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Every Child Ready to Read. Making A Difference In Early Literacy: Your Public Library and You Public Library Association Association for Library Service to Children. Every Child Ready to Read An Early Literacy Initiative. - PowerPoint PPT Presentation
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Every Every Child Child Ready Ready to Read to Read
Every Every Child Child Ready Ready to Read to Read
Making A Difference Making A Difference
In Early Literacy:In Early Literacy:
Your Public Library and YouYour Public Library and You
Public Library AssociationPublic Library Association
Association for Library Service to ChildrenAssociation for Library Service to Children
Every Child Ready to Every Child Ready to ReadRead
An Early Literacy Initiative
• Partnership among the Public Library Association, the Association of Library Service to Children, and National Institute of Child Health and Human Development of the National Institutes of Health
• Research-Based Program
• Tools have been tested and evaluated
Value Added
• Research based• Evaluated• Ready to Use• Ready to adapt and customize
Every Child Every Child Ready to ReadReady to ReadProgram Overview
Early LiteracyEarly LiteracyWhat children know about What children know about
reading and writing reading and writing
before they can actually before they can actually
read and write.read and write.
SIX SKILLS TO GET READY TO READ
•Print Motivation•Phonological Awareness
•Vocabulary•Narrative Skills•Print Awareness•Letter Knowledge
Phonological Awareness
is the ability to hear and play
with the smaller sounds in
words.
Narrative Skills
is the ability to describe things and events and to tell stories.
Letter Knowledgeis learning to
name letters and to recognize
them everywhere.
PrintAwareness
is noticing print, knowing how to
handle a book, and how we follow the written words on a
page.
Vocabulary
is knowing the names of
things.
PrintMotivationis a child’s
interest in and enjoyment of
books.
What you do helps your child get ready to
read.
Developmental Segments
Early Talker (birth to 24 months)
Bonding with Baby Through Books
Talker (2-3 years)Dialogic or Hear and Say Reading
Pre-Reader (4-5 years)Phonological Awareness
Each level contains:
• Script for Workshop• Pamphlet for parents• Program materials and handouts• Additional research and sources• Take home activities
Why the Parent?• Children begin to get ready to read long
before they start school
• Parent knows child best
• Children learn best by doing things, and love to do things with a parent
• Young children often have short attention spans and enjoy repeating favorite activities
• Parents know their children well and can take advantage of times when the child is “in the mood,” ready to learn
Pre-Reader
• Phonological or Sound Awareness– Words are made up of smaller sounds
– Helps break the code between spoken and written language
– Most children who have difficulty in reading have trouble in phonological awareness
– Begins to develop during the preschool years. Unless children are given help from teachers, parents, or other adults, those with low levels of phonological awareness will continue to be delayed in this skill from the late preschool period forward.
Key Messages
Early Talker• Vocabulary is knowing the names of things.
Most children enter school knowing between 3,000 and 5,000 words.
• Talk and sing with your baby.
• Vocabulary begins at birth. Books help build vocabulary.
• Make it fun! Do it every day.
Key Messages
Dialogic or Hear and Say Reading
• Adult and child have conversation about a book
• Adult helps child become the teller of the story
• Active involvement increases learning
Key MessagesTalker
Art of Asking Questions
• Use general questions to encourage your child to say more than one word at a time– What do you see on this page?
What’s happening here?– What else do you see?– Build upon the child’s phrases– Have your child repeat
Initial Findings• After workshops, parents in all thee age
groups made very significant gains in their frequency of sharing books with their children.
• Parents found sharing books more enjoyable with their children and themselves when they used the techniques for sharing books suggested in the workshop.
• Community partners recognized that the Library’s Every Child Ready to Read program added value to their own programs by bringing research on brain development and early literacy.
How Can Your How Can Your Public Library Public Library
Help?Help?
Why the Library?• Books, magazines, cds/tapes• Internet access• Trained staff• Parent classes and information• Free services and materials• Open when families can come
Partners in Early Literacy Bring Parents
to the LibraryInclude, but not limited to:• Head Start• Even Start• National Association of Child Care
Resources and Referral Agencies• National Child Care Information
Center• Hospitals
Join with Your Join with Your Local Public Local Public
LibraryLibraryto support your efforts
for early literacy
Every Child Ready to Every Child Ready to ReadRead
Contact your local public library
Ask if they canprovide early literacy materials, booklists,
and workshops
Get More Information!
Local Contacts: Ruth Metcalf, Library ConsultantState Library of Ohio, [email protected]
OR
Lynda Murray, Director Govt & Legal AffairsOhio Library Council, [email protected]
Get More Information!
National Contacts:
Public Library Association Barb Macikas, Program Officer800-545-2433 x5025,[email protected]
Website:http://www.ala.org/ala/alsc/ECRR/
ECRRHomePage.htm
