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Early Literacy Skill-buildingNumber of resources found: 127
 Indicates a resource from a Land Grant Institution or from a Cooperative Extension Agency.
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Center for the Improvement of Early Reading Achievement Language: English
Publisher: Center for the Improvement of Early Reading Achievement - University of Michigan School of Education
Description: This is the Web site of the Center for the Improvement of Early Reading Achievement (CIERA). CIERA's mission is to improve the reading achievement of America's Youth by generating and disseminating theoretical, empirical and practical solutions to the learning and teaching of beginning reading.
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How to Create a Literate Home Language: English
Publisher: PBS
Description: This Web page is part of the PBS Web site. It has information for parents on how to encourage language and literacy skills in their children. Information for various ages is provided as well as book recommendations and updates on literacy topics.
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The Children's Literature Web Guide Language: English
Publisher: Doucette Library of Teaching Resources - University of Calgary
Description: This Web site is a thorough guide to Internet resources related to books for Children and Young Adults. Included are sections on award-winning books; resources for parents, teachers, authors, storytellers and illustrators; children's literary organizations on the Web and more.
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General Information
100 Picture Books Everyone Should Know Language: English
Publisher: New York Public Library (2013)
Description: Parents, caregivers, and teachers have a wide variety of books to choose from for young children. This list of 100 picture books is provided by the New York Public Library.
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A Child Becomes a Reader: Birth through Preschool Language: English
Author: Armbruster, Bonnie
Publisher: National Institute for Literacy (2006)
Description: The information in this booklet comes from many research studies that examined early
literacy development. The reports and books listed at the back of this booklet offer more
research-based information about how children learn to read and write.
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A Child Becomes a Reader: Kindergarten through Grade 3 Language: English
Author: Armbruster, Bonnie
Publisher: National Institute for Literacy (2006)
Description: The information in this booklet comes from many research studies that examined early
literacy development. The reports and books listed at the back of this booklet offer more
research-based information about how children learn to read and write.
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A Window to the World: Promoting Early Language and Literacy Development Language: English
Publisher: Zero to Three (2011)
Description: This brief video created by Zero to Three discusses the importance of early language and literacy development. It shows examples of sharing literacy with infants and toddlers and stresses the importance of providing literacy information and training to parents and caregivers.
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ABC Books for Beginners Language: English
Publisher: Center for Early Literacy Learning (2010)
Description: These newsletters are especially for practitioners of infants and toddlers and includes information on how they can support babies' in their interest of books and reading. It includes activities that caregivers can do with the babies regarding print awareness and reading.
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ACIRI Picture Book List Language: English
Publisher: Goodling Institute for Research in Family Literacy (2009)
Description: The following annotated bibliography of picture books in children’s literature is a 2009 update by the Goodling Institute for Research in Family Literacy for use with the class and take-home activities. This booklist was created to support the implementation of the ACIRI in Pennsylvania (PA) family literacy programs.
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Adult and Family Literacy: Current Research and Future Directions: A Workshop Summary Language: English
Publisher: National Institute of Child Health and Human Development (January 2001)
Description: These workshop/conference materials provide ways to make families and adults fully literate.
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Alphabet Block Play Language: English
Publisher: Center for Early Literacy Learning (2010)
Description: These newsletters are especially for practitioners of infants and includes information on how they can support babies's in their interest of books and reading. It includes activities that caregivers can do with the babies using ABC blocks.
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American Academy of Pediatrics Literacy Toolkit Language: English
Publisher: AMERICAN ACADEMY OF PEDIATRICS (2010)
Description: This is a web-based resource that offers strategies and tools that teachers can use to encourage families to read with their children. The site includes handouts in Spanish and English, information about selecting quality books, book lists, and links to other literacy resources in a variety of languages.
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BABY TALK: Language, Literature and Love for Infants Language: English, Spanish
Author: Quigg, Claudia
Publisher: Baby Talk Inc. (2010)
Description: A Web site constructed by Baby Talk Inc., to provide information to parents regarding the importance of reading to their children at a very early age, as early as infancy. Studies have shown that infants that are read to from birth have higher literacy rates than children who's parents don't begin reading to them until they are toddlers.
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Becoming Bilingual : The Challenges of Teaching English Language Learners to Read Language: English
Publisher: Public Broadcasting Service (2013)
Description: Acclaimed actress Rita Moreno hosts Becoming Bilingual, a 30-minute PBS program that examines the challenges of teaching children to read in a new language. The show visits six cities across the country to learn about the different ways schools are working to create bilingual readers. Becoming Bilingual is the seventh episode of the award-winning series Launching Young Readers.
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Building Baby's Brain: Learning Language
Language: English
Author: Bales, Diane
Publisher: University of Georgia Cooperative Extension (2013)
Description: This fact sheet is part of the "Building Baby's Brain" series. This publication on learning language offers information on language development and tips for parents about what they can do to support their child.
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Center for Early Literacy Learning: CELLcasts Language: English
Publisher: Center for Early Literacy Learning (2011)
Description: CELLcasts are audio/video versions of CELL practice guides which are available to view online or download. There are selections focused on infants, toddlers, and preschoolers. Some suggestions include Give Me, Give Me including ideas for encouraging infants to use gestures and movements to ask for what they want or need. Sound Play provides parents with ways to help toddlers develop language skills. Wired To Read teaches parents how to use computer technology to provide young children with early literacy learning opportunities.
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Children's eBooks Online Language: English
Publisher: The New York Public Library (2010)
Description: This website has links that provide access to books that you can read online. You can read the books directly from the website. An alternative if you can't get to the library for new books.
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Choosing and Using Kids' Books Language: English
Publisher: Reading Rockets (2012)
Description: Parents, caregivers, and teachers have a wide variety of books to choose from for young children. This section of Reading Rockets provides links to articles on how to choose and use children's books at home or school.
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Choosing Books for Young Children Language: English
Publisher: Reading is Fundamental (2012)
Description: Parents, caregivers, and teachers have a wide variety of books to choose from for young children. By sharing different kinds of books with children, they can enjoy different kinds of reading experiences. Advice on which books are appropriate for different ages is included.
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Communicating with your baby through play - 6 to 9 months
Language: English
Author: Weigel, Dan
Publisher: University of Nevada Cooperative Extension (2012)
Description: This fact sheet provides information on how to communicate and play with you baby 6 to 9 months old.
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Creating Reading Readiness
Language: English
Publisher: University of Georgia Cooperative Extension Service (2001)
Description: This brochure describes what parents can do to promote reading readiness in their child, from infants to preschoolers.
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Critical Issue: Meeting the Diverse Needs of Young Children Language: English
Author: Rodriguez, Ginger
Publisher: North Central Regional Educational Laboratory (1998)
Description: This article addresses the critical issue of meeting the diverse needs of young children as it pertains to racial, ethnic, cultural, and special needs diversity in early childhood classrooms.
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Diaper-Changing Games Language: English
Publisher: Center for Early Literacy Learning (2010)
Description: These newsletters are especially for practitioners of infants and toddlers and includes information on how they can support babies' in their interest of books, reading and language. It includes activities that caregivers can do with the babies.
This practice involves using a routine daily activity to build a child’s skill at listening and interacting with adults — important skills for communication. This is done by playing simple word-and-movement games as part of diaper changing. It includes some ideas you can try to make diaper changing time a fun activity.
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Ear Infections and Language
Language: English
Author: Roberts, Joanne
Publisher: National Center for Early Development and Learning (July 2000)
Description: This excerpt form "Ear Infections and Language Development" discusses how ear infections might affect hearing and language development. The excerpt also notes ways to encourage language learning and promote early learning literacy.
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Early Beginnings: Early Literacy Knowledge and Instruction (A Guide for Early Childhood Administrators & Professional Development Providers) Language: English
Publisher: Eunice Kennedy Shriver National Institute of Child Health and Human Development (2010)
Description: This publication summarizes the Report of the National Early Literacy Panel and examines the implications of instructional practices used with children and addresses issues of instructional practices for young children so that parents and teachers can better support emerging literacy skills. The National Early Literacy Panel was supported by the National Institute for Literacy, the NICHD, the U.S. Department of Education, and the Office of Head Start to examine the implications of instructional practices used with children from birth through age 5 years.
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Early Childhood Education: Early Literacy Experiences in the Home Language: English
Publisher: U.S. Department of Education (USED) Office of Educational Research and Improvement (OERI), National Center for Education Statistics (NCES) (Spring 1999)
Description: 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
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Early Language and Literacy Development Language: English
Author: Kupcha, Jaclyn
Publisher: Zero to Three (2010)
Description: This policy brief discusses positive early language and literacy development that can give children a window to the world, helping to ensure that each child can seize his or her potential for future success. Policy recommendations are included.
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Early Learning Environment (Ele) at the Fred Rogers Center Language: English
Publisher: Fred Rogers Center Early Learning Environment (2010)
Description: The Fred Rogers Center Early Learning Environment's (Ele) mission is to advance the fields of early learning and children’s media by acting as a catalyst for communication, collaboration, and creative change. It brings together many of the best free trusted materials from around the web, including videos, games, ebooks, music and other interactive tools. Ele also provides a platform to connect and discuss with others who care about issues affecting young children.
Ele encourages caregivers to treat media more like they would treat a book: as a chance to sit with a child, share time together, and talk about what children are seeing and hearing. In this way, media and technology can be motivating, interesting, and helpful tools. Used properly, they can spur conversation and encourage children’s interaction with their peers and with the caring adults in their lives. Ele suggests ways to develop such healthy media habits.
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Early Literacy Language: English
Publisher: Zero to Three (2003)
Description: This news brief discusses positive early language and literacy development. It includes what infants and toddlers can do, early literacy behaviors, what young children like in books, and ways to share books with babies and toddlers.
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Early Warning! Why Reading by the End of Third Grade Matters Language: English
Author: Fiester, Leila
Publisher: The Annie E. Casey Foundation (2010)
Description: The ability to read is central to a child’s success in school, life-long earning potential, and the ability to contribute to the nation’s economy and its security. The Foundation released its report to focus attention on the critical importance of achieving grade-level reading proficiency for all children by the end of third grade. The authors take the 2009 reading test results released in March from NAEP--considered to be the gold standard in K-12 standardized assessment--and break down the numbers to show how well different groups of disadvantaged students are doing.
Download the full report or executive summary, and visit the Data Center to create your own maps, graphs, and charts of data related to early reading indicators at the national and state level.
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Enhancing Teaching Practices to Improve Language and Literacy Skills for Latino Dual-Language Learners Language: English
Publisher: Frank Potter Graham Child Development Institute at UNC at Chapel Hill (Nov 2010)
Description: This news brief discusses teaching practices to improve language and literacy skills for latino dual-language learners.
The Nuestros Niños Early Language and Literacy Project at FPG developed and tested an intervention to improve language and literacy teaching practices for young DLLs. The team developed a professional development intervention based on the best available research on effective teaching practices that promote language and literacy skills in pre-k children, and especially those who are DLLs.
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Ensuring Success for Young Children: Early Childhood Literacy Language: English
Publisher: Association of Small Foundations (Nov 2008)
Description: Research shows that reading abilities in third grade act as a tell-tale barometer for later school success, since children who read at grade level are more likely to graduate from high school. And those who graduate from high school are more likely to pursue further education or get a job. This discussion guide for small foundations explores strategies for supporting nonprofits that provide early childhood education programs and services, especially those that focus on early childhood literacy and reading at grade level by third grade.
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Ensuring Success For Young Children: Transition to Kindergarten Language: English
Publisher: Association of Small Foundations (July 2008)
Description: Research shows that as much as half of school failure may be due to gaps in school readiness even before children transition to kindergarten. This discussion guide for small foundations explores strategies for supporting nonprofits that provide early childhood education programs and services, especially those that focus on ensuring school readiness and smoothing transition to kindergarten.
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Everyday Infant Fingerplays Language: English
Publisher: Center for Early Literacy Learning (2010)
Description: These newsletters are especially for practitioners of infants and toddlers and includes information on how they can support babies' in their interest of books, reading and language. It includes activities that caregivers can do with the babies.
Baby games that combine simple, rhyming phrases and interesting movements help infants become familiar with the meanings of sounds and words.
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Everyday Ways to Support Your Baby or Toddler's Early Learning Language: English, Spanish
Publisher: Zero to Three (2007)
Description: This chart gives you some ideas of the many ways you can support your child’s early learning through everyday activities on language and communication, thinking skills, self-control, and self-confidence. Provided in Spanish also.
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Family Literacy Resources Language: English
Publisher: Goodling Institute for Research in Family Literacy, Pennsylvania State University (2013)
Description: This website provides resources and other websites for Family Literacy Programs. It is part of the Goodling Institute for Research in Family Literacy.
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Fingerplays and Songs for Child Care
Language: English
Publisher: eXtension (2012)
Description: The eXtension Alliance for Better Child Care database of fingerplays and songs is available for those interested in using them in their work with children. Search by title or subject.
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First Picture Books Language: English
Publisher: Center for Early Literacy Learning (2010)
Description: These newsletters are especially for practitioners of infants and toddlers and includes information on how they can support babies' in their interest of books and reading. It includes activities that caregivers can do with the babies regarding print awareness and reading.
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First Word Books Language: English
Publisher: Center for Early Literacy Learning (2010)
Description: These newsletters are especially for practitioners of infants and toddlers and includes information on how they can support babies' in their interest of books and reading. It includes activities that caregivers can do with the babies regarding print awareness and reading.
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Games Babies Play Language: English
Publisher: Center for Early Literacy Learning (2010)
Description: These newsletters are especially for practitioners of infants and toddlers and includes information on how they can support babies' in their interest of books, reading and language. It includes activities that caregivers can do with the babies.
Made-up lap games can be just as much fun as “tried-and-tested” games. This practice guide includes an example of a game played by a child care teacher whose infant had just learned to reach for things. The description will give you some ideas about lap games you can play with the children with whom you work
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Get Ready to Read! Language: English
Publisher: National Center for Learning Disabilities Inc. (2012)
Description: A Web site geared towards parents, educators, librarians, and advocates. contains information on literacy resources in languages other than English, screening too for literacy, videos on how to "raise a reader", and a toolkit on transitioning to kindergarten.
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Getting Kids Involved: Creating Opportunities for Learning (video) Language: English
Publisher: Center for Early Literacy Learning (2011)
Description: This video introduces and illustrates many ways in which adaptations within the home or classroom can promote the active involvement of infants, toddlers, and preschoolers with disabilities in everyday literacy activities.
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Getting Ready for Kindergarten: What Parents Can Do Language: Spanish, Korean, French, Chinese, English
Publisher: Montgomery County Public Schools (2007)
Description: This 2 page fact sheet offers tips for parents to help get their children ready for kindergarten.
Parents are their children's first teachers. Getting Ready for Kindergarten: What Parents Can Do is a resource that provides parents with suggestions for simple activities that parents and children can do together to develop children's oral language and foundational reading skills.
It is available as PDFs in English, Chinese, French, Korean, Spanish, and Vietnamese.
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Infant Lap Games Language: English
Publisher: Center for Early Literacy Learning (2010)
Description: These newsletters are especially for practitioners of infants and toddlers and includes information on how they can support babies' in their interest of books, reading and language. It includes activities that caregivers can do with the babies. Both familiar and made-up lap games introduce infants to the wonderful world of playful interaction with others. These games develop a child’s emerging understanding of how to play with others and get someone to do something fun and interesting.
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Infant Nursery Rhymes Language: English
Publisher: Center for Early Literacy Learning (2010)
Description: These newsletters are especially for practitioners of infants and toddlers and includes information on how they can support babies' in their interest of books, reading and language. It includes activities that caregivers can do with the babies.
This practice guide includes nursery rhymes that are likely to be especially engaging and entertaining to infants and young children. Repeating nursery rhymes is one way you can help infants learn about sounds, words, and simple stories.
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Infant Nursery Rhymes and Fingerplays Language: English
Publisher: Center for Early Literacy Learning (2010)
Description: These newsletters are especially for practitioners of infants and toddlers and includes information on how they can support babies' in their interest of books, reading and language. It includes activities that caregivers can do with the babies.
This practice involves using a routine daily activity to build a child’s skill at listening and interacting with adults — important skills for communication. This is done by playing simple word-and-movement games as part of diaper changing. It includes some ideas you can try to make diaper changing time a fun activity.
More
Infant Nursery Rhymes and Fingerplays Language: English
Publisher: Center for Early Literacy Learning (2010)
Description: These newsletters are especially for practitioners of infants and toddlers and includes information on how they can support babies' in their interest of books, reading and language. It includes activities that caregivers can do with the babies.
Games that include rhymes and other repetitions help infants become familiar with sounds and words. This practice guide includes ways you can use fingerplays and nursery rhymes to help infants become “talkers.
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Infant Scribbling Activities Language: English
Publisher: Center for Early Literacy Learning (2010)
Description: These newsletters are especially for practitioners of infants and toddlers and includes information on how they can support babies' in their interest of books and reading. It includes activities that caregivers can do with the babies regarding print awareness and reading. This practice guide includes ideas for helping infants develop the building blocks for beginning writing.
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Infants and Toddlers - Developing More Than One Language
Language: English
Author: Hanna, Janet
Publisher: University of Nebraska-Lincoln (May 2005)
Description: This article provides strategies to support beginning language and literacy for children learning more than one language.
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Infants Sound Awareness Language: English
Publisher: Center for Early Literacy Learning (2010)
Description: These newsletters are especially for practitioners of infants and toddlers and includes information on how they can support babies' in their care. These practice guides illustrate ways that practitioners can promote infants abilities to listen and notice different sounds.
Newsletter topics include Infant Lap Games, More Infant Lap Games, Games Babies Play, Diaper-Changing Games, Infant Nursery Rhymes and Fingerplays, Nursery Rhymes for Play and Learning, Everyday Infant Fingerplays, and Infant Nursery Rhymes. This link includes all the newsletters together but they can also be downloaded individually at http://www.earlyliteracylearning.org/pgpracts.php#infants.
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International Children's Digital Library Language: English
Publisher: International Children's Digital Library Foundation (ICDL Foundation) (2010)
Description: This website has access to books from different countries and in different languages. You can read the books directly from the website. An easy way to incorporate books of other languages for international students.
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Investing Strategies to Serve Vulnerable Children Language: English
Publisher: The Annie E. Casey Foundation (2013)
Description: This discussion guide series, produced by the Association of Small Foundations with funding from the Annie E. Casey Foundation, is designed to provide clear and concise information to small foundations on strategies for supporting nonprofits that serve vulnerable children and families.
Specific guides include; Ensuring Success for Children with Incarcerated Parents, Ensuring Success for Young Children: Early Childhood Literacy, Ensuring Success For Young Children: Transition to Kindergarten, and others.
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Involvement in Early Head Start home visiting services: Demographic predictors and relations to child and parent outcomes Language: English
Author: Raikes, Helen
Publisher: Department of Family and Consumer Sciences, University of Nebraska - Lincoln (2006)
Description: The study demonstrates the powerful role of demographic and other characteristics as predictors of parent involvement in services and program outcomes. Family characteristics clearly corresponded to variability in program involvement.
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Kids Haven’t Changed; Kindergarten Has Language: English
Author: Pappano, Laura
Publisher: Harvard Graduate School of Education (October 2010)
Description: The Gesell Institute for Human Development undertook a study to determine how child development in 2010 relates to Gesell’s historic observations. The executive director of the Gesell Institute, says despite ramped-up expectations, including overtly academic work in kindergarten, study results reveal remarkable stability around ages at which most children reach cognitive milestones such as being able to count four pennies or draw a circle.
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Launching Young Readers: A PBS series for parents and educators
Language: English
Publisher: Public Broadcasting Service (October 2010)
Description: Launching Young Readers is a public television series designed for teachers, parents, caregivers, and anyone else interested in helping children learn to read. Based on the latest research findings, the series consists of 30-minute television programs that explore the stages of reading that every child goes through. The programs feature the country's top reading experts, look at different reading strategies, provide practical advice for parents, and interweave the personal stories of children, families, and teachers.
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Learning to Read and Write Begins at Birth Language: Spanish, English
Publisher: Child Care Aware (October 2010)
Description: This brochure from Child Care Aware provides information for parents about how children learn to read and how to provide support for them. It provides checklists of things you can do to help your child learn to read, from babies to preschoolers.
It is also available in Spanish at
http://greatstartforkids.org/sites/default/files/file/EarlyLiteracy_Spanish_NEW.pdf.
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Learning to Read and Write: Developmentally Appropriate Practices for Young Children Language: English
Publisher: National Association for the Education of Young Children (1998)
Description: This joint position statement of the International Reading Association (IRA) and the National Association for the Education of Young Children (NAEYC) is endorsed by many language, early childhood, reading, and education groups. The primary purpose of this position statement is to provide guidance to teachers of young children in schools and early childhood programs (including child care centers, preschools, and family child care homes) serving children from birth through age eight. The principles and practices suggested here also will be of interest to any adults who are in a position to influence a young child's learning and development-parents, grandparents, older siblings, tutors, and other community members.
A "Where We Stand" summary (2005) is also available in English at http://208.118.177.216/about/positions/pdf/WWSSLearningToReadAndWriteEnglish.pdf and Spanish at http://208.118.177.216/about/positions/pdf/WWSSLearningToReadAndWriteSpanish.pdf.
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Learning to Read: Developing 0-8 Information Systems to Improve Third Grade Reading Proficiency Language: English
Author: Bruner, Charles
Publisher: Child & Family Policy Center (August 2010)
Description: The primary purpose of the Resource Guide is to provide leaders in the early childhood (0-8) field with an introduction to current resources and best practices across the country in developing such information systems. The Resource Guide itself provides an overall narrative that describes the importance of third grade reading and the need for a 0-8 approach to achieving it and then outlines major resources and best practices in developing the information systems needed to achieve that end.
While not exhaustive of all resources available, the Resource Guide draws upon the author’s cross-cutting work and experiences that has included involvement in many of the initiatives cited and recognized that there is synergy in combining the collective wisdom from this work.
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Let Little Fingers Do the Drawing Language: English
Publisher: Center for Early Literacy Learning (2010)
Description: These newsletters are especially for practitioners of infants and toddlers and includes information on how they can support babies' in their interest of books and reading. It includes activities that caregivers can do with the babies regarding print awareness and reading. This practice guide includes ideas for helping infants develop the building blocks for beginning writing.
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Literacy-Rich Experiences for Infants Language: English
Publisher: Center for Early Literacy Learning (2010)
Description: These Literacy-Rich Experiences newsletters are especially for practitioners working with infants and toddlers. These practice guides illustrate ways that practitioners can arrange environments and provide activities in order to encourage infants to listen, communicate, and begin to develop the skills that are the building blocks for early literacy.
Titles include: Literacy-Rich Classroom and Community Activities, Literacy-Rich Word Activities, Literacy-Rich Outings, and Literacy-Rich Home Activities.
All 4 can be downloaded together at this URL or separately at http://www.earlyliteracylearning.org/pgpracts.php.
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More Infant Lap Games Language: English
Publisher: Center for Early Literacy Learning (2010)
Description: These newsletters are especially for practitioners of infants and toddlers and includes information on how they can support babies' in their interest of books, reading and language. It includes activities that caregivers can do with the babies. Both familiar and made-up lap games introduce infants to the wonderful world of playful interaction with others. These games develop a child’s emerging understanding of how to play with others and get someone to do something fun and interesting.
More
Multilingual Living Language: English, Spanish
Publisher: Multilingual Living (2010)
Description: Multilingual Living is a blog about raising bilingual children, with texts submitted by readers. There are many useful ideas and recommendations of textbooks, reading materials and more. For example, there is an idea by one of the readers about making up stories while listening to music in the car. The story can be in any language!
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NAEYC: For Families Language: English
Publisher: National Association for the Education of Young Children NAEYC (2012)
Description: The National Association for the Education of Young Children (NAEYC) has developed a new Web page providing a collection of resources specifically For Families. The new page features “Families Today”, a column by Doctors T. Berry Brazelton and Joshua Sparrow, information on quality child care and preschool programs, and resources to support development.
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Nursery Rhymes for Play and Learning Language: English
Publisher: Center for Early Literacy Learning (2010)
Description: These newsletters are especially for practitioners of infants and toddlers and includes information on how they can support babies' in their interest of books, reading and language. It includes activities that caregivers can do with the babies.
Nursery rhymes that include repetitious sounds accompanied by adult hand movements often have tremendous child entertainment value! Rhymes can be used to provide infants opportunities to listen to and hear sounds that are similar and different
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Promoting Language and Literacy Skills in Children with Down Syndrome Language: English
Publisher: Frank Potter Graham Child Development Institute at UNC at Chapel Hill (June 2010)
Description: This news brief discusses recommendations to improve language and literacy skills in children with down syndrome.
FPG investigators reviewed the existing literature on language skills of individuals with Down syndrome and factors that may influence language development. Based on this review, FPG published recommendations that emphasize the importance of early and continued language and literacy interventions.
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Put Reading First: Parent Guide (La Lectura es lo Primero: Como ayudar a su hijo a aprender a leer: Una Guía para padres de familia) Language: Spanish
Publisher: National Institute for Literacy (January 2002)
Description: Provides a quick overview of the findings of the National Reading Panel and gives ideas for what to expect from a school's reading program based on evidence from the research (preschool through grade three).
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Repeated Storytelling Language: English
Publisher: Center for Early Literacy Learning (2010)
Description: These newsletters are especially for practitioners of infants and toddlers and includes information on how they can support babies' in their interest of books and reading. It includes activities that caregivers can do with the babies regarding print awareness and reading.
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School Readiness
Language: English
Publisher: Penn State University Agricultural and Extension Education (March 2004)
Description: This is a series of four bulletins to help parents prepare their children, age 3-6, for school. The bulletins consist of how parents can help their child develop in math, art, reading, and science through fun activities.
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Scribbling and Drawing: Infant Finger Drawing Language: English
Publisher: Center for Early Literacy Learning (2010)
Description: These newsletters are especially for parents of infants and includes information on how parents can support babies's in their interest in pre-writing skills. It includes activities that parents can do with their babies and suggestions to evaluate if the practices have worked to improve babies's skills.
This handout is filled with ideas for helping your baby learn pre-writing skills.
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Scribbling and Drawing: Scribble Scribble Language: English
Publisher: Center for Early Literacy Learning (2010)
Description: These newsletters are especially for parents of infants and includes information on how parents can support babies's in their interest in pre-writing skills. It includes activities that parents can do with their babies and suggestions to evaluate if the practices have worked to improve babies's skills.
About the same time infants use a spoon to eat, they often show an interest in trying to use crayons. Babies often become fascinated with writing instruments and how to mark and scribble with them.
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Selecting Books for Your Child: Finding 'Just Right' Books (for the child to read to themselves) Language: English
Publisher: Reading Rockets (2013)
Description: Parents, caregivers, and teachers have a wide variety of books to choose from for young children. This section of Reading Rockets provides information on how parents can help their children find books that are not "too hard" and not "too easy" but instead are "just right" for the child to be able to read to themselves.
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Shining Stars: First Graders Learn to Read Language: English
Publisher: Eunice Kennedy Shriver National Institute of Child Health and Human Development (2006)
Description: This brief booklet suggests ways parents can help their first grader learn to read. The publication was created as part of the Partnership for Reading, a collaborative effort by the National Institute for Literacy, the U.S. Department of Education, and the NICHD to bring the findings of evidence-based reading research to those with an interest in helping all people learn to read well.
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Shining Stars: Kindergartners Learn to Read Language: English
Publisher: Eunice Kennedy Shriver National Institute of Child Health and Human Development (2006)
Description: This brief booklet suggests ways parents can help their kindergartner learn to read. The publication was created as part of the Partnership for Reading, a collaborative effort by the National Institute for Literacy, the U.S. Department of Education, and the NICHD to bring the findings of evidence-based reading research to those with an interest in helping all people learn to read well.
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Shining Stars: Preschoolers Get Ready to Read Language: English
Publisher: Eunice Kennedy Shriver National Institute of Child Health and Human Development (2007)
Description: This brief booklet suggests ways parents can help their preschooler prepare to learn to read. The publication was created as part of the Partnership for Reading, a collaborative effort by the National Institute for Literacy, the U.S. Department of Education, and the NICHD to bring the findings of evidence-based reading research to those with an interest in helping all people learn to read well.
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Shining Stars: Second and Third Graders Learn to Read Language: English
Publisher: Eunice Kennedy Shriver National Institute of Child Health and Human Development (2006)
Description: This brief booklet suggests ways parents can help their second and third graders learn to read. The publication was created as part of the Partnership for Reading, a collaborative effort by the National Institute for Literacy, the U.S. Department of Education, and the NICHD to bring the findings of evidence-based reading research to those with an interest in helping all people learn to read well.
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Spanglish Baby Language: English, Spanish
Publisher: spanglishbaby.com (2010)
Description: The Spanglish Baby is a website about raising bilingual children in Spanish and English. It is full of useful information. For example, a recent post by Monica Olivera Hazelton shared ways she is passing on her Latino heritage to her children, teaching them Spanish, and the method she is using to pass is to incorporate bilingual and bicultural children’s literature into their routine. She describes her preferences and how she uses the materials. Olivera Hazelton’s example is at http://www.spanglishbaby.com/2009/04/use-bilingual-and-bicultural-literature-to-enhance-language-learning/.
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Starting Early with English Language Learners: First Lessons from Illinois Language: English
Author: Severns, Maggie
Publisher: The New America Foundation (April 2012)
Description: This paper takes a look at how the state came to see a need for these policies and how it is implementing them on a large scale. It also highlights two parts of Illinois’s approach that merit consideration by other states with large or growing ELL populations. First, by expanding into pre-K, the state has created opportunities to align ELL pro-2 grams across the early school years, opening the possibilities for districts to adopt a PreK-3rd approach. Second, Illinois’s teacher training requirements ensure that teachers charged with bilingual or ESL classrooms have adequate training to do so, in K-12 classrooms and in pre-K classrooms. Both of these strategies, if implemented well and adequately funded, could greatly benefit English Language Learners in the state, setting them on a path to academic success with a higher likelihood of graduating from high school and college.
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Stories and Listening: Baby’s First ABC Book Language: English
Publisher: Center for Early Literacy Learning (2010)
Description: These newsletters are especially for parents of infants and includes information on how parents can support babies's in their interest of books and reading. It includes activities that parents can do with their babies and suggestions to evaluate if the practices have worked to improve babies's skills.
The topic is store-bought or homemade ABC books to involve their babies in learning to enjoy stories.
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Stories and Listening: Baby’s First Picture Books Language: English
Publisher: Center for Early Literacy Learning (2010)
Description: These newsletters are especially for parents of infants and includes information on how parents can support babies's in their interest of books and reading. It includes activities that parents can do with their babies and suggestions to evaluate if the practices have worked to improve babies's skills.
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Stories and Listening: Baby’s First Word Books Language: English
Publisher: Center for Early Literacy Learning (2010)
Description: These newsletters are especially for parents of infants and includes information on how parents can support babies's in their interest of books and reading. It includes activities that parents can do with their babies and suggestions to evaluate if the practices have worked to improve babies's skills.
The topic is baby's first word books, connecting pictures with words.
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Stories and Listening: Tell Me More, Tell Me More Language: English
Publisher: Center for Early Literacy Learning (2010)
Description: These newsletters are especially for parents of infants and includes information on how parents can support babies's in their interest of books and reading. It includes activities that parents can do with their babies and suggestions to evaluate if the practices have worked to improve babies's skills.
The topic is baby's first stories and how they love to hear the same stories again and again.
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Stories and Listening: The Right Touch Language: English
Publisher: Center for Early Literacy Learning (2010)
Description: These newsletters are especially for parents of infants and includes information on how parents can support babies's in their interest of books and reading. It includes activities that parents can do with their babies and suggestions to evaluate if the practices have worked to improve babies's skills.
The topic is touch-and-feel books to involve an infant in looking at, touching, and exploring books.
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Talking to Children: Why Some Mothers Do It More Language: English
Publisher: Frank Potter Graham Child Development Institute at UNC at Chapel Hill (May 2008)
Description: Research shows that from a very young age, children are influenced by the manner in which their mothers verbally interact with them. An Frank Porter Graham study
published in the May/June 2008 issue of The Journal of Applied Developmental Psychology, examines how mother and child characteristics might influence the way mothers talk to their infants.
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The Center for Applied Linguistics Early Language Learning Resources Language: English
Publisher: Center for Applied Linguistics (2010)
Description: This website provides online resources for early language learning including digests, books, web sites, listserves, etc. The Center for Applied Linguistics provides a comprehensive range of research-based language and cultural education resources and testing tools.
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The Magic in Books - How to Read With Children
Language: English
Author: Weigel, Dan
Publisher: University of Nevada Cooperative Extension (2010)
Description: This fact sheet provides information to parents or caregivers on how to read to children. It gives suggestions on choosing books, reading aloud, asking questions, and following up after the story.
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The Role of Children’s Interests in Early Literacy and Language Development Language: English
Author: Dunst, Carl
Publisher: Center for Early Literacy Learning (2011)
Description: The Center for Early Literacy Learning (CELL) has published a meta-analysis examining the relationship between variations of young children’s personal and situational interests and their early literacy and language abilities.
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The Vital Role of Early Childhood Teachers in Children’s Literacy and Language Development
Language: English
Author: Weigel, Dan
Publisher: University of Nevada Cooperative Extension (2007)
Description: This bulletin reports on the Foundations of Literacy Study conducted by the University of Nevada, Reno. The purpose was to identify the key aspects of the home and child care settings that most strongly foster young children’s literacy and language skills. The study is explained and the results provided.
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Touch-and-Feel Books Language: English
Publisher: Center for Early Literacy Learning (2010)
Description: These newsletters are especially for practitioners of infants and toddlers and includes information on how they can support babies' in their interest of books and reading. It includes activities that caregivers can do with the babies regarding print awareness and reading.
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Where we Stand on Learning to Read and Write (NAEYC & IRA 2005) Language: Spanish, English
Publisher: National Association for the Education of Young Children (2009)
Description: This summary statement of the International Reading Association (IRA) and the National Association for the Education of Young Children (NAEYC) is an update from their 1998 position statement. It includes what current research has shown about learning to read and write and provides recommendations for supportive policies and resources.
A Spanish version is available at http://www.naeyc.org/files/naeyc/file/positions/WWSSLearningToReadAndWriteSpanish.pdf.
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Writing Development: One child's journey from scribbles to stories Language: English
Publisher: PBS Parents (2009)
Description: This update presents annotated writing samples by a child from age 18 months to third grade. The writing samples show how a typical child's writing develops from babyhood through third grade.
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You and Your Child Parenting Guides Language: Spanish, English
Publisher: University of Pittsburgh (2009)
Description: This Web site contains links to 50 guides for parents on a variety of topics. You may also request a free set of 50 guides in hard-copy form (for non-profit use only).
The fact sheets are available in Spanish also at http://www.ocd.pitt.edu/Default.aspx?webPageID=89&parentPageId=5.
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Professional Development
BABY TALK: Language, Literature and Love for Infants Language: English, Spanish
Author: Quigg, Claudia
Publisher: Baby Talk Inc. (2009)
Description: A Web site constructed by Baby Talk Inc., to provide information to parents regarding the importance of reading to their children at a very early age, as early as infancy. Studies have shown that infants that are read to from birth have higher literacy rates than children who's parents don't begin reading to them until they are toddlers.
More
Learning to Read and Write: Developmentally Appropriate Practices for Young Children Language: English
Publisher: National Association for the Education of Young Children (1998)
Description: This joint position statement of the International Reading Association (IRA) and the National Association for the Education of Young Children (NAEYC) is endorsed by many language, early childhood, reading, and education groups. The primary purpose of this position statement is to provide guidance to teachers of young children in schools and early childhood programs (including child care centers, preschools, and family child care homes) serving children from birth through age eight. The principles and practices suggested here also will be of interest to any adults who are in a position to influence a young child's learning and development-parents, grandparents, older siblings, tutors, and other community members.
A "Where We Stand" summary (2005) is also available in English at http://208.118.177.216/about/positions/pdf/WWSSLearningToReadAndWriteEnglish.pdf and Spanish at http://208.118.177.216/about/positions/pdf/WWSSLearningToReadAndWriteSpanish.pdf.
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Little Voices for Healthy Choices: Webinars Language: English
Publisher: Early Head Start National Resource Center (2011)
Description: Little Voices for Healthy Choices initiative was a year long initiative focusing on Brain and Motor Development, Music, Movement, Nutrition and Sleep for children from birth through three years of age, their families, caregivers and communities. Twenty four Early Head Start and Migrant and Seasonal Head Start programs were selected to participate in a year’s worth of offerings which included trainings session, webinars, work plan development and an evaluation component.
Webinars are available now, please check back for other materials.
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Parenting and Literacy for Success (P.L.S.)
Language: English
Author: Bixler, Michaelyn
Publisher: University of Nevada Cooperative Extension (2007)
Description: The Parenting and Literacy for Success program (P.L.S.) is a fun and easy program that provides parents with valuable literacy tools they can use during and after attending the P.L.S. program. The program targets parents with limited resources who have preschoolers 3 to 5 1/2 years old. It is a family literacy program whose main goal is to introduce parents to the pre-kindergarten standards and help them teach their preschoolers pre-kindergarten concepts in math, science, reading and other areas which can prepare them for kindergarten success.
The P.L.S program combines the reading of four specially selected children’s books with hands-on activities that reinforces these pre-kindergarten concepts introduced in the book. These workshop activities prepare the parents to extend these new skills from classroom to home. Each book focuses on different pre-kindergarten concepts.
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Where we Stand on Learning to Read and Write (NAEYC & IRA 2005) Language: Spanish, English
Publisher: National Association for the Education of Young Children (2009)
Description: This summary statement of the International Reading Association (IRA) and the National Association for the Education of Young Children (NAEYC) is an update from their 1998 position statement. It includes what current research has shown about learning to read and write and provides recommendations for supportive policies and resources.
A Spanish version is available at http://www.naeyc.org/files/naeyc/file/positions/WWSSLearningToReadAndWriteSpanish.pdf.
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Programming Resource
A Framework for Early Literacy Instruction: Aligning Standards to Developmental Accomplishments and Student Behaviors: Pre-K Through Kindergarten Language: English
Author: Bodrova, Elena
Publisher: McREL (Mid-continent Research for Education and Learning) (January 2000)
Description: 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)
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Developing and Supporting Literacy-Rich Environments for Children Language: English
Author: Daniel, Jerlean
Publisher: National Governors (February 2001)
Description: This report stresses that early reading success is a strong predictor of academic success in later grades and the early childhood years (birth through age eight) are critical ones for literacy development. This Issue Brief defines literacy-rich environments and discusses what actions states can take to support these environments. Available in PDF on this site.
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Early Childhood Education: Early Literacy Experiences in the Home Language: English
Publisher: U.S. Department of Education (USED) Office of Educational Research and Improvement (OERI), National Center for Education Statistics (NCES) (Spring 1999)
Description: 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
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Early Literacy for Inner-City Children: The Effects of Reading and Writing Interventions in English and Spanish During the Preschool Years Language: English
Author: Altamirano, Suzie
Publisher: Center for the Improvement of Early Reading Achievement (April 01 2000)
Description: These journal articles find very encouraging results on the effectiveness of a preschool emergent literacy intervention in a "skid row" child-care facility in downtown Los Angeles. The study shows that both preschool teachers and parents established regular habits of shared book reading and numerous ways for children to write and display their work and children entered kindergarten on or above grade level in understanding concepts about print.
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Emergent and Early Literacy Workshop: Current Status and Research Directions: Bethesda Maryland September 21-24, 2000 Language: English
Publisher: National Institute of Child Health and Human Development (July 01 2000)
Description: This paper summarizes the details of a workshop which sought to bring together researchers, practitioners, policymakers, and university educators to consider the current state of knowledge about emergent and early literacy learning, with the overarching question: what additional knowledge is needed about early literacy learning? Six specific topic areas were addressed: (1) Meeting Context, Background, and New Frontiers; (2) Emergent Literacy and Prevention; (3) Emergent Literacy and Identification of Risk Factors; (4) Emergent Literacy and Intervention; (5) Summary and Conclusions; and (6) Research Agenda and Suggestions for Practice. Common themes addressed in the workshop were: converging findings and research gaps in emergent and early literacy; practical concerns that influence research design and implementation in investigations of emergent and early literacy; and implications for individuals working in different professional roles and disciplines. The workshop also considered the influence of parents and caregivers in enhancing literacy skills, and it sought to identify processes that could assist families in implementing literacy activities and identifying whether their children might be at risk in literacy development.
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Essential Elements of Reading Language: English
Publisher: New York State Education Department (1998)
Description: The document has two components. The first section identifies those elements that research cites as the foundations of literacy and includes some specific examples. The second section, taken from the work of the National Research Council, defines a series of developmental accomplishments of literacy acquisition for children from birth to grade 3.
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Full-Day Kindergarten: A Study of State Policies in the United States Language: English
Author: Kauerz, Kristie
Publisher: Education Commission of the States (2005)
Description: This report provides a state policy overview of full-day kindergarten in the United States. It is intended, however, to accomplish more than simply describing current policies. Based on an Education Commission of the States’ (ECS) review, the report identifies four key areas where states need to strengthen their full-day kindergarten policies. For each of these four areas, the report discusses efforts that state policymakers should undertake to better position full-day kindergarten as an important experience for student learning and development.
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Helping Your Child Become a Reader: With Activities for Children from Infancy Through Age 6 Language: Spanish, English
Author: DeBruin-Parecki, Andrea
Publisher: U.S. Department of Education (ED) Office of Educational Research and Improvement (OERI) (January 2005)
Description: The booklet is designed for helping children from infancy to age 6--the most important years for learning the skills they will need to become readers. It offers parents suggestions on how to: talk with their children; read aloud with him/her; help him/her learn about printed words and what they mean; show her/him that they value reading; and do other activities at home that encourage reading. To help show when children can take certain learning steps, the booklet ties much of the discussion to four age groups: baby (birth to 1 year); toddler (1 to 3 years); preschooler (ages 3 and 4); and kindergartner/early first grader (ages 5 and 6). A section discusses "If You Think There's a Problem." Contains a reading checklist, a list of typical language accomplishments for children, resources for families and caregivers, resources for children, and an 11-item bibliography. Also available in Spanish at http://www2.ed.gov/espanol/parents/academic/lector/index.html.
To order copies go to http://www.ed.gov/parents/academic/help/reader/part1.html.
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Hispanic Fathers and Family Literacy: Strengthening Achievement in Hispanic Communities Language: English
Author: Seleme-McDermott, Carmen
Publisher: United States Department of Health and Human Services (December 01 2000)
Description: This report discusses the roles of Hispanic fathers in parenting and education.
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Home Literacy Activities and Signs of Children's Emerging Literacy Language: English
Author: Winquist-Nord, Christine
Publisher: U.S. Department of Education National Center for Educational Statistics (NCES) (March 01 2000)
Description: This brief report presents information on the extent to which families are engaged in literacy activities with their 3- to 5-year-olds who are not yet enrolled in kindergarten. It also presents information on signs of emerging literacy, such as whether children recognize letters, can write their own names, or read or pretend to read. The report examines changes in both home literacy activities that families engage in, and signs of children's emerging literacy between 1993 and 1999. The report then examines the association between home literacy activities and signs of emerging literacy in 1999. Data used in the report are from the 1993 and 1999 National Household Education Surveys.
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Improving Early Literacy Skills to Reduce Special Education Referrals Language: English
Author: Lynn, Dane
Publisher: National Governors (February 2001)
Description: This report suggests ways to lessen the referrals for special education by increasing literacy. It suggests making state reading standards correspond with current research about reading growth from kindergarten through grade three; improving teachers' reading preparation; etc.
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Improving the Reading Comprehension of America Language: English
Publisher: Center for the Improvement of Early Reading Achievement (Summer 2001)
Description: This analysis describes what kind of teaching is needed for effective literacy comprehension among children.
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Infant and Toddler Language and Early Literacy Activities Language: Spanish, English
Author: Notari-Syverson, Angela
Publisher: Washington Learning Systems, LLC (2007)
Description: These materials include twenty home and community activities for adults and children birth to three that encourage early language and literacy development. They are appropriate for children with disabilities as well as children who are developing typically.
Each of the twenty activities includes an activity description, and hints for making the activity fun and developmentally appropriate. In addition to the activities, you can download an activity checklist that helps parents and caregivers notice their children'
s skills, and also cue adults to examine and grow their own interactions with children. Available in English and Spanish.
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Involving Fathers in Children's Literacy Development: An Introduction to the Fathers Reading Everyday (FRED) Program
Language: English
Author: Green, Stephen
Publisher: Journal of Extension (October 2002)
Description: This Journal of Extension article reports on a pilot conducted in Texas on the importance of fathers taking on an active role in their children's educational development in order for their children to have greater academic success.
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Learning to Read and Write: Developmentally Appropriate Practices for Young Children Language: English
Publisher: National Association for the Education of Young Children (1998)
Description: This joint position statement of the International Reading Association (IRA) and the National Association for the Education of Young Children (NAEYC) is endorsed by many language, early childhood, reading, and education groups. The primary purpose of this position statement is to provide guidance to teachers of young children in schools and early childhood programs (including child care centers, preschools, and family child care homes) serving children from birth through age eight. The principles and practices suggested here also will be of interest to any adults who are in a position to influence a young child's learning and development-parents, grandparents, older siblings, tutors, and other community members.
A "Where We Stand" summary (2005) is also available in English at http://208.118.177.216/about/positions/pdf/WWSSLearningToReadAndWriteEnglish.pdf and Spanish at http://208.118.177.216/about/positions/pdf/WWSSLearningToReadAndWriteSpanish.pdf.
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Linguistic Diversity and Early Literacy: Serving Culturally Diverse Families in Early Head Start Language: English
Publisher: U.S. Department of Health and Human Services (2001)
Description: In this publication practices are identified that create a culturally responsive environment rich in literacy experiences for all participating families and that promote the later development of reading and writing.
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Put Reading First: Helping Your Child Learn to Read: A Parent Guide: Preschool Through Grade 3 Language: Spanish, English
Publisher: National Institute for Literacy (January 2002)
Description: These brochures provide parents with ways to help their children learn to read, and enjoy to read. Also available in Spanish at http://www.edpubs.gov/document/ed001975h.pdf?ck=312.
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Put Reading First: The Research Building Blocks of Reading Instruction Language: English
Publisher: Center for the Improvement of Early Reading Achievement (June 2003)
Description: This report gives instructions and tips on how to teach children to read and learn with awareness for children kindergarten through grade 3.
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Read With Me: A Guide for Student Volunteers Starting Early Childhood Literacy Programs Language: English
Author: Arnold, Chandler
Publisher: National Institute on Early Childhood Development and Education (January 2002)
Description: These training materials contain information on how individuals can make a difference in the lives of children by volunteering in preschool and elementary programs to assist in children's development of literacy skills.
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Reading Helpers: A Handbook for Training Tutors Language: English
Author: Collins, Raymond
Publisher: Corporation for National Service (CNS) (1999)
Description: Designed to be used in conjunction with On the Road to Reading: A Guide for Community Partners, this handbook focuses on the knowledge and skills necessary for tutors to help children from birth through third grade master reading fundamentals. The 5 chapters of the handbook present 11 training sessions for tutors, comprising 36 hours of training. Chapter 1, First Steps for Reading Helpers, provides an orientation to basic principles and techniques of tutoring. Chapter 2, How Children Learn To Read, presents an overview of how children become readers and writers. Chapter 3, Tutoring Strategies for Preschool and Kindergarten, addresses strategies for talking with children, reading aloud, and writing with children. Chapter 4, Tutoring Strategies for the Primary Grades, explores reading together, helping children with reading strategies, focusing on meaning, and improving writing skills. Chapter 5, Partnering with Families, discusses how to support children's reading at home and promote family literacy. Each chapter is organized in two parts--an overview summarizing the topic and highlighting the principal themes, and the training sessions and activities related to the theme. Each training session follows a standard format: (1) learning objectives; (2) basic concepts; (3) tutor reading; (4) trainer preparation; (5) materials needed; (6) activities; (7) debriefing; (8) tutor follow up; and (9) evaluation. The handbook's two appendices list of training resources and includes overhead transparencies and handouts. Contains a 47-item annotated bibliography.
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Resource Center: Tools and training for volunteer and service programs Language: English
Publisher: Corporation for National Service (CNS) (1999)
Description: This website contains resources for training volunteers and directing services programs in the community. It includes information on mentoring, tutoring, disaster preparedness and response, days of service, at-risk youth, etc.
Materials for training volunteers is available on many topics.
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Start Early Finish Strong: How to Help Every Child Become a Reader Language: English
Author: Collins, Raymond
Publisher: U. S. Department of Education America Reads Challenge (July 1999)
Description: This book suggests that, powered by the dynamics of the economy, the reading crusade of Americans, a blueprint for action, and unprecedented momentum, a significant reading breakthrough in reading achievement is within reach in the United States. By "starting early," the roots of reading take hold well before children go to school; and by "finishing strong," schools alone cannot do the job of teaching children to read--parents must stay involved, the community must help, and nothing is more important than a highly skilled, well-prepared teacher. After an executive summary that discuses how to help every child become a reader, and an introduction that addresses the "right kind of reading war," chapters in the book are: (1) Raising Readers: The Tremendous Potential of Families; (2) Ready to Read: Building Skills through Early Care and Education; (3) Read to Succeed: How Schools Can Help Every Child become a Reader; and (4) Every Child a Reader: How Citizens, Public Leaders, and Communities Can Help. Contains approximately 150 references; appendixes contain a 28-item annotated list of reading resources, and summaries of recent state laws on reading for children in grade 3 and younger.
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Starting Out Right: A Guide to Promoting Children's Reading Success Language: English
Author: Burns, M.
Publisher: National Research Council (1999)
Description: This book identifies questions and explores answers, regarding early literacy development, that are from the “Preventing Reading Difficulties in Young Children” study. Questions include: what are the key elements children need to succeed in reading; what can parents and caregivers provide to prepare children for reading instruction upon entering school; what language and literacy concepts to include in reading instruction; how can reading difficulties be prevented; and what to ask school boards, principals, policy makers regarding early reading instruction. In addition, the book offers checklists of specific reading accomplishments from preschool through third grade, 55 literacy activities, a list of 100 recommended children’s books, a guide to computer software and CD-ROMs, and a list of internet resources. The book can be purchased or read online for free.
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Supporting Early Literacy in Natural Environments Language: Spanish, English
Author: Notari-Syverson, Angela
Publisher: Washington Research Institute (2006)
Description: These materials include 46 home and community activities for adults and children that encourage early language and literacy development. They are appropriate for children with disabilities as well as children who are developing typically. Each of the twenty activities includes an activity description, and hints for making the activity fun and developmentally appropriate. In addition to the activities, you can download a self-evaluation form that helps parents and caregivers notice their children' s skills, and also cue adults to examine and grow their own interactions with children. Available in English and Spanish.
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The Family Storyteller Program: Ways to get your child ready for reading
Language: English
Author: Weigel, Dan
Publisher: University of Nevada, Reno (2002)
Description: Family Storyteller is a family literacy program aimed at getting parents and children involved in literacy and language activities. The program encourages and teaches parents to play a vital role in the literacy development of their children. It is designed for families with preschoolers and beginning readers. Family Storyteller helps all families but is specifically designed for parents who may have limited language skills and few children's books at home.
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The Wonder Wise PIcture Book Reviews
Language: English
Author: Smith, Charles
Publisher: Wonder Wise Parent - Kansas State University (2002)
Description: This Web site is part of the Wonder Wise programs and provides book reviews for 18 books. The books were chosen for their potential to appeal to both adults and children.
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Training Guides for the Head Start Learning Community: Emerging Literacy: Linking Social Competence to Learning Language: English
Publisher: Head Start Publications Management Center (1997)
Description: This technical guide is designed to enhance the skills of education staff to support young children's emerging language and literacy by fostering their listening, speaking, reading and writing skills, and by collaborating with parents and other staff to create language and literacy-rich environments in the home and in the center.
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What Works: An Introductory Teacher Guide for Early Language and Emergent Literacy Instruction
Language: English
Author: Bell, Donna
Publisher: National Center for Family Literacy (2009)
Description: Based on the work reported in c, this guide describes ways teachers can use the research effectively for early childhood instruction, assessment, choosing curriculum, and helping parents better support their young children’s language and literacy learning.
The Early Literacy Initiative is a project developed and implemented by the National Center for Family Literacy (NCFL) with generous support from the Dollar General Literacy Foundation.
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Where we Stand on Learning to Read and Write (NAEYC & IRA 2005) Language: Spanish, English
Publisher: National Association for the Education of Young Children (2009)
Description: This summary statement of the International Reading Association (IRA) and the National Association for the Education of Young Children (NAEYC) is an update from their 1998 position statement. It includes what current research has shown about learning to read and write and provides recommendations for supportive policies and resources.
A Spanish version is available at http://www.naeyc.org/files/naeyc/file/positions/WWSSLearningToReadAndWriteSpanish.pdf.
More
Where We Stand: Learning to Read and Write Language: Spanish, English
Publisher: National Association for the Education of Young Children (2009)
Description: This NAEYC news brief discusses policies and resources that need to be provided in order to support children as they learn to read and write. To reach these outcomes, teaching practices must be appropriate and effective for young children, not just adaptations of what may work in the later grades. These practices must respond to young children’s changing developmental characteristics as well as to their culture, language, and individual learning needs. Teachers must be prepared to implement varied, research-based teaching methods that will help all young children gain competence in language and literacy.
Available in Spanish also at http://www.naeyc.org/files/naeyc/file/positions/WWSSLearningToReadAndWriteSpanish.pdf.
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Word Play All Day — Early Literacy in Action Language: English
Publisher: University of Maine (Sept 2011)
Description: This tip sheet, part of the Growing Ideas Toolkit, discusses the importance of early literacy. Explanations are included about oral language, print awareness, phonological awareness, and alphabet knowledge and writing. Suggestions on how the staff can support early literacy is included.
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Research
BABY TALK: Language, Literature and Love for Infants Language: English, Spanish
Author: Quigg, Claudia
Publisher: Baby Talk Inc. (Sept 2011)
Description: A Web site constructed by Baby Talk Inc., to provide information to parents regarding the importance of reading to their children at a very early age, as early as infancy. Studies have shown that infants that are read to from birth have higher literacy rates than children who's parents don't begin reading to them until they are toddlers.
More
CELLnotes: Children’s active participation in reading and storytelling Language: English
Author: Trivette, Carol
Publisher: Center for Early Literacy Learning (2007)
Description: Children’s active participation in reading and storytelling can enhance early literacy learning
This Cellnotes summarizes findings reported in Robyak, A., Masiello,
T., Trivette, C. M., Roper, N., & Dunst, C. J. ( 2007). Mapping
the contemporary landscape of early literacy learning, Cellreviews
1(1), 1-11.
The findings are condensed in this newsletter for early childhood professionals. It discusses what it means to practice children's active participation in reading and story telling, what research tells us, and how to act on the evidence.
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CELLnotes: Early Literacy Learning Language: English
Author: Masiello, Tracy
Publisher: Center for Early Literacy Learning (2007)
Description: Early literacy learning can be promoted through experiences with print and language. The findings from research are condensed in this newsletter for early childhood professionals. It discusses early literacy and recent research.
This Cellnotes summarizes findings reported in Robyak, A., Masiello,T., Trivette, C. M., Roper, N., & Dunst, C. J. ( 2007). Mapping the contemporary landscape of early literacy learning, Cellreviews 1(1), 1-11.
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Developing Early Literacy: Report of the National Early Literacy Panel Language: English
Publisher: National Institute for Literacy (2008)
Description: This report serves as the basis of several powerful, research-based recommendations to the early childhood community – educators, caregivers, Head Start providers, and parents – on promoting the foundational skills of life-long literacy. Some of the key findings of the report reveal the best early predictors of literacy, which include alphabet knowledge, phonemic awareness, rapid naming skills, writing (such as writing one's name), and short-term memory for words said aloud. Instruction on these skills may be especially helpful for children at risk for developing reading difficulties. More complex oral language skills also appear to be important. Executive summary also available.
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Emergent and Early Literacy Workshop: Current Status and Research Directions: Bethesda Maryland September 21-24, 2000 Language: English
Publisher: National Institute of Child Health and Human Development (July 01 2000)
Description: This paper summarizes the details of a workshop which sought to bring together researchers, practitioners, policymakers, and university educators to consider the current state of knowledge about emergent and early literacy learning, with the overarching question: what additional knowledge is needed about early literacy learning? Six specific topic areas were addressed: (1) Meeting Context, Background, and New Frontiers; (2) Emergent Literacy and Prevention; (3) Emergent Literacy and Identification of Risk Factors; (4) Emergent Literacy and Intervention; (5) Summary and Conclusions; and (6) Research Agenda and Suggestions for Practice. Common themes addressed in the workshop were: converging findings and research gaps in emergent and early literacy; practical concerns that influence research design and implementation in investigations of emergent and early literacy; and implications for individuals working in different professional roles and disciplines. The workshop also considered the influence of parents and caregivers in enhancing literacy skills, and it sought to identify processes that could assist families in implementing literacy activities and identifying whether their children might be at risk in literacy development.
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Enhancing Teaching Practices to Improve Language and Literacy Skills for Latino Dual-Language Learners Language: English
Publisher: Frank Potter Graham Child Development Institute at UNC at Chapel Hill (Nov 2010)
Description: This news brief discusses teaching practices to improve language and literacy skills for latino dual-language learners.
The Nuestros Niños Early Language and Literacy Project at FPG developed and tested an intervention to improve language and literacy teaching practices for young DLLs. The team developed a professional development intervention based on the best available research on effective teaching practices that promote language and literacy skills in pre-k children, and especially those who are DLLs.
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Full-day kindergarten and student literacy growth: Does a lengthened school day make a difference Language: English
Author: Zvoch, Keith
Publisher: Early Childhood Research Quarterly NAEYC (2008)
Description: The abstract from this study, suggest that full-day kindergarten initiatives targeted toward students from disadvantaged backgrounds may be more successful when implemented in classrooms with relatively small student enrollments. Implications for instructional policy and practice are discussed. Additional studies are suggested.
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Involving Fathers in Children's Literacy Development: An Introduction to the Fathers Reading Everyday (FRED) Program
Language: English
Author: Green, Stephen
Publisher: Journal of Extension (October 2002)
Description: This Journal of Extension article reports on a pilot conducted in Texas on the importance of fathers taking on an active role in their children's educational development in order for their children to have greater academic success.
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Parent Involvement and Early Literacy Language: English
Author: Lin, Qiuyun
Publisher: Harvard Family Research Project. (October 2003)
Description: The purpose of this study is to increase understanding of the relationship between different types of parent involvement and kindergarten children's early literacy. The two research questions considered were: What types of parenting practices are related to children's early literacy in reading, math, and general knowledge performance at the end of the kindergarten year? How does the relationship between parent involvement and early literacy vary for children from different racial/ethnic and income backgrounds?
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Promoting Language and Literacy Skills in Children with Down Syndrome Language: English
Publisher: Frank Potter Graham Child Development Institute at UNC at Chapel Hill (June 2010)
Description: This news brief discusses recommendations to improve language and literacy skills in children with down syndrome.
FPG investigators reviewed the existing literature on language skills of individuals with Down syndrome and factors that may influence language development. Based on this review, FPG published recommendations that emphasize the importance of early and continued language and literacy interventions.
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Starting Out Right: Pre-K and Kindergarten: Full Report Language: English
Author: Hull, Jim
Publisher: Center for Public Education (February 2012)
Description: A study from the Center for Public Education looks at the effect of combinations of pre-k and kindergarten on third-grade reading skills. The study focused on two combinations -- no pre-k and full-day kindergarten vs. pre-k and half-day kindergarten -- and found that a combination of pre-k and half-day kindergarten was significantly better. Students attending pre-k and half-day kindergarten are more likely to have higher reading skills by the third grade than those attending full-day kindergarten alone. The impact of pre-k and half-day kindergarten was greatest for Hispanic children, black children, English Language Learners (ELL), and children from low-income families. The chances of Hispanic children and those below the poverty line reaching a higher reading level ranged anywhere from seven percent (for the basic third-grade reading level, "comprehension of words in context,") to over 20 percent (for the higher "extrapolation" level). The authors note that the findings do not take program quality into consideration, and that one could reasonably infer the impact of high-quality pre-k would be even greater. Findings also don't take into account how much time students spent in pre-k.
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