Early Literacy Studies
Greetings. The following materials are intended to provide an introduction to Early Literacy Studies. They were assembled from the World Wide Web, ERIC Database, and a variety of other bibliographic resources. Instructions for acquiring the full text of the ERIC records are presented at the end of this file.
Ming-Fang Hsieh
Reference Specialist
Alphabetically arranged listing of bibliographies
Categorically arranged listing of bibliographies
Internet Sites
Early Literacy Development
Early Literacy Technology Project-Lessons
Early Literacy-A Resource For Teachers
Early Literacy
California Early Literacy Learning
Citations from the ERIC Database
AN: EJ604786
AU: Smith,-John-A.
TI: Singing and Songwriting Support Early Literacy Instruction.
PY: 2000 SO: Reading-Teacher; v53 n8 p646-49 May 2000
DE: *Beginning-Reading; *Emergent-Literacy; *Reading-Instruction; *Singing-; *Songs-
DE: Class-Activities; Primary-Education; Young-Children
AB: Argues that singing and songwriting activities can complement a wide range of literacy learning activities, and offer emerging readers learning opportunities with active participation. Provides examples of singing and songwriting activities that support early literacy instruction in the areas of letter names and sounds, phonemic awareness, print conventions, background knowledge, vocabulary, decoding, and writing. (SR)
AN: EJ599910
AU: Novick,-Rebecca
TI: Supporting Early Literacy Developme
NT: Doing Things with Words in the Real World.
PY: 2000 SO: Childhood-Education; v76 n2 p70-75 Win 1999-2000
DE: *Classroom-Environment; *Emergent-Literacy; *Language-Acquisition; *Language-Experience-Approach; *Teacher-Role; *Young-Children
DE: Class-Activities; Early-Childhood-Education
AB: Discusses ways teachers can create a supportive literacy environment in the classroom for young children. Considers activities that encourage children's language use, and recommends creating an unhurried atmosphere, responding to cultural differences, and including a mix of planned and child-initiated activities. (JPB)
AN: EJ596927
AU: Juel,-Connie; Minden-Cupp,-Cecilia
TI: One Down and 80,000 To Go: Word Recognition Instruction in the Primary Grades.
PY: 2000 SO: Reading-Teacher; v53 n4 p332-35 Dec-Jan 1999-2000
DE: *Beginning-Reading; *Instructional-Effectiveness; *Reading-Instruction; *Word-Recognition
DE: Grade-1; Language-Arts; Primary-Education; Reading-Achievement
AB: Examines how different types of word recognition instruction appeared to affect students with different early literacy foundations. Finds differences in instructional practices to be related to growth in reading. Identifies four classroom practices that seemed to have the greatest success with children entering first grade with minimal reading skill. (SR)
AN: ED446141
AU: Bodrova,-Elena; Leong,-Deborah-J.; Paynter,-Diane-E.; Semenov,-Dmitri
TI: A Framework for Early Literacy Instruction: Aligning Standards to Developmental Patterns and Student Behaviors. Pre-K through Kindergarten.
CS: Mid-Continent Research for Education and Learning, Aurora, CO.
PY: 2000
AV: Mid-continent Research for Education and Learning, 2550 S. Parker Road, Suite 500, Aurora, CO 80014-1678. Tel: 303-337-0990; Fax: 303-337-3005; e-mail: info@mcrel.org; Web site: http://www.mcrel.org.
