Literacy development is a primary focus in the field of early childhood care and education. A child’s relationship with language and literacy is greatly impacted by the care and experiences they receive early in life, making your program an important part of literacy development for the children you serve. In this webinar, we examine research-based practices that support literacy development in early childhood and school-age programs, identify how to create environments and experiences that promote the development of early literacy skills, and highlight strategies and tools to partner with families in meeting goals and addressing concerns they may have for their children’s learning. We highlight current research regarding the science of reading and the building blocks of early literacy, discuss what to look for in the classroom, and identify ³Ô¹ÏÍø resources that support implementation of high-quality early literacy practices.
³Ô¹ÏÍø Lessons & Resources Referenced
- IT, Communication & Language Development, Lessons 2, Apply: Caregivers Communicating with Infants and Toddlers
- IT, Communication & Language Development, Lesson 4, Explore: CDA Language and Literacy Activity Plan
- PS, Communication & Language Development, Lesson 2, Apply: Phonologically Rich Classroom Checklist
- PS, Communication & Language Development, Lesson 4, Apply: Embedding Writing and Print into Daily Activities and Routines
- PS, Learning Environments, Lesson 4, Explore: Child’s Play: Toys and Games
- PS, Cognitive Development, Lesson 4, Explore: Culture and Children's Literature
- SA, Communication & Language Development, Lesson 4, Learn: Building the School-Age Library
- FCC, Communication & Language Development, Lesson 3
- FT, Creating Culturally Responsive Programs, Lesson 4, Apply: Culturally Responsive Children’s Books
- FT, Creating Culturally Responsive Programs, Lesson 5, Apply: Family Partnership Resources
- FT, Using the ³Ô¹ÏÍø: Coaching to Enhance Practice, Lesson 5, Apply: Caregiving Observation & Reflection Tool (CORT)
- FT, ³Ô¹ÏÍøing Language Diversity: Direct Care, Lesson 2, Apply: Children's Book List for Promoting Language Diversity
- Bishop, R. S. (1990). Mirrors, windows, and sliding glass doors. Perspectives: Choosing and Using Books for the Classroom, 6(3).
- Byington, T. A., & Kim, Y. (2017). Promoting preschoolers’ emergent writing. National Association for the Education of Young Children.
- Copp, S. B., Cabell, S. Q., Gabas, C., Slik, D., & Todd, J. (2022). The rising star scaffolding guide: ³Ô¹ÏÍøing young children’s early spelling skills. The Reading Teacher, 76(4).
- Duff, D. & Tomlin, B. (2018). Literacy as an outcome of language development and its impact on children’s psychosocial and emotional development. Encyclopedia on Early Childhood Development.
- Duncan, G. J., Dowsett, C. J., Claessens, A., Magnuson, K., Huston, A. C., Klebanov, P., Pagani, L. S., Feinstein, L., Engel, M., Brooks-Gunn, J., Sexton, H., Duckworth, K., & Japel, C. (2007). School readiness and later achievement. Developmental Psychology, 43(6):1428-1446. doi: 10.1037/0012-1649.43.6.1428.
- Erikson, K., Hanser, G. Hatch, P., & Sanders, E. (2009). Research-based practices for creating access to the general curriculum in reading and literacy for student with significant intellectual disabilities. Center for Literacy & Disability Studies, University of North Carolina.
- Galindo, J. H. (n.d.). Authentic learning. Harvard University.
- Gentry, J. R. (1982). An analysis of developmental spelling in "gnys at wrk". The Reading Teacher, 36(2), 192-200.
- Grady, R. (2023). A scribble is never just a scribble: Art, story, and process. Teaching Young Children, 16(2).
- McDonald, M. (2012). Invented spelling and its value in kindergarten.
- National Center for Education Statistics. (2022). Home literacy activities with young children. Condition of Education. U.S. Department of Education, Institute of Education Sciences. .
- National Center for Education Statistics. (2023). Academic readiness. Equity in Education Dashboard. U.S. Department of Education, Institute of Education Sciences.
- Ohio Department of Education. (2019). Ohio's plan to raise literacy achievement.
- Piasta, S. B., Justice, L. M., McGinty, A. S., & Kaderavek, J. N. (2012). Increasing young children’s contact with print during shared reading: Longitudinal effects on literacy achievement. Child Development, 83(3), 810–820.
- Scarborough, H. S. (2001). Connecting early language and literacy to later reading (dis)abilities: Evidence, theory, and practice. In S. Neuman & D. Dickinson (Eds.), Handbook for research in early literacy.
- Schertle, A. & McElmurry, J. (2009). Little blue truck. Houghton Mifflin Harcourt.
- Stanovich, K. E. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly,21(4): 360-407.
- West, J., Denton, K. & Germino-Hausken, E. (2000). America's kindergartners. Nation Center for Education Statistics.
- Whitehurst, G. J. (n.d.). Dialogic reading: An effective way to read aloud with young children. Reading Rockets.
- Zucker, T. A., Cabell, S. Q., Oh, Y., & Wang, X. (2020). Asking questions is just the first step: Using upward and downward scaffolds. The Reading Teacher, 74(3), 275–283.