Resources

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Reading and Writing Continuum http://www.bonniecampbellhill.com/support.php

Pre-Elementary Education Longitudinal Study (PEELS)

http://ies.ed.gov/ncee/pubs/20104005/pdf/20104005.pdf

Early Childhood Longitudinal Study (ECLS)

http://nces.ed.gov/ecls/

References

Biemiller, A. (2006). Vocabulary Development and Instruction: A Prerequisite for School Learning. In Dickinson, D. & Neuman, S. (Ed.) Handbook of Early Literacy Research (p. 41-52). New York: Guilford Press.

Blackorby, J., Schiller, E., Mallik, S., Hebbeler, K., Huang, T., Javitz, H., Marder, C., Nagle, K., Shaver, D., Wagner, M. & Williamson, C. (2010). Patterns in the Identification of and Outcomes for Children and Youth With Disabilities. Washington, D.C.: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education

http://ies.ed.gov/ncee/pubs/20104005/pdf/20104005.pdf .

Bowman, B., Donovan, S., & Burns, M. (2000). Eager to Learn: Educating Our Preschoolers. Washington D.C.: National Academy Press.

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References

Copple, C. & Bredekamp, S. (2009). Developmentally Appropriate Practice in Early Childhood Programs Serving Children Birth through Age 8, Third Edition. Washington D.C.: National Association for the Education of Young Children.

Copple, C. & Bredekamp, S. (2006). The Basics of Developmentally Appropriate Practice: An Introduction for Teachers of Children Three to Six. Washington D.C.: National Association for the Education of Young Children.

Dunst, C. & Gorman, E. (2011). Nursery Rhymes and the Early Communication, Language, and Literacy Development of Young Children with Disabilities. Center for Early Literacy Learning, CELL Reviews, 4. http://www.earlyliteracylearning.org/productscr.php

Missal, K., McConnell, S., & Cadigan, K. (2006). Early Literacy Development: Skill Growth and Relations between Classroom Variables for Preschool Children. Journal of Early Intervention, 29, 1-21.

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References

National Association for the Education of Young Children and the International Reading Association (1998). A Joint Position Statement Learning to Read and Write: Developmentally Appropriate Practices for Young Children. Young Children, 53, 1-16. http://www.naeyc.org/files/naeyc/file/positions/PSREAD98.PDF.

National Early Literacy Panel (2008). Developing Early Literacy Report of the National Early Literacy Panel: A Scientific Synthesis of Early Literacy Development and Implications for Intervention. http://lincs.ed.gov/publications/pdf/NELPReport09.pdf.

Doing What Works Clearinghouse, U.S. Department of Education. Preschool Language and Literacy. http://dww.ed.gov/topic/?T_ID=15.

Lonigan, C. (2006). Conceptualizing Phonological Processing Skills in Prereaders. In Dickinson, D. & Neuman, S. (Ed.) Handbook of Early Literacy Research (p. 77-90). New York: Guilford Press.

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References

Martin, G., Klusek, J., Estigarribia, B., & Roberts, J. (2009). Language Characteristics of Individuals with Down Syndrome. Topics in Language Disorders, 29, 112-132.

Paulson, L. & Moats, L. (2010). LETRS for Early Childhood Educators. Boston, MA: Cambium Learning Sopris West.

Phillips, B., Clancy-Mechetti, J., Lonigan, C. (2008). Successful Phonological Awareness Instruction With Preschool Children: Lessons From the Classroom. Topics in Early Childhood Special Education, 28, 3-17.

Serpell, R., Sonnenschein, S., Baker, L., & Ganapathy, H. (2002). Intimate Culture of Families in the Early Socialization of Literacy. Journal of Family Psychology, 16, 391-405.

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References

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Shonkoff, J. & Phillips, D. (2000). From neurons to neighborhoods: The science of early childhood development. Washington D.C.: National Research Council and Institute of Medicine, National Academy Press.

Strickland, D. & Shanahan, T. (2004). Laying the Groundwork for Literacy: The National Early Literacy Panel releases preliminary findings in its synthesis of research on early literacy education. Educational Leadership, 74-77.

What Works Clearinghouse (2010). Intervention: Dialogic Reading. http://ies.ed.gov/ncee/wwc/reports/ece_cd/dialogic_reading/index.asp

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