PR: EDRS Price MF01/PC02 Plus Postage. DL: http://orders.edrs.com/members/sp.cfm?AN=ED446141
DE: *Academic-Standards; *Benchmarking-; *Emergent-Literacy
DE: Behavior-Patterns; Child-Development; Definitions-; Early-Childhood-Education; Models-
AB: This document is designed to establish consistency in the definition and format to be used in developing early literacy standards and benchmarks. It articulates a set of standards and benchmarks that is based on current national and state standards documents and that reflects the foundational knowledge and developmental differences representative of the research on early literacy development and the prekindergarten and kindergarten levels. It also provides sufficient and appropriate information aligned with the standards and benchmarks to aid prekindergarten and kindergarten teachers in assessing the early literacy development of their students. For standard 1, "Demonstrates competence in the general skills and strategies of the reading process," five benchmarks are outlined. For standard 2, "Demonstrates competence in the general skills and strategies of the writing process," three benchmarks are established. Appendixes contain a list of 72 sources on research and theory of early childhood development, a list of 25 national and state standards documents reviewed, and a list of definitions. (SLD)
AN: EJ601313
AU: Perry,-Nancy-E.; Walton,-Carol; Calder,-Kim
TI: Teachers Developing Assessments of Early Literacy: A Community of Practice Project.
PY: 1999 SO: Teacher-Education-and-Special-Education; v22 n4 p218-33 Fall 1999
DE: *Disabilities-; *Disability-Identification; *Evaluation-Methods; *Inservice-Teacher-Education; *Student-Evaluation
DE: Elementary-Secondary-Education; Instructional-Effectiveness; Special-Education-Teachers; Teacher-Attitudes
AB: Fourteen general and special education teachers met 10 times to examine current assessment practices and to consider and design alternatives that they experimented with between meetings. Teachers produced high quality assessments to reflect their teaching-learning contexts, and gained confidence in their ability to make professional judgments about children's learning. (Contains references.) (Author/CR)
AN: EJ597275
AU: Bos,-Candace-S.; Mather,-Nancy; Narr,-Rachel-Friedman; Babur,-Nalan
TI: Interactive, Collaborative Professional Development in Early Literacy Instruction: Supporting the Balancing Act.
PY: 1999 SO: Learning-Disabilities-Research-and-Practice; v14 n4 p227-38 Fall 1999
DE: *Curriculum-Development; *Inservice-Teacher-Education; *Knowledge-Base-for-Teaching; *Learning-Disabilities; *Reading-Difficulties
DE: Curriculum-Design; Elementary-Education; Emergent-Literacy; Faculty-; Faculty-Development; High-Risk-Students; Teacher-Attitudes; Teacher-Collaboration; Whole-Language-Approach
AB: This study investigated the effectiveness of Project RIME, a project designed to support teachers in integrating more explicit instruction for children at-risk for reading failure into their curricula. Although the 11 teachers became more positive and knowledgeable toward using explicit instruction, their orientation toward implicit and whole-language approaches remained stable. (Author/CR)
AN: EJ596947
AU: Leslie,-Lauren; Allen,-Linda
TI: Factors That Predict Success in an Early Literacy Intervention Project.
PY: 1999 SO: Reading-Research-Quarterly; v34 n4 p404-24 Oct-Dec 1999
DE: *Early-Intervention; *Emergent-Literacy; *High-Risk-Students; *Inner-City; *Parent-Participation
DE: Elementary-Education; Grammar-; Program-Effectiveness; Recreational-Reading
AB: Examines the effectiveness of an early literacy intervention project for inner-city children in grades 1-4. Discusses the factors that predicted reading growth as the number of rime patterns taught, story grammar instruction, the number of words the child read at home, and parent involvement in recreational reading. Considers results and implications in relation to other early intervention projects. (SC)
AN: EJ599597
AU: Liang,-Poh-Hwa; Johnson,-James
TI: Using Technology To Enhance Early Literacy through Play.
PY: 1999 SO: Computers-in-the-Schools; v15 n1 p55-63 1999
DE: *Computer-Uses-in-Education; *Educational-Technology; *Literacy-; *Play-
DE: Child-Development; Childhood-Needs; Computer-Assisted-Instruction; Early-Childhood-Education; Elementary-Education; Games-; Preschool-Education
AB: Discusses technology with reference to children's play, including how technology mixes with the established connection between children's play and emergent literacy and advantages and disadvantages of the three-way intersection of technology, literacy, and play in early childhood education. Addresses play and computers, software, the Internet, and multimedia centers. (AEF)
AN: EJ596480
AU: Hardman,-Margaret; Jones,-Lynn
TI: Sharing Books with Babies: Evaluation of an Early Literacy Intervention.
