pre literacy and early literacy development & interventions collaborative program support &...
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Pre Literacy and Early Literacy Development &
Interventions
Collaborative Program Support & Leadership Conference2015
Pre Literacy and Early Literacy Development & Interventions
Dale A. BaileyWI Statewide Early Literacy Coordinator
National Early Literacy Panel (NELP)
A group of scholars was asked to review research on teaching literacy to preschool and kindergarten children (Shanahan, chair of panel)
Appointed in 2002 and issued a report in 2008
Shanahan & Lonigan (2013) Early Childhood Literacy – The National Early Literacy Panel and Beyond
Early Childhood Literacy - The National Early Literacy Panel (NELP) and Beyond (p. 11)(Shanahan & Lonigan/2013)
Variable decoding reading comprehension
Alphabet Knowledge .50 .48
Phonological Awareness .40 .44
Rapid Automatized Naming (letters/digits) .40 .43
Rapid Automatized Naming (objects/colors) .32 .42Writing/Name Writing .49 .33
Phonological Memory .26 .39
Concepts About Print .34 .54
Early Childhood Literacy - The National Early Literacy Panel (NELP) and Beyond(Shanahan & Lonigan/2013)
“(composite) measures (of oral language) had a .70 correlation with reading comprehension
and a .58 correlation with decoding”
Skills considered highly correlated to early literacy development Shanahan, T., & Lonigan, C. J. (2013)
1. Composite measures of oral language (listening and speaking)
2. Concepts of Print
3. Phonological Awareness
4. Alphabet Knowledge
5. Writing/name writing
Intervention defined Selecting Interventions Workgroup(11.25.15)/WI DPI DRAFT
“Intervention means the systematic use of a technique, practice, or program designed and
shown to improve learning in specific areas of student need.”
Intervention (con’t.)Selecting Interventions Workgroup(11.25.15)/WI DPI DRAFT
“To be effective, interventions must match student need and
address factors affecting learning.”
Intervention/AssessmentSelecting Interventions Workgroup(11.25.15)/WI DPI DRAFT
The design of interventions is “guided by multiple sources of information.”
Skills considered highly correlated to early literacy development Shanahan, T., & Lonigan, C. J. (2013)
1. Composite measures of oral language (listening and speaking)
2. Concepts of Print
3. Phonological Awareness
4. Alphabet Knowledge
5. Writing/name writing
Protected TimeJustice (2006)
“In preschool and kindergarten, literacy instruction may be emphasized throughout the day
in a variety of embedded and incidental ways…
but
Protected TimeJustice (2006)
…there should be “protected time for large and small group literacy instruction ….
…to ensure systematic attention to high-priority reading targets.”
Skills considered highly correlated to early literacy development Shanahan, T., & Lonigan, C. J. (2013)
1. Composite measures of oral language (listening and speaking)
2. Concepts of Print
3. Phonological Awareness
4. Alphabet Knowledge
5. Writing/name writing
Oral Language
Phonologysounds, sound combinations, modelling, imitation
Syntax & Morphologyscaffolding (e.g. start your sentence with can I…)recasting (for supporting increased sentence length/grammar)
Vocabularyselection (tiers)multiple opportunities to hear the word(s)hearing the word used in different contexts
Narrative Skill & Pragmaticsrecast (for supporting narrative complexity)modelling (for peer interaction), scaffold via imitation
Shared Reading/Dialogic ReadingSchwarz, A.L., van Kleek, A., Beaton, D., Horne, E., MacKenzie, H., & Abdi, H. (2015).
• Book selection considerations• Vocabulary• Needed inferencing skills• Length of book• Syntax (sentence length & complexity)• Needed background info/life experience• Needed cultural/literary knowledge• Illustration support• Needed story grammar skills/complexity• Text/content per page
Listening Considerations
-length/duration-distance (& background noise)-syntax (sentence length & complexity)-need for anchoring (book, object, picture)-dual/English language learners
ListeningKelly, E. S., & Goldstein, H. (2015)
“Embedded instruction refers to brief lessons for instructional targets occurring during
interruptions” in a routine.
SpeakingCleave, Becker, Curran, Van Horne & Fay (2015)
Expressive Grammar“recasting” (scaffolding)
child: my toy goneadult: ..toyS ARE gone (syntax/morphology)
child: I can have it?adult: Can I …have it? (syntax)
SpeakingCleave, Becker, Curran, Van Horne & Fay (2015)
recasts
child: I gived it to my brotheradult: I gave it to my brother (morphology)
child: play that…adult: play with the puzzle… (semantic)
Oral Vocabulary Instruction ConsiderationsNeuman & Wright (2014)
Principles of Effective Oral Vocabulary Instruction -explicit and implicit instruction -be intentional in word selection -build word meaning through knowledge networks -provide repeated exposure -engage in ongoing professional development
Awareness & Use of Tiers (Selection)
Tier 1 common dog, tiger, slide, swing, table, happydual/English language learner considerations
Tier 2 high frequencyinvestigate, compare, direction
Tier 3 domain specific photosynthesis, mitochondria, constellation
Language Organization/Vocabulary
synonyms & antonyms (and thinking about words)
animalsbearcatdog
introductory sentencetopic sentencedetails/supporting sentences
main ideaparagraphs/passage/story
Concepts of Print (Language Demands)function of print/meaning
listening & vocabularybeginning/middle/endtop/bottomfront/back
Includes punctuation (names), capitalization, spacing, font styles, etc.
provide multiple opportunities to see/use print(environment/play)
Early Phonological Awareness Development
•sound localization•same/different•memory•order
Phonological Awareness (memory load)Kruse, L. G., Spencer, T. D., Olszewski, A., & Goldstein, H. (2015)
Use of activities/objects/materials/games -to increase (and sustain) engagement & attention
Scope & Sequence-skills build on one another/objective is mastery
Brief Lessons (15 minutes)-allow for daily use/instruction
Modelling & Feedback-provide multiple opportunities for practice
Alphabet Knowledge
phoneme-grapheme connectionss /s/augh /af/ (as in laugh)
associative memoryvisual letter---name of letterphonological awarenessname of letter---letter sound upper case letter---lower case letter(44) sounds---(230) graphemes
Alphabet KnowledgeJustice, Kaderavek, Fan, Sofka & Hunt (2009)
Print referencing during classroom based teacher-child story book reading
bringing attention toprint organizationprint meaningletterswords
Interventions: application of receptive vs expressive(listening/comprehension vs. speaking/using)
• vocabulary• 2nd language learning/acquisition• syntax• phonological awareness• letter recognition vs. letter naming• reading vs. writing
Writing/Name Writing (beginning spelling)Application of phoneme-grapheme knowledge
Traditional spelling scope and sequence
Assessment:Spelling of /m/,/t/,/k/
Use of name
Skills considered highly correlated to early literacy development Shanahan, T., & Lonigan, C. J. (2013)
1. Composite measures of oral language (listening and speaking)
2. Concepts of Print
3. Phonological Awareness
4. Alphabet Knowledge
5. Writing/name writing
ReferencesCleave, P.L., Becker, S.D., Curran M.K., Owen Van Horne, A.J. & Fay, M.E. (2015). The efficacy of recasts in language intervention: a systematic review and meta-analysis.
American Journal of Speech-Language Pathology, 24, 237-255.
Justice, L., (2006). Evidence-based practice, response to intervention, and the prevention of reading difficulties. Language, Speech, and
Hearing Services in Schools, 37, 284-297.
Justice, L., (2009). Accelerating preschoolers’ early literacy development through classroom-based teacher-child storybook reading and explicit print referencing. Language, Speech, and
Hearing Services in Schools, 40, 67-85.
Kelly, E. S., & Goldstein, H. (2015). Building a tier 2 intervention: A glimpse behind the data. Journal of Early Intervention, 36(4), 292-312.
Kruse, L. G., Spencer, T. D., Olszewski, A., & Goldstein, H. (2015). Small groups, big gains: Efficacy of a tier 2 phonological awareness
intervention with preschoolers with early literacy deficits. American Journal of Speech-Language Pathology, 24, 189-205.
Neuman, S. B., & Wright, T. S. (2014, Summer). The magic of words. American Educator, 4-13.
Schwarz, A.L., van Kleek, A., Beaton, D., Horne, E., MacKenzie, H., & Abdi, H. (2015). A read-aloud storybook selection system for prereaders at the preschool language level: A pilot study. Journal of
Speech, Language & Hearing Research, 58, 1273-1291.
Shanahan, T., & Lonigan, C. J. (2013). Early childhood literacy. Baltimore, MD: Brookes Publishing.
Thank you!!
Contact Information:
For information on pre literacy and/or early literacy development and intervention, contact:
Dale A. Bailey: email: dbailey@cesa8.org
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