How do young children develop language and learn to read? The National Reading Panel (NRP) identified the five key attributes of early literacy. The panel also identified instructional methods that consistently related to reading success. Five essential skill areas were identified by the NRP:
Reading Skill | Definition | Examples |
Phonemic Awareness | The ability to notice, think about, and work with individual sounds. | Changing the first phoneme in the word mat from /m/ to /h/ hat Isolating and saying the first (cat is /c/) or last sound (stop is /p/) in a word Combining or blending the separate sounds in a word to say the word (/d/, /o/, /g/ Breaking or segmenting a word into its separate sounds (no - /n/, /o/) Identifying and making oral rhymes. Identifying and working with syllables in spoken words |
Fluency | The ability to read a text accurately and quickly. Fluent readers read aloud effortlessly and with expression. | Dividing text into meaningful chunks (phrases), pause appropriately with expression Brown bear/ Brown bear/ What do you see?/ |
Reading Skill | Definition | Examples |
Vocabulary | Refers to words we must know to communicate effectively with oral language and print. | Using words daily in oral language. Hearing words when adults read aloud. Discovering words from direct experience with the world. |
Comprehension | Understanding the meaning of oral language and print that is read. | Asking questions about a story. Retelling a story in one’s own words. Clarifying words not understood. Predicting next events in stories. |
Phonics | Understanding the relationships between the letters of written language and the individual sounds of spoken language. | Providing simple opportunities for children to learn to connect letters (print) with sounds to the reading of words, sentences, and stories. |
Connecting Scientifically Based Reading Research with Daily Family Literacy Activities
Reading experts’ understanding of “how reading works” and “what works in reading” is constantly evolving. Learning to read is hard work. The years before kindergarten set the stage for young children to read by teaching them critical early skills. Instructional staff in family literacy programs are encouraged to explore new research about reading practices, explore new ways to create learning environments supportive of intergenerational literacy achievement, and join the challenge of helping all children to become successful readers.
Instructional staff help parents when they explain what they are teaching and how newly learned skills become stronger with daily practice at home. Staff are advised to encourage parents to:
√ share conversations with their child whenever they are together,
√ read together every day,
√ spend time writing (lists, memos, notes)
√ visit the local library, and,
√ keep informed about their child’s progress in reading.
All children and adults learn at their own unique pace. It is not expected that preschool children will be able to connect print with sounds (phonics), yet some children grasp this skill almost intuitively as they play with pretend writing and listen to their parents read aloud.
Playing is the basic day-to-day job of young children. Playing with literacy is especially critical for the success of young children enrolled in Even Start programs. Rhyming games, word games, pretend, finger puppets, singing, scribbling, coloring and book handling are fun activities that help children learn about literacy.
Young children develop a strong foundation for becoming successful readers and writers when they have daily opportunities to play with the sounds and sights of literacy. These opportunities include pretending, dancing, singing, drawing, and communicating in home language. Children learn to communicate ideas, feelings, questions, and to solve problems when language and a rich literacy environment are part of their daily routines.
Children who regularly experiment with writing tools and materials begin to use scribbles, pictures, and letters to write.
Children who receive parental support and early instruction begin to show interest in learning to read and to enjoy books.
Children who engage in playful engagement with rhymes, simple songs, poems, and games learn how to pay attention to the sounds of language and the sights of literacy.
Literacy Goals for the Early Years
The most important long-term goal of early literacy experiences is to help children become successful readers and writers. Learning to read and write is one of the most important achievements for life. Ensuring that all children reach this achievement is the responsibility of parents, communities, and educators. (Missouri DESE, 2002).
Content Component | Process Standard |
Symbolic Development | Represents feelings and ideas in a variety of ways. |
Spoken/Expressive Language | Uses language to communicate ideas, feelings, questions or to solve problems. |
Listening/Receptive Language | Listens for different purposes. |
Written Language | Uses writing as a means of expression/communication. |
Knowledge of Print and Books | Applies early reading skills. |
Sounds of Language (Phonological Awareness) | Attends to sounds in language. |
Process Standards Competencies in the process of literacy development
Indicators Milestones toward the development of competencies
Examples Observable behaviors children may exhibit in their literacy development
Guiding Principles Principles of child development that guide early childhood practices
Indicators of Family Literacy Program Quality
Parent and Child Together
(PACT/aka Parent Child Interactive Literacy/PCIL) Time
Component Expectation: PACT Time consists of regularly scheduled opportunities for parents and their children to play and work together as a way to promote literacy and language development. PACT activities build adult understanding of the critical role parents play in positive adult-child interactions.