PY: 1999 SO: Educational-Review; v51 n3 p221-29 Nov 1999
DE: *Emergent-Literacy; *Family-Literacy; *Infants-
DE: Foreign-Countries; Intervention-; Parent-Child-Relationship; Preschool-Education
AB: Evaluation of an early literacy initiative in which free books and literacy information were given to 40 caregivers of infants. Compared book-related activity in the home before and 2 months after the program. Results showed significant increases in book ownership and frequency of mothers and babies looking at children's books together. (SK)
AN: EJ595660
AU: Chapman,-Marilyn-L.
TI: Enhancing Phonemic Awareness in Early Literacy Programs.
PY: 1999 SO: Canadian-Journal-of-Research-in-Early-Childhood-Education; v7 n4 p405-09 Jul 1999
DE: *Beginning-Reading; *Literacy-Education; *Reading-Instruction
DE: Directed-Reading-Activity; Phonics-; Research-Problems; Teaching-Methods
AB: Calls for review of research on best practices in phonemic awareness training and direct-instruction reading programs. Suggests that a more effective approach to reading instruction is to integrate skills instruction with meaningful literacy experiences and to use writing to help children learn about written language, including phonemic awareness. (DLH)
AN: EJ589649
AU: Speece,-Deborah-L.; Roth,-Froma-P.; Cooper,-David-H.
TI: The Relevance of Oral Language Skills to Early Literacy: A Multivariate Analysis.
PY: 1999 SO: Applied-Psycholinguistics; v20 n2 p167-90 Jun 1999
DE: *Language-Skills; *Literacy-; *Oral-Language
DE: Classification-; Cluster-Analysis; Kindergarten-Children; Metalinguistics-; Multivariate-Analysis; Narration-; Reading-Tests; Semantics-; Syntax-
AB: Examined the relationship between oral language and literacy in a two-year, multivariate design. Through empirical cluster analysis of a sample of 88 kindergarten children, four oral language subtypes were identified based on measures of semantics, syntax, metalinguistics, and oral narration. (Author/VWL)
AN: EJ587549
AU: Neuman,-Susan-B.
TI: Books Make a Difference: A Study of Access to Literacy.
PY: 1999 SO: Reading-Research-Quarterly; v34 n3 p286-311 Jul-Sep 1999
DE: *Access-to-Education; *Childrens-Literature; *Day-Care-Centers; *Emergent-Literacy; *Low-Income; *Student-Development
DE: Early-Intervention; Inservice-Teacher-Education; Preschool-Education; Program-Effectiveness
AB: Examines the impact of an intervention targeting economically disadvantaged children that flooded over 330 child-care centers with high-quality children's books and provided 10 hours of training to child-care staff. Examines the project's impact and gives support for the physical proximity of books and the psychological support to child-care staff on children's early-literacy development. (SC)
AN: EJ584968
TI: Early Literacy Experiences in the Home.
PY: 1999 SO: Education-Statistics-Quarterly; v1 n1 p22-24 Spr 1999
NT: For the entire journal, see TM 029 743. Article from "The Condition of Education 1998."
DE: *Beginning-Reading; *Emergent-Literacy; *Family-Literacy
DE: Early-Childhood-Education; Family-Influence; Library-Services
AB: Provides percentages of children ages 3 to 5 who were read to, told a story, or taken to the library by a parent or other family member. (Author/SLD)
AN: EJ583793
AU: Rush,-Karen-L.
TI: Caregiver-Child Interactions and Early Literacy Development of Preschool Children from Low-Income Environments.
