Early Literacy Development

Overview

The traditional approach to assisting children who are having difficulty learning to read was wait until they were developmentally ready to read (Pinnell, DeFord, & Lyons, 1988). Children with inadequate reading skills were retained or participated in pullout programs (Donley, Baenen, Hundley, 1993). Researchers now believe that it is better to intervene early and provide the necessary services to prevent students from developing a pattern of failure. The fundamentals for being a good reader, cognitive and language skills, are learned before children reach school age. It is essential for parents and early caregivers to read daily to babies and toddlers. “Yet more than 4 in 10 preschoolers, 5 in 10 toddlers, and 6 in 10 babies are not read to regularly” (U.S. Department of Education, 1999, p. 3). Even after children begin school, it is important for parents to stay involved. The community can also play a role in children’s literacy. Summer reading programs benefit all children, but especially poor children, by preventing the decrease of reading skills and promoting the joy of reading (Alexander & Entwisle, 1996).

Through the years there have been lots of theories about the best way to teach reading. We are still fighting the battle of phonics versus whole language. The losers in this battle have been American school children. Fletcher and Lyon (1998) estimate that 10 million school children in the United States are poor readers. Even with the variety of reading programs today, the percentage of children who read well has not changed substantially in more than 25 years (U.S. Department of Education, 1997).

Early Literacy Development Is Needed

More than half of all fourth-graders who are eligible for the free lunch program fail to read at the basic achievement level needed for academic success. “In our highest-poverty public schools, a whopping 68% of fourth-graders fail to reach the basic level of achievement. Only one in ten fourth-graders at these schools can read at the proficient level, the ideal goal for all students” (U.S. Department of Education, 1999, p, 7). The National Assessment of Educational Progress (NAEP) defines the basic level of reading achievement as partial mastery of the prerequisite knowledge and skills that are fundamental for proficient work at each grade. The proficient level requires solid academic performance and demonstration of competency over challenging subject matter for each grade.

Many at-risk students read below grade level, which contributes to their lack of academic achievement. Low literacy levels show a strong correlation with poverty, crime and unemployment. “On average, welfare recipients ages 17 to 21 read at the sixth-grade level, well below what is needed to earn a living wage. In fact, 43% of those with lowest literacy skills live in poverty” (U.S. Department of Education, 1999, p. 13). The percentage of prisoners in the two lowest levels of reading proficiency is 70% (National Institute for Literacy, 1998). Obviously, poor reading skills affect society as well as the individual.

Expected Benefits

The expected benefits are fairly obvious. Literacy is vital for the workforce. Literate workers make more money and can support themselves. It could be postulated that the prison population would decrease because more people would qualify for jobs. It could also be expected that there would be fewer dropouts because more students would have successful school experiences.

Key Elements of Effective Literacy Instruction

At-risk children are in critical need of effective instruction in the early years in order to develop effective reading and writing skills. Flippo (2001) suggests the following elements of effective literacy instruction:

  • A book-rich literate environment;
  • Teacher read-alouds;
  • Students reading aloud to others;
  • Shared reading;
  • Phonological awareness instruction;
  • Phonics instruction;
  • Reading comprehension strategy instruction;
  • Writing strategy instruction;
  • Variety of reading and writing activities; and
  • Time for reading and writing.

Early intervention is important for students who are struggling with reading and writing. Pikulski (1994) stresses the importance of coordinating the intervention with regular classroom instruction so that they complement each other.

References

  • Alexander, K. & Entwisle, D. (1996). Early schooling and educational inequality: Socioeconomic disparities in children’s learning. In J. S. Coleman (Ed.), Falmer sociology series (pp. 63-79). London: Falmer Press.
  • Anderson, R.C., Hiebert, E.H., Scott, J.A., & Wilkinson, I. A. G. (1985). Becoming a nation of readers. Champaign, IL: University of Illinois, Center for the Study of Reading.
  • Donley, J., Baenen, N., & Hundley, S. (1993). A study of the long-term effectiveness of the Reading Recovery Program (E&R Report No. 93.09A). Paper presented at the annual meeting of the American Education Research Association, Atlanta, GA.
  • Fletcher, J.M., & Lyon, G.R. (1998). Reading: A research-based approach. In W.M. Evers (Ed.), What’s gone wrong in America’s classrooms (pp.49-90). Stanford, CA: Hoover Institution Press.
  • Flippo, R. (2001). About the expert study: Report and finding. In R. Flippo (Ed)., Reading researcher in search of common ground (pp. 5-12). Newark, DE: International Reading Association.
  • National Institute for Literacy. (1998). Fast facts on literacy & fact sheet on correctional education. Washington, D.C.: Author.
  • Pikulski, J. (1994). Preventing reading failure: A review of five effective programs. The Reading Teacher, 48, 30-39.
  • Pinnell, G.S., DeFord, D.E., & Lyons, A.A. (1988). Reading Recovery: Early intervention for at-risk first graders. Arlington, VA: Educational Research Service.
  • U.S. Department of Education (1999). Start early, finish strong: How to help every child become a reader. Washington, DC: Author.
  • U.S. Department of Education. (1997). NAEP 1996 trends in academic progress. Washington, DC: National Center for Educational Statistics.

