Pre Literacy and Early Literacy Development &

Interventions

Collaborative Program Support & Leadership Conference2015

Pre Literacy and Early Literacy Development & Interventions

Dale A. BaileyWI Statewide Early Literacy Coordinator

National Early Literacy Panel (NELP)

A group of scholars was asked to review research on teaching literacy to preschool and kindergarten children (Shanahan, chair of panel)

Appointed in 2002 and issued a report in 2008

Shanahan & Lonigan (2013) Early Childhood Literacy – The National Early Literacy Panel and Beyond

Early Childhood Literacy - The National Early Literacy Panel (NELP) and Beyond (p. 11)(Shanahan & Lonigan/2013)

Variable decoding reading comprehension

Alphabet Knowledge .50 .48

Phonological Awareness .40 .44

Rapid Automatized Naming (letters/digits) .40 .43

Rapid Automatized Naming (objects/colors) .32 .42Writing/Name Writing .49 .33

Phonological Memory .26 .39

Concepts About Print .34 .54

Early Childhood Literacy - The National Early Literacy Panel (NELP) and Beyond(Shanahan & Lonigan/2013)

“(composite) measures (of oral language) had a .70 correlation with reading comprehension

and a .58 correlation with decoding”

Skills considered highly correlated to early literacy development Shanahan, T., & Lonigan, C. J. (2013)

1. Composite measures of oral language (listening and speaking)

2. Concepts of Print

3. Phonological Awareness

4. Alphabet Knowledge

5. Writing/name writing

Intervention defined Selecting Interventions Workgroup(11.25.15)/WI DPI DRAFT

“Intervention means the systematic use of a technique, practice, or program designed and

shown to improve learning in specific areas of student need.”

Intervention (con’t.)Selecting Interventions Workgroup(11.25.15)/WI DPI DRAFT

“To be effective, interventions must match student need and

address factors affecting learning.”

Intervention/AssessmentSelecting Interventions Workgroup(11.25.15)/WI DPI DRAFT

The design of interventions is “guided by multiple sources of information.”

Skills considered highly correlated to early literacy development Shanahan, T., & Lonigan, C. J. (2013)

1. Composite measures of oral language (listening and speaking)

2. Concepts of Print

3. Phonological Awareness

4. Alphabet Knowledge

5. Writing/name writing

Protected TimeJustice (2006)

“In preschool and kindergarten, literacy instruction may be emphasized throughout the day

in a variety of embedded and incidental ways…

but

Protected TimeJustice (2006)

…there should be “protected time for large and small group literacy instruction ….

…to ensure systematic attention to high-priority reading targets.”

Skills considered highly correlated to early literacy development Shanahan, T., & Lonigan, C. J. (2013)

1. Composite measures of oral language (listening and speaking)

2. Concepts of Print

3. Phonological Awareness

4. Alphabet Knowledge

5. Writing/name writing

Oral Language

Phonologysounds, sound combinations, modelling, imitation

Syntax & Morphologyscaffolding (e.g. start your sentence with can I…)recasting (for supporting increased sentence length/grammar)

Vocabularyselection (tiers)multiple opportunities to hear the word(s)hearing the word used in different contexts

Narrative Skill & Pragmaticsrecast (for supporting narrative complexity)modelling (for peer interaction), scaffold via imitation

Shared Reading/Dialogic ReadingSchwarz, A.L., van Kleek, A., Beaton, D., Horne, E., MacKenzie, H., & Abdi, H. (2015).

• Book selection considerations• Vocabulary• Needed inferencing skills• Length of book• Syntax (sentence length & complexity)• Needed background info/life experience• Needed cultural/literary knowledge• Illustration support• Needed story grammar skills/complexity• Text/content per page

Listening Considerations

-length/duration-distance (& background noise)-syntax (sentence length & complexity)-need for anchoring (book, object, picture)-dual/English language learners

ListeningKelly, E. S., & Goldstein, H. (2015)

“Embedded instruction refers to brief lessons for instructional targets occurring during

interruptions” in a routine.

SpeakingCleave, Becker, Curran, Van Horne & Fay (2015)

Expressive Grammar“recasting” (scaffolding)

child: my toy goneadult: ..toyS ARE gone (syntax/morphology)

child: I can have it?adult: Can I …have it? (syntax)

SpeakingCleave, Becker, Curran, Van Horne & Fay (2015)

recasts

child: I gived it to my brotheradult: I gave it to my brother (morphology)

child: play that…adult: play with the puzzle… (semantic)

Oral Vocabulary Instruction ConsiderationsNeuman & Wright (2014)

Principles of Effective Oral Vocabulary Instruction -explicit and implicit instruction -be intentional in word selection -build word meaning through knowledge networks -provide repeated exposure -engage in ongoing professional development

Awareness & Use of Tiers (Selection)

Tier 1 common dog, tiger, slide, swing, table, happydual/English language learner considerations

Tier 2 high frequencyinvestigate, compare, direction

Tier 3 domain specific photosynthesis, mitochondria, constellation

Language Organization/Vocabulary

synonyms & antonyms (and thinking about words)

animalsbearcatdog

introductory sentencetopic sentencedetails/supporting sentences

main ideaparagraphs/passage/story

Concepts of Print (Language Demands)function of print/meaning

listening & vocabularybeginning/middle/endtop/bottomfront/back

Includes punctuation (names), capitalization, spacing, font styles, etc.

provide multiple opportunities to see/use print(environment/play)

Early Phonological Awareness Development

•sound localization•same/different•memory•order

Phonological Awareness (memory load)Kruse, L. G., Spencer, T. D., Olszewski, A., & Goldstein, H. (2015)

Use of activities/objects/materials/games -to increase (and sustain) engagement & attention

Scope & Sequence-skills build on one another/objective is mastery

Brief Lessons (15 minutes)-allow for daily use/instruction

Modelling & Feedback-provide multiple opportunities for practice

Alphabet Knowledge

phoneme-grapheme connectionss /s/augh /af/ (as in laugh)

associative memoryvisual letter---name of letterphonological awarenessname of letter---letter sound upper case letter---lower case letter(44) sounds---(230) graphemes

Alphabet KnowledgeJustice, Kaderavek, Fan, Sofka & Hunt (2009)

Print referencing during classroom based teacher-child story book reading

bringing attention toprint organizationprint meaningletterswords

Interventions: application of receptive vs expressive(listening/comprehension vs. speaking/using)

• vocabulary• 2nd language learning/acquisition• syntax• phonological awareness• letter recognition vs. letter naming• reading vs. writing

Writing/Name Writing (beginning spelling)Application of phoneme-grapheme knowledge

Traditional spelling scope and sequence

Assessment:Spelling of /m/,/t/,/k/

Use of name

Skills considered highly correlated to early literacy development Shanahan, T., & Lonigan, C. J. (2013)

1. Composite measures of oral language (listening and speaking)

2. Concepts of Print

3. Phonological Awareness

4. Alphabet Knowledge

5. Writing/name writing

ReferencesCleave, P.L., Becker, S.D., Curran M.K., Owen Van Horne, A.J. & Fay, M.E. (2015). The efficacy of recasts in language intervention: a systematic review and meta-analysis.

American Journal of Speech-Language Pathology, 24, 237-255.

Justice, L., (2006). Evidence-based practice, response to intervention, and the prevention of reading difficulties. Language, Speech, and

Hearing Services in Schools, 37, 284-297.

Justice, L., (2009). Accelerating preschoolers’ early literacy development through classroom-based teacher-child storybook reading and explicit print referencing. Language, Speech, and

Hearing Services in Schools, 40, 67-85.

Kelly, E. S., & Goldstein, H. (2015). Building a tier 2 intervention: A glimpse behind the data. Journal of Early Intervention, 36(4), 292-312.

Kruse, L. G., Spencer, T. D., Olszewski, A., & Goldstein, H. (2015). Small groups, big gains: Efficacy of a tier 2 phonological awareness

intervention with preschoolers with early literacy deficits. American Journal of Speech-Language Pathology, 24, 189-205.

Neuman, S. B., & Wright, T. S. (2014, Summer). The magic of words. American Educator, 4-13.

Schwarz, A.L., van Kleek, A., Beaton, D., Horne, E., MacKenzie, H., & Abdi, H. (2015). A read-aloud storybook selection system for prereaders at the preschool language level: A pilot study. Journal of

Speech, Language & Hearing Research, 58, 1273-1291.

Shanahan, T., & Lonigan, C. J. (2013). Early childhood literacy. Baltimore, MD: Brookes Publishing.

Thank you!!

Contact Information:

For information on pre literacy and/or early literacy development and intervention, contact:

Dale A. Bailey: email: dbailey@cesa8.org