PY: 1999 SO: Topics-in-Early-Childhood-Special-Education; v19 n1 p3-14 Spr 1999
DE: *Caregiver-Child-Relationship; *Child-Development; *Emergent-Literacy; *Family-Environment; *High-Risk-Students; *Language-Acquisition
DE: Early-Childhood-Education; Expressive-Language; Language-Skills; Low-Income; Preschool-Children; Receptive-Language; Young-Children
AB: A study assessed early literacy skills and expressive and receptive vocabulary skills in 39 Head Start children and correlated skills with measures of caregiver/child interactions observed in the home. Degree of caregiver involvement, rate of language interactions, and participation in early literacy activities were related to literacy and language skills. (Author/CR)
AN: EJ580374
AU: Fuller,-Bruce; Dellagnelo,-Lucia; Strath,-Annelie; Barretto-Bastos,-Eni-Santana; Holanda-Maia,-Mauricio; Lopes-de-Matos,-Kelma-Socorro; Luiza-Portela,-Adelia; Lerche-Vieira,-Sofia
TI: How To Raise Children's Early Literacy? The Influence of Family, Teacher, and Classroom in Northeast Brazil.
PY: 1999 SO: Comparative-Education-Review; v43 n1 p1-35 Feb 1999
DE: *Academic-Achievement; *Educational-Practices; *Elementary-School-Students; *Emergent-Literacy; *School-Effectiveness; *Teacher-Behavior
DE: Classroom-Research; Educational-Quality; Family-Characteristics; Family-Environment; Foreign-Countries; Grade-1; Grade-2; Institutional-Characteristics; Primary-Education; Student-Characteristics
AB: A study of 140 first- and second-grade classrooms and 1,925 students in the Brazilian states of Bahia and Ceara examined teaching practices and teacher behaviors in the classroom and their effects on students' early literacy achievement, as well as the influences of student, home, teacher, and school characteristics on literacy scores. (SV)
AN: ED444147
AU: Phillips,-Louise
TI: The Role of Storytelling in Early Literacy Development.
PY: 1999
AV: For full text: http://www.home.aone.net.au/stories/doc/childhd.htm.
PR: EDRS Price MF01/PC01 Plus Postage. DL: http://orders.edrs.com/members/sp.cfm?AN=ED444147
DE: *Emergent-Literacy; *Story-Telling
DE: Class-Activities; Early-Childhood-Education; Oral-Language; Oral-Tradition; Reading-Comprehension; Reading-Skills; Spelling-; Word-Recognition
AB: Many storytellers, educators, and researchers advocate that storytelling can contribute significantly to early literacy development. Early childhood education needs to embrace literacy programs that actively employ storytelling to bridge students' established oracy skills and their newfound literacy skills. By doing this, children will encounter a broad range of language: new words, archaic expressions, puns, phrases, rhymes, metaphors, and more. This establishes an extensive oral language base which builds literacy skills, such as word recognition, spelling, grammar, literary conventions, and comprehension. It is essential to present storytelling and literacy experiences that are meaningful to the children, and therefore their social and cultural experience needs to be reflected in the choice of stories and the choice and use of text. Teachers should cultivate the development of children's literacy skills by providing opportunities to play with words, with story, and with text. (Contains 16 references.) (SR)
AN: ED440403
AU: Islam,-Chhanda
TI: The Relationships among Early Childhood Educators' Beliefs, Knowledge Bases, and Practices Related to Early Literacy.
PY: 1999
NT: Paper presented at the International Language in Education Conference (Hong Kong, December 17-20, 1999).