Early Literacy Development Resources

NDPC Materials  The 15 Effective Strategies for Dropout Prevention Online Courses: Overview Course . (2017). National Dropout Prevention Center/Network. 

The 15 Effective Strategies for Dropout Prevention Online Courses: Early Literacy Development . (2017). National Dropout Prevention Center/Network.

Family Engagement as a Dropout Prevention Strategy . (2015). Solutions to the Dropout Crisis .

Using Social Media to Engage Leaners . (2015). Solutions to the Dropout Crisis .

Closing the Gaps Through Afterschool and Summer Programs . (2012). Solutions to the Dropout Crisis .

Making Sense of Evidence: A Review of Dropout Prevention Strategies . (2014). Solutions to the Dropout Crisis .

Poverty and School Success: Challenges and Opportunities with Under-Resourced Students . (2012). Solutions to the Dropout Crisis .

The 15 Effective Strategies for Dropout Prevention . (2011). Solutions to the Dropout Crisis .

Building the Foundation for School Success: Introducing The Parent-Child Home Program . (2010).  Solutions to the Dropout Crisis .

National Dropout Prevention Center/Network (2010).  Video: Parent-Child Home Program .

Improving Reading for Academic Success: Strategies for Enhancing Adolescent Literacy . (2009).  Solutions to the Dropout Crisis .

Smink, J., & Schargel, F. P. (Eds.). (2004).  Helping Students Graduate: A Strategic Approach To Dropout Prevention . Larchmont, NY : Eye On Education.

Stegelin, D. A. (2002).  Early Literacy Education: First Steps Toward Dropout Prevention . Effective Strategies .

Mansbach, S. C. (1993).  Family Literacy’s Approach to Dropout Prevention     . Solutions and Strategies .

Publications

Marietta, G. (2010).  Lessons in Early Learning: Building an Integrated Pre-K-12 System in Montgomery County Public Schools   . The PEW Center on the States.

National Association of Secondary School Principals (2006).  Creating a culture of literacy: A guide for middle and high school principals    . Reston, VA : Author.

National Governor’s Association (2005).   Reading to achieve: A governor’s guide to adolescent literacy .

Cromwell, S. (1998).  Reading and writing at home improves skills! . Washington, DC : NCES.

Websites

6 Ways to Improve Reading Comprehension  

Education World, K-8 Reading & Writing

includes lesson plans

Education Week ‘s “Special Report on Early Literacy”

collection of articles on early literacy

Increasing Access to High-Quality Early Childhood Education

A state-by-state guide to the The U.S. Department of Educations’s Early Childhood Education Initiative.

International Reading Association

National Council of Teachers of English

The Northwest Regional Educational Laboratory (NWREL)

assessment model for good writing

Early Literacy Development – Related Webcasts

Archived Solutions to the Dropout Crisis webcasts are available at the links below. 

Building the Foundation for School Success: Introducing The Parent-Child Home Program . (2010). Solutions to the Dropout Crisis .

Closing the Gaps Through Afterschool and Summer Programs . (2012). Solutions to the Dropout Crisis .

Family Engagement as a Dropout Prevention Strategy . (2015).  Solutions to the Dropout Crisis .

The 15 Effective Strategies for Dropout Prevention . (2011). Solutions to the Dropout Crisis .

Improving Reading for Academic Success: Strategies for Enhancing Adolescent Literacy . (2009). Solutions to the Dropout Crisis .

Making Sense of Evidence: A Review of Dropout Prevention Strategies . (2014). Solutions to the Dropout Crisis .

Poverty and School Success: Challenges and Opportunities with Under-Resourced Students . (2012). Solutions to the Dropout Crisis .

Using Social Media to Engage Learners . (2015). Solutions to the Dropout Crisis .

Generic selectors
Exact matches only
Search in title
Search in content
Post Type Selectors