1. Each family participates in PACT Time every month.
2a. Interactive literacy activities occur during each PACT time (story-reading, story-telling and re-telling, singing, finger plays).
2b. Staff collect and display students’ work.
3a. Staff observe parents applying strategies discussed during parenting sessions.
3b. Staff provide a print rich literacy environment.
4a. Parents focus on child’s interest during play.
4b. Parents listen to and communicate with their child.
4c. Parents express reasonable expectations for children's development.
4d. Staff reflect with parents following parent-child experiences.
Parenting Education
Component Expectation: Parenting Education provides information, instruction, and support for parents regarding how to be their child’s first teacher and full partner in the education of their children.
Parenting Education:
1. Is offered 24 hours per month, 8 are literacy based.
2. Expands parents’ knowledge of child development and increases parents’ ability to establish developmentally-appropriate expectations for children.
3. Expands knowledge of language, literacy, and cognitive development.
4. Recognizes individual strengths of parents, (i.e., patience, humor, energy, responsibility, etc.) while teaching additional parenting skills.(i.e., stress management, alternatives to corporal punishment, positive communication techniques, etc.)
5. Expands knowledge and use of school and community resources.
Examples of Behaviors Connected with Literacy Achievement
Parents affect their child's ability to learn as evidenced by informal assessment and self-assessment in two or more of the following:
1. Each parent participates in parenting education every month.
2a. Provide support and encourage structure for the home learning environment.
2b. Select books, toys, and activities, based on child’s interests and abilities.
3a. Talk with and read to their children.
3b. Support children's decision-making skills.
3c. Listen to children and encourage the expression of ideas.
4. Identify their own strengths and those of their children.
5a. Increase awareness of school expectations.
5b. Communicate effectively with school personnel.
5c. Advocate for their children.
5d. Demonstrate preparation and continuous involvement in children's school activities such as conferences, meetings, home visits, and volunteer opportunities.
Parent Observation Form
The Parent Child Literacy Activities Observation is designed for early education and family educators to document parents’ successful demonstration of efforts to help build a foundation for their child to become a successful reader and writer. Parents play a key role as their children’s first and best teachers to help children develop the skills, attitudes, and habits for achieving school success.
Family literacy educators support parents’ efforts when they provide daily opportunities for parents to read aloud, converse with young children, work with the individual sounds of the English language, define new words and concepts, connect sounds with alphabet letters, and promote comprehension.
High quality family literacy programs include early education programs that provide intentional, explicit instruction and ongoing screening and assessments so that Even Start children enter Kindergarten on par with children not deemed at risk. The goal is to prepare all children for academic success in school.
It is expected that children and parents enrolled in Even Start Family Literacy Programs engage in at least 20 hours per month of interactive time together. Parent and Child Together (PACT), home visits, adult education, and parenting education enhance parents’ efforts to promote their children’s language, cognitive, and early literacy development. Family literacy programs support parents and young children by offering daily opportunities for book sharing, play and child centered learning. These programs provide print enriched learning environments and positive feedback about literacy growth and progress.
For more information regarding this document contact Dr. Jeri Levesque, c/o LIFT-Missouri, 800-729-4443, or JALsails@aol.com. Permission is granted to copy this document and the Parent Observation Form.
Early Literacy Standards. The Missouri Department of Elementary and Secondary Education, Early Childhood Section published three handbooks (Parent Handbook, Educators Handbook, Guide to Standards).
Contact Web site: http://www.dese.state.mo.us
LIFT-Missouri Web Pages. http://www.lift-missouri.org
Includes Internet resource directory, Computer Technology and Early Literacy (CTEL) hyperlinks.
Put Reading First: The Research Building Blocks for Teaching Children to Read. Contact Web site: http://www.ed.gov/pubs. Also at this site is the Web page for No Child Left Behind. The site is updated regularly and includes free print materials for educators and parents.
And Family Providers. Early Childhood-Head Start Task Force. U.S.
Department of Education, U.S. Department of Health and Human Services.
A Child Becomes a Reader. (Spring, 2003) RMC Research.. National Institute for Literacy. Order by calling 800-228-8813. Booklet can also be downloaded at the Partnership for Reading web site, www.nifl.gov/partnershipforreading
Guide to Improving Parenting Education in Even Start Family Literacy Programs.. (2000). RMC Research. Order copies from U.S. Department of Education on-line at http://www.edpubs.org
For more information regarding this document contact Dr. Jeri Levesque, c/o LIFT-Missouri, 800-729-4443, or JALsails@aol.com. Permission is granted to copy this document and the Parent Observation Form.
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