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

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

 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 

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

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

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

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.

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.

million Source: Hart and Risley

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

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

High quality Perry Preschool program Serving poor, minority children Classes serving only 5-6 children [1/2] Only teachers with bachelor’s 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??

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

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

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

Below SC Academic Standards Grade 3Grade 5Grade 8 ELA or Math ELAWriting White Female Minority Male F/R Lunch Low educated mother Any disability Emotional-behavioral problem Foster Care & CPS Any 2 risk factors

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

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

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

 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 child’s speech often

 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 child’s utterances c) connecting print activities to daily life

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.

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

 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

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

 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

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

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

 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

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

 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

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

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