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hummer bike manualOur payment security system encrypts your information during transmission. We don’t share your credit card details with third-party sellers, and we don’t sell your information to others. Please try again.Please try again.Please try again. Please try your request again later. The guide describes ways teachers can use the research effectively for early childhood instruction, assessment, choosing curriculum, and helping parents better support their young children’s language and literacy learning. Based on the evidence reported by the National Early Literacy Panel (NELP), this guide will help teachers and program administrators make a significant difference in young children’s literacy learning. It is not enough to base instructional decisions on what we “think” or “feel” is effective. Armed with findings from this report, instructional decisions now can be based on what is known to improve early language and literacy learning. Programs that have a literacy-focused preschool curriculum are going to realize far better outcomes for children than those that do not have such a curriculum. This may mean investing in professional development because teachers who are trained to provide instruction based on research-proven information will get far better outcomes. Visit the National Center for Families Learning website for information about early language and literacy professional development offerings. www.familieslearning.org Then you can start reading Kindle books on your smartphone, tablet, or computer - no Kindle device required. More than one million families have made positive educational and economic gains as a result of NCFL’s work, which includes training thousands of teachers and volunteers. Established in 1989 by its current President, Sharon Darling, NCFL envisions a world in which all families are provided opportunities to improve their lives and become strong contributors to society.http://daedukgs.com/admin/fckeditor/data/20201016203537.xml

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We address our nation’s literacy challenges by engaging all family members in learning, beginning with the parent. NCFL is a national leader in education, with three decades of developing, implementing, and documenting innovative intergenerational strategies with research-based outcomes that have impacted millions of families. Our primary focus is to empower parents and children struggling with low literacy and language skills to become strong contributors to society. We develop, implement, and document innovative two-generation practices, networks, and learning tools. We lead and work with learners, administrators, teachers, librarians, policymakers, philanthropists, and advocates nationwide.Full content visible, double tap to read brief content. Videos Help others learn more about this product by uploading a video. Upload video To calculate the overall star rating and percentage breakdown by star, we don’t use a simple average. Instead, our system considers things like how recent a review is and if the reviewer bought the item on Amazon. It also analyzes reviews to verify trustworthiness. Based on the National Early Literacy Panel Report Through this initiative, NCFL is creating and disseminating a series of practical products for teachers and parents that are transforming the essential findings of the National Early Literacy Panel into improved literacy instruction and support for our nation s preschool children. This teacher guide is among several new and exciting early literacy products created through this partnership. NCFL recognizes the work of the guide s authors, Donna Bell and Laura Westberg; copy editor, Gail Price; and communications specialist, Meg Ivey. This guide was enhanced by the constructive feedback and valuable suggestions of the internal and external expert reviewers.http://ener-serve.com/FCKimages/fox-fork-manual-2013.xml This guide and other early literacy products can be found at NCFL s Web site, 1 The guide describes ways teachers can use the research effectively for early childhood instruction, assessment, choosing curriculum, and helping parents better support their young children s language and literacy learning. Based on the evidence reported by the National Early Literacy Panel (NELP), this guide will help teachers and program administrators increase their focus on doing those things that make a significant difference in young children s literacy learning. It is not enough to base instructional decisions on what we think or feel is effective. This may mean investing in professional development, because teachers who are trained to provide instruction based on research-proven information will get far better outcomes. The National Early Literacy Panel Report The NELP Report identifies the converging evidence about building children s language and literacy skills in the preschool period. It identifies the early skills that give children the strongest foundation for learning to 3 It can be used to inform decisions about development of and selecting the most appropriate curriculum for use in early childhood classrooms (e.g., decisions about the content, the intensity and sequence of instruction). It can serve as a guide for preservice and inservice professional development of both new and practicing early childhood educators, not only in identifying the focus for early literacy instruction, but also in adopting practices proven to be more effective in supporting young children s language and literacy learning.http://seasailing.us/node/3339 The National Early Literacy Panel was composed of nine nationally-known researchers who brought a rich and diverse record of research in the areas of reading, early literacy and language, cognition, English as a second language, pediatrics, special education, research methodology and early childhood education to the completion of a research synthesis on early language and literacy development. The panel was convened to conduct a synthesis a review, analysis and summary of data gathered from qualified research studies of early literacy skills and interventions in children ages zero to five. The panel used strict criteria for the types of studies that could be included. The resulting report is intended to contribute to decisions in educational policy and practice that affect early literacy development and to determine best ways for teachers and families to support young children s language and literacy development. Conventional literacy skills: the abilities of decoding, reading comprehension, spelling and writing Research synthesis: a study that objectively and systematically collects, analyzes, and evaluates data from pre-existing studies to determine answers to specified research questions The receptive literacy skills of decoding and reading comprehension and the expressive literacy skills of spelling and writing are widely recognized as conventional literacy skills and abilities. However, these skills are not typically evidenced in the early childhood years because preschool children are not reading and writing in conventional ways. Therefore, the NELP first needed to identify the early and emerging literacy skills and abilities of children birth through five years that are related to and predict these later conventional literacy skills. 4 The panel found five other important skills concepts about print, print knowledge, reading readiness, oral language, and visual processing that correlated moderately with at least one conventional literacy skill. Areas with a smaller effect or with substantially weaker relationships and that were examined in fewer studies or with fewer children included visual skills (such as visual motor, visual memory skills, and visual perceptual skills) and environmental print (such as the ability to decode or read common signs and logos). Early literacy skills linked to later conventional literacy outcomes: Alphabet knowledge Phonological awareness Rapid naming of letters and digits Rapid naming of objects and colors Writing or writing name Phonological short term memory Concepts about print Print knowledge Reading readiness Oral language Visual processing Visual skills Environmental print Once these early literacy skills were identified, the panel analyzed the types of methods, strategies, programs, and instructional practices (interventions) used with young children that support or inhibit these early and emerging Interventions: the instructional practices, methods, strategies, approaches, and programs used by educators and parents to mediate learning literacy skills for children within the ages of birth to 5 (including kindergarten). What are the interventions that support the development of these skills. How can this knowledge inform what all early childhood teachers should do in order to better support children s success in learning conventional literacy skills. The Goal for Language and Literacy Instruction Literacy is only one part of early childhood development, but often it s the barometer for the other areas of development. The goal for language and literacy instruction is for teachers to integrate the early literacy skills into 5 Although these skills individually are important in leading to positive conventional literacy outcomes, a combination of them provides the greatest success to later reading and writing. It is also important to note that the panel examined whether or not particular circumstances made interventions more or less effective. For example, did the interventions work better in particular settings or environments, such as a preschool program or at home. Were results better in rural than in urban settings. Additionally, did characteristics of children influence the effectiveness of the interventions. Did they work better with children who are disadvantaged or in poverty versus children who are not. Were some interventions more effective for younger children than for older children. The NELP found few demographic differences in children s learning patterns. The interventions seemed to work equally well across all economic levels, and ethnicities, and population density (e.g., urban, suburban, rural settings or a combination of these). Providing age-appropriate interventions for young children is a common idea for early childhood classrooms. However, there were few important differences among the studies with regard to age or developmental level. For the most part, when age or developmental level comparisons were possible, effects were obtained with groups of both younger and older children. The results for children who had prior literacy knowledge (such as knowing their letters) were similar to those who did not have that prior knowledge. Interventions were equally effective for children at-risk and children not at-risk and for children with and children without special needs. Most of the types of instruction that were effective in kindergarten are very similar to those that can be used in preschool. Although there is evidence indicating that many early literacy skills have moderate to strong relationships with later conventional literacy skills (see early literacy skills box on the previous page), there is not evidence that all of these skills should become targets of instruction. Some of the identified skills may be indicators of underlying cognitive capacities rather than indicators of actual skills that are learned and used in acquiring conventional literacy skills. 6 Inherently, there are many reasons that two variables may be related, but only one of these reasons is that one skill causes the other. For example, it was found that rapid naming tasks predict later reading and spelling skills, but it seems unlikely that attempting to teach children to do this task faster will benefit their future reading and spelling skills. The rapid naming tasks most likely reflect an underlying capacity, such as memory, processing speed, or articulation rate in children, that is not directly influenced by instruction. Similarly, the NELP found a link between phonological memory and later reading and spelling skills indicating that better memory predicts better reading and spelling. However, there is no evidence for instructional activities to improve memory in a way that will promote better reading and spelling as children are exposed to more formal reading and writing instruction. Additionally, some skills that are predictive of later conventional literacy skills may actually be a representation of the amount of exposure children have had to print and literacy in their homes and classrooms, rather than a skill necessary to be proficient in conventional literacy. One predictive skill that may be an example of this is writing name or writing. Currently, there is no evidence that instructing children to write their names results in substantial increases in their conventional literacy skills later. Consequently, effective use of the NELP findings requires combining both the predictor results and the intervention results to identify those skills that are precursors to conventional literacy skills and for which there is evidence for effective instructional practice and causal relationships. These skills, Precursor skills with instructional evidence: Alphabet knowledge Phonological awareness Oral language as determined by the NELP, are alphabet knowledge, phonological awareness and oral language. The National Center for Family Literacy (NCFL) believes strongly, as a result of their work with the NELP, that the panel s findings have tremendous potential to improve future reading achievement by influencing the literacy learning of young children. For this reason, NCFL has distilled the research findings into this practical and useful guide for early literacy practitioners. 7 They use assessments that provide reliable and valid measurements of these skills. The NELP findings suggest that instruction focused on early literacy skills may provide valuable literacy preparation, particularly for children at risk for developing reading difficulties. These findings provide guidance to early childhood educators for selecting appropriate curricula for the children they serve. They also provide guidance to curriculum developers concerning the skills that should be targeted within instructional activities. To determine if instruction is making a difference for young children, it is vital that progress is monitored over time in a systematic way. Assessing children s attainment of essential skills allows teachers to target instruction to individual children and to modify their instruction in ways that have the most benefit for the majority of children. Both formal and informal assessments can be appropriate and useful in evaluating individual students, as well as in evaluating aspects of instruction and curriculum. Many teachers informally assess children s educational progress by observing and reflecting on their participation during instruction and play. This informal snapshot can indicate areas of strength, skills that may need additional support and reinforcement, misunderstandings to clarify, or places where children are or are not ready to progress to another skill area or level. Because these informal assessments are based on teacher perceptions, they are most beneficial when considered cumulatively where similar behaviors have been observed in a variety of situations over time. However, instructional decisions are strengthened when based on both informal and formal assessment. Formal assessment provides a systematic approach to screen, monitor progress and document outcomes. Assessments can provide a reliable and valid measurement of early literacy skills for monitoring individual children s progress and for guiding instruction. The selection of a particular assessment tool should be intentional. After selection, methods for documenting results and a plan for communicating results to parents and other professionals 8 If appropriate, the assessment should be administered two to three times a year by trained staff. Examples of some screening assessments that measure the language and literacy skills of three- to fiveyear-old children in areas of oral language, print awareness, phonological awareness, and early writing include: Get Ready to Read. Screening Tool Denver Developmental Screening Test II Preschool Language Scale-Fourth Edition (PLS-4) Screening Test Pre-Language Assessment Scale (Pre-LAS) Individual Growth and Development Indicators for Preschool-Aged Children (IGDI:3-5) Preschool Word and Print Awareness Developing Skills Checklