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Introduction a) Read to Succeed Act b) early literacy paper SC data on early literacy Promotion of: a) early language b) literacyshared book reading

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A) language & literacy assessment B) intervention for struggling readers C) EC programs address language & literacy D) community literacy promotion

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Chapter 3: Impact of Code-Focused Interventions on Early Literacy Skills..................................................................................... Chapter 4: Impact of Shared-Reading Interventions on Early Literacy Skills..................................................................................... Chapter 5: Impact of Parent and Home Programs on Early Literacy Skills..................................................................................... Chapter 6: Impact of Preschool & Kindergarten Programs on Early Literacy Skills..................................................................................... Chapter 7: Impact of Language Enhancement Interventions on Early Literacy Skills .....................................................................................

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Predictors of Reading Proficiency Oral Language Alphabet Knowledge Concepts About Print Phonological Awareness Writing & Name-Writing Invented Spelling [Comprehension] Source: National Early Literacy Panel Source: National Early Literacy Panel

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Grade 4Grade 8 Poor17% Not Poor46%44% African American13%14% Hispanic21%24% White39% Male43%33% Female35%22% Proficient in Reading

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Critical Competencies Built in Early Childhood Language & literacy Math Behavioral & emotional well-being Social skills Learning & work habits: inquiry, curiosity, persistence, teamwork Character traits: responsibility, honesty, dependability

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Child ages 0- 4: Waking Hours Who are they with? Caregiver Under 185% of Poverty Over 185% of Poverty Not with Mom 37.5%46.5% With Mom62.5%53.5% Total100% Source: DSS Childcare Survey.

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Non-Maternal Hours Ages 0-4 Caregiver Under 185% Over 185% Child Care15.5%22.5% Relatives12%9% Spousal Care10%15% Total37.5%46.5% Source: DSS Childcare Survey.

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million Source: Hart and Risley

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Early Influences in Professional vs Poor Families Recorded Vocabulary of Parents 2.2:1 Recorded Vocabulary of Child 2.1:1 Different words used per hour- Parent 2.3:1 Different words used per hour- Child 2.0:1 Parent encouragements to discouragements 14:1

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AllBelow 25th Mean Language3012 Concepts3011 Entering Preschoolers DIAL Score (percentiles)

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High quality Perry Preschool program Serving poor, minority children Classes serving only 5-6 children [1/2] Only teachers with bachelors degrees or higher with certification in education (no aides) [1/2] Service for 2 school years at ages 3 & 4 [1/2] Teachers visiting families at least every 2 weeks [ ?? ] High/Scope educational model or similar approach [ ?? ] Daily classes of 2 1/2 hours or more [ < ] SC professional teacher interaction intensity [1/8] What Works??

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4K5K Mean PPVT vocabulary1928 WJ Achievement3043 SC CDEPP Childrens Entering 4K and 5k Scores (percentiles)

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% Not Consistently Ready In Kindergarten Income Readiness Domain ELA Math Personal & Social Development Free Lunch 363735 Reduced Lunch 26 27 Full Pay 16 18 Source: SCDE SCRA (2008) rated by teachers

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% Not Consistently Ready In Kindergarten RACE/GENDER Readiness Domain ELA Math Personal & Social Development White Males 23 1823 White Females 14 12 AA & other Males 39 3134 AA & other Females26 2421 Source: SCDE SCRA (2008) rated by teachers

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Below SC Academic Standards Grade 3Grade 5Grade 8 ELA or Math ELAWriting White Female13172013 Minority Male40545750 F/R Lunch35475042 Low educated mother47575448 Any disability42515248 Emotional-behavioral problem47575855 Foster Care & CPS44545751 Any 2 risk factors5564 63

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a) verbal skills b) vocabulary c) verbal intelligence d) education

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e) fewer utterances f) shorter utterances g) less total language output h) fewer labels i) more directives

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1) dialogue facilitates comprehension 2) ensure active child participation 3) give praise 4) provide corrective feedback

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5) continue discussion on child-initiated topics by: a) using extensions b) asking clarifying questions 6) parents use open-ended & wh questions 7) request the best answer the child can provide 8) repeat, expand, & recast the childs speech often

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1) active child literacy talk & play 2) greater use by mother of a) talk with rather than talk to b) scaffolding c) vocabulary 3) mothers responding with a) more semantically contingent speech b) building on childs utterances c) connecting print activities to daily life

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Emergent literacy involves: 1) re-readings of favorite books 2) letter naming 3) understanding syntax 4) word choices appropriate to written language 5) phonemic awareness 6) writing or scribbles Emergent literacy includes all the precursors to formal literacy.

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Frequency of shared book reading is related to: a) language skills b) emergent literacy c) reading achievement of school-age children

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1. Questioning (a)use open-ended & wh questions (b) allow children to talk beyond a "yes" or "no" response) 2. Scaffolding dialogue and response 3. Offering praise or positive feedback 4. Giving or extending information 5. Clarifying information

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6. Restating information 7. Directing discussion 8. Sharing personal reactions 9. Relating concepts to life experiences 10. Sensitivity to childs ability & interests

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11. Defining vocabulary words 12. Opportunities for the child to use vocabulary from the books 12. Varying voices, whispers & coos 13. Performing 14. Listening actively 15. Using story props 16. Multiple readings of a book 17. Answering questions

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1) making children listen quietly to the written text being read 2) adults management of childs body: a) pushes b) pulls c) c)s c) pinches child

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3) Adults management of books: a) resists child turning pages b) becomes absorbed by book, ignores child 4)Adults response to childs affective behavior: a) reprimands child b) comments negatively about childs participation

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Child learns from shared reading : a) written language features b) written language is different from oral language c) print material conveys meaning d) handle a book e) printed words on page have sounds

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Desire to read, Deal with syntactic complexity, Vocabulary growth, Comprehension Independent practice reading. Initial decoding skills,

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Low language development of children Low print awareness development of children Large gaps in language & literacy before entry into preschool Additional deficits/gaps in development of phonological skills in 4K and 5K

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Center-based interventions in late preschool period may be too late to close the oral language gap of low literacy children Many parents wont do dialogic reading at all or enough and not well

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a) story narrative b) concepts about print c) inventive writing d) phonological skills e) decoding f) reading comprehension

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