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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Developmentally Appropriate Practice (DAP)
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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Developmentally Appropriate Practice (DAP)
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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Developmental Continuum
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
National Association for the Education of Young Children (NAEYC) and the International Reading Association (IRA)
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Developmental Continuum
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
National Association for the Education of Young Children (NAEYC) and the International Reading Association (IRA)
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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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National Early Literacy Panel (NELP)
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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National Early Literacy Panel (NELP)
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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National Early Literacy Panel (NELP)
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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National Early Literacy Panel (NELP)
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
Report of the National Early Literacy Panel (2008)
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National Early Literacy Panel (NELP)
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
Report of the National Early Literacy Panel (2008)
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National Early Literacy Panel (NELP)
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
Report of the National Early Literacy Panel (2008)
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National Early Literacy Panel (NELP)
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
Report of the National Early Literacy Panel (2008)
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National Early Literacy Panel (NELP)
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
Report of the National Early Literacy Panel (2008)
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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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Instructional practices supported by NELP research
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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Instructional practices supported by NELP research
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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Early Literacy Experiences
Play is an activity where children begin to use symbols to create and communicate meaning
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Early Literacy Experiences
tool use
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Early Literacy Experiences
Sensory play
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Early Literacy Experiences
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
Paulson & Moats (2010)
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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
Paulson & Moats (2010)
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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
Paulson & Moats (2010)
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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
Report of the National Early Literacy Panel (2008)
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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
Report of the National Early Literacy Panel (2008)
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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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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)
Child with a disability
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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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Child with a disability
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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Child with a disability
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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