PR: EDRS Price MF01/PC03 Plus Postage. DL: http://orders.edrs.com/members/sp.cfm?AN=ED440403
DE: *Knowledge-Base-for-Teaching; *Reading-Attitudes; *Reading-Readiness; *Teacher-Attitudes; *Teacher-Behavior; *Writing-Attitudes
DE: Early-Childhood-Education; Emergent-Literacy; Kindergarten-; Student-Evaluation
AB: A study was conducted to determine and compare the literacy beliefs, knowledge bases, and practices of early childhood educators who espouse emergent literacy and reading readiness philosophies; to explore the relationship among beliefs, knowledge bases, and practices; and to examine the degree to which beliefs, knowledge bases, and practices were dependent upon educators' demographic variables. The data were collected from 350 teachers through a survey. The data obtained were analyzed as follows: descriptive statistical analyses were performed to determine the distribution of respondents by demographic variables and total group and subgroup means of respondents' belief, knowledge base, and practice scores. The Mann Whitney U analysis and Kruskal-Wallis One-Way Analysis of Variance (ANOVA) were performed to compare the beliefs, knowledge bases, and classroom practices of respondents. The relationships among beliefs, knowledge bases, and classroom practices were tested using the Spearman rank correlation analysis. Results strongly suggest that the instructional staff in Head Start programs are more likely than those in kindergarten and first grade to be emergent literacy oriented in their beliefs and practices concerning early literacy instruction and assessment, followed by teachers in first grade. The results further indicate teachers in kindergarten were consistently more reading readiness oriented in their beliefs and practices. The results also imply that teachers in first grade may have higher levels of familiarity with literacy terms compared to the kindergarten and Head Start instructional staff, and kindergarten teachers tend to have a higher degree of familiarity with major literacy theorists. Considering the results obtained in this area and the insignificant correlations between the measures of knowledge bases, instructional beliefs, and practices, it appears that there is little or no correlation between knowledge bases (as measured by familiarity with literacy terms and theorists) and the degree to which teachers are emergent literacy oriented in their literacy beliefs and practices. Contains 16 references and 5 tables of data. Survey instruments are appended. (Author/RS)
AN: ED437616
AU: Fountas,-Irene-C.; Pinnell,-Gay-Su
TI: How and Why Children Learn about Sounds, Letters, and Words in Reading Recovery Lessons.
CS: Reading Recovery Council of North America, Columbus, OH.
PY: 1999 SO: Running-Record; v12 n1 p1-6,10-11,13-14 Fall 1999
PR: EDRS Price MF01/PC01 Plus Postage. DL: http://orders.edrs.com/members/sp.cfm?AN=ED437616
DE: *Beginning-Reading; *Classroom-Techniques; *Learning-Processes; *Literacy-
DE: Classroom-Research; Learning-Activities; Primary-Education; Word-Recognition
AB: This article takes a look at Reading Recovery lesson elements to compare the teaching and learning within the lesson components to several areas of learning that have been identified at the national level as important to children's literacy learning. The lesson elements examined in the article are: (1) phonological awareness; (2) orthographic awareness; and (3) word learning in reading and writing. The article states that the first two areas of knowledge, and the way they are interrelated, contribute to young children's growth in the ability to solve words while reading for meaning, while the third area strongly supports learning in the first two areas and also helps to accelerate early learning in literacy. These elements together contribute to the child's development of a larger process in which the reader uses "in-the-head" strategies in an efficient way to access and orchestrate a variety of information, including meaning and language systems, with the visual and phonological information in print. The article provides a definition and description of each of the three foundational components of early literacy. It describes and discusses seven components of the Reading Recovery lesson, identifying within each the potential for supporting children's learning in the areas of phonological awareness, orthographic awareness, and word recognition. Contains 3 figures and 15 references. (NKA)
AN: ED437613
AU: Hammond,-W.-Dorsey, ed.; Raphael,-Taffy-E., ed.
TI: Early Literacy Instruction for the New Millennium.
CS: Michigan Reading Association.; Center for the Improvement of Early Reading Achievement, Ann Arbor, MI.
PY: 1999
AV: Michigan Reading Association, 5241 Plainfield NE, Suite 1, Box 10, Grand Rapids, MI 49525-1060. Tel: 800-672-7323 (Toll Free).
PR: EDRS Price MF01/PC07 Plus Postage. DL: http://orders.edrs.com/members/sp.cfm?AN=ED437613
DE: *Beginning-Reading; *Family-School-Relationship; *Parent-Teacher-Cooperation; *Reading-Achievement; *Reading-Instruction; *Reading-Research
DE: Literature-Reviews; Phonics-; Primary-Education
AB: Noting that early reading achievement is increasingly being named as a top priority in venues ranging from national policy arenas to local schools and school districts, this book consolidates and summarizes research on early reading achievement, making it accessible to parents, teachers, administrators, and others concerned with children's reading success. The six essays in the book represent a joint effort of seven literacy educators who are committed to the improvement of children's literacy skills, and who represent a number of Michigan organizations and institutions that have a long history of successful collaboration. After a preface and introduction, the essays are: (1) "Toward a More Complex View of Balance in the Literacy Curriculum" (P. David Pearson and Taffy E. Raphael); (2) "Every Child a Rea
DER: At Work in a First-Grade Classroom" (Elfrieda H. Hiebert); (3) "Diversity in a Democratic Society: Implications for Literacy Instruction" (Barbara J. Diamond); (4) "School-Family Connections: Why Are They So Difficult To Create?" (Patricia A. Edwards); (5) "A Michigan Early Literacy Parent/Teacher Collaboration" (Deanna Birdyshaw); and (6) "A Balanced Early Literacy Curriculum: An Ecological Perspective" (W. Dorsey Hammond). (Each chapter contains references.) (RS)
AN: ED435964
AU: Swartz,-Stalney-L.; Shook,-Rebecca-E.; Klein,-Adria-F.
TI: California Early Literacy Learning: Extended Literacy Learning.
CS: Foundation for California Early Literacy Learning, Redlands.
PY: 1999
AV: Foundation for California Early Literary Learning, 104 East State Street, Suite M, Redlands, CA 92373.
PR: EDRS Price MF01/PC02 Plus Postage. DL: http://orders.edrs.com/members/sp.cfm?AN=ED435964
DE: *Emergent-Literacy; *Faculty-Development; *Reading-Instruction; *Writing-Instruction
DE: Educational-Change; Elementary-Education; Instructional-Improvement; Program-Implementation; School-Culture
AB: This 1999 technical report looks at California Early Literacy Learning (CELL) and Extended Literacy Learning (ExLL), professional development programs designed to help elementary teachers strengthen their teaching of reading and writing. It notes that research-based teaching methodologies have been organized into a framework for classroom instruction that stresses and encourages active participation from each child regardless of his or her current level of literacy acquisition. The report is divided into the following sections: Overview; CELL Framework ; ExLL Framework; Major Components of CELL and ExLL; Training Model; Research; Implementation; Collaborations and Partnerships; and Literacy Coordinators. Contains 9 tables of data and 154 references. (RS)
AN: ED432731
AU: Rosberg,-Merilee-A.
TI: Early Literacy: A Cross-National Approach.
PY: 1999
PR: EDRS Price MF01/PC01 Plus Postage. DL: http://orders.edrs.com/members/sp.cfm?AN=ED432731
DE: *Beginning-Reading; *Emergent-Literacy; *Instructional-Effectiveness; *Reading-Instruction; *Writing-Instruction
DE: Foreign-Countries; Primary-Education; Teaching-Methods
AB: Australia and New Zealand have a literacy rate of 99% (Human Development Index). Each country has a national curriculum where early literacy is the main emphasis. The author visited public schools in Australia and New Zealand to observe teaching methods utilized in teaching reading and writing. Some impressions were noted while observing in these schools. Teachers tend to work with students in small groups or in one-on-one situations rather than in whole class activities. Children are taught reading and writing strategies that they can use when they are having difficulty. Children also help each other and are responsible for their own learning. Students work at their own pace and are given frequent feedback and encouragement. (Author/RS)
AN: ED431557
AU: LeFevre,-Jo-Anne; Senechal,-Monique
TI: The Relations among Home-Literacy Factors, Language and Early-Literacy Skills, and Reading Acquisition.
PY: 1999
NT: Paper presented at the Biennial Meeting of the Society for Research in Child Development (Albuquerque, NM, April 15-18, 1999).
PR: EDRS Price MF01/PC01 Plus Postage. DL: http://orders.edrs.com/members/sp.cfm?AN=ED431557
DE: *Elementary-School-Students; *Emergent-Literacy; *Parent-Influence; *Parents-as-Teachers; *Story-Reading
DE: Family-Environment; Foreign-Countries; Language-Skills; Longitudinal-Studies; Primary-Education; Reading-Achievement; Reading-Skills; Theories-; Writing-Achievement; Writing-Skills
AB: Researchers, parents, and teachers have suggested that the home environment is a likely source of experiences that can enhance the development of oral language and early literacy skills. This longitudinal study examined relations among home literacy factors, subsequent language and early literacy skills, and reading acquisition. Assessments included measures of vocabulary, listening comprehension, phonological awareness, alphabet knowledge, emergent spelling, single word reading, and standardized reading achievement, as well as parent questionnaires. A theoretically-based model of the relations among home literacy factors, early oral language/literacy skills, and end of Grade 1 reading was tested with data from the first cohort of children tested. The fit of the model was examined with data from the second cohort tested. The model hypothesized that home literacy experiences directly affect language and early literacy skills. The study found that parents' knowledge of children's literature was related to children's oral language skills, and the amount of teaching about reading and writing reported by parents was related to children's acquisition of early literacy skills. The impact of home literacy factors was mediated through language and early-literacy skills in that storybook reading and parent teaching did not predict significant unique variance in reading at the end of Grade 1. The findings support a distinction between storybook reading and parent teaching, with different links to early skills and, ultimately, to reading acquisition. (Contains 27 references.) (Author/KB)
AN: ED424566
AU: Poindexter,-Candace; Oliver,-Irene
TI: Early Literacy: How To Achieve a Balanced, Comprehensive Approach to Teaching Reading.
PY: 1998
PR: EDRS Price MF01/PC01 Plus Postage. DL: http://orders.edrs.com/members/sp.cfm?AN=ED424566
DE: *Emergent-Literacy; *Phonics-; *Reading-Comprehension; *Reading-Instruction; *Spelling-; *Vocabulary-Development
DE: Primary-Education; Teaching-Methods; Thinking-Skills
AB: This paper discusses six instructional components that meet the literacy needs of all students and address all of the components of a balanced and comprehensive approach to reading instruction: (1) phonemic awareness (the understanding that spoken words and syllables are made up of sequences of elementary speech sounds); (2) letter names and shapes; (3) systematic, explicit phonics; (4) spelling; (5) vocabulary development; and (6) comprehension and higher-order thinking. The paper describes each component and offers research-based advice on instructional techniques. (RS)
AN: ED419227
AU: Liebling,-Cheryl-Rappaport
TI: In the Beginning: Helping All Children Achieve Early Literacy.
CS: RMC Research Corp., Portsmouth, NH.
PY: 1998
PR: EDRS Price MF01/PC02 Plus Postage. DL: http://orders.edrs.com/members/sp.cfm?AN=ED419227
DE: *Early-Childhood-Education; *Emergent-Literacy; *Reading-Instruction; *Writing-Instruction
DE: Curriculum-Development; Standards-; Student-Evaluation; Written-Language
AB: Noting an emerging consensus of opinion on the need for balance in early literacy instruction, this paper examines three overlapping phases of early literacy: novice (ages 5-7; prekindergarten, kindergarten, and grade 1); beginning (ages 6-8, kindergarten-grade 2); and advanced beginning (ages 7-9, grades 1-3). The first section describes young children's developing knowledge of written language during the progression from novice to advanced beginning literacy. Given this foundation, the second section describes the elements of balanced early literacy instruction and offers a set of indicators that educators can use to evaluate the extent to which the classroom early literacy program is balanced. The final section suggests several alternatives for adopting, adapting, or designing a core early literacy program. The paper concludes by noting that regardless of the option that is selected, it is important for every district to align its early literacy curriculum with state or national standards. It is also important for every school to implement an early literacy curriculum that is consistent with developmentally-sound standards and reflective of data from performance-driven assessments. Contains 76 references and a table listing the indicators of balanced programs; appendixes contain a list of entire-school reform models and a list of English language arts skill- and content-based reform models. (Author/RS)
AN: EJ557340
AU: Pellegrini,-A.-D.; Gelda,-Lee; Flor,-Douglas; Bartini,-Maria; Charak,-David
TI: Close Relationships, Individual Differences, and Early Literacy Learning.
PY: 1997 SO: Journal-of-Experimental-Child-Psychology; v67 n3 p409-22 Dec 1997
NT: Special Issue on "Integration of Cognition and Emotion in Development."
DE: *Emergent-Literacy; *Friendship-; *Individual-Differences; *Kindergarten-Children
DE: Affective-Behavior; Comparative-Analysis; Conflict-Resolution; Emotional-Experience; Emotional-Response; Models-; Primary-Education; Significant-Others
AB: Compared rate of conflict, conflict resolution, and the appearance of reflection on emotions and literate language in friend and nonfriend dyads of kindergarten children. Found that, although rates of conflicts were similar, friends resolved conflicts more frequently than nonfriends and generated more emotional and literate language. Support was found for a process model of literate language. (Author)
AN: EJ554395
AU: Fisher,-Ros
TI: Building Bridges in Early Literacy.
PY: 1997 SO: International-Journal-of-Early-Years-Education; v5 n3 p189-97 Oct 1997
DE: *Beginning-Reading; *Emergent-Literacy; *Reading-Instruction
DE: Case-Studies; Individualized-Instruction; Primary-Education; Teacher-Response; Teacher-Student-Relationship; Teaching-Methods; Young-Children
AB: Presents case study of two teachers teaching reading in first year of school. Found very little direct, proactive teaching and more reacting, which can be interpreted as purposeful interaction; teachers worked to build bridges between children's experience and literacy learning. Argues that organizational structures that reduce individualization could be counterproductive for the youngest children. (Author/KB)
 What Works? A Summary Of Research About Teaching Reading-hot Topic Leader's Guide |
Other Resources (available either for sale or via interlibrary loan)
Title: Improving literacy skills for children with special educational needs : a guide to helping in the early and primary years Author: Duncan, Heather Year: 2001 Publisher: Routledge/Falmer
Title: Literacy in the early years
Editors: Caroline Barratt-Pugh & Mary Rohl
Year: 2001
Publisher: Open University
Title: Creating the early literacy classroom : activities for using technology to empower elementary students
Author: Casey, Jean Marie
Year: 2000
Publisher: Libraries Unlimited
Title: Play and literacy in early childhood : research from multiple perspectives
Editors: Kathleen A. Roskos & James F. Christie
Year: 2000
Publisher: L. Erlbaum
Title: Early literacy : the empowerment of technology
Author: Casey, Jean Marie
Year: 2000
Publisher: Libraries Unlimited
Title: Supporting language and literacy development in the early years
Author: Whitehead, Marian R.
Year: 1999
Publisher: Open University Press
Title: Early childhood experiences in language arts : emerging literacy
Author: Machado, Jeanne M.
Year: 1999
Publisher: Delmar Publishers
Title: Peak with books : an early childhood resource for balanced literacy
Author: Nelsen, Marjorie R.
Year: 1999
Publisher: Corwin Press
Title: Early literacy experiences in the home
Editor: National Center for Education Statistics
Year: 1998
Publisher: U.S. Dept. of Education
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Citations identified with an ED (ERIC document) number are available in ERIC microfiche collections at over 1000 locations worldwide; to identify your local source, connect to the: ERIC Resource Collection.
Documents can also be ordered through EDRS for a fee: email service@edrs.com, tel. (800)443-ERIC. Selected ERIC Documents are available through online ordering via the EDRS's web site.
Citations with an EJ (ERIC journal) number are available through the originating journal, interlibrary loan services, or for a fee from the following article reproduction services: Ingenta: email: ushelp@ingenta.com, tel. (800) 296 2221, online order form; or ISI Document Solution: email: ids@isinet.com, tel. (800) 336-4474, (215) 386-4399, online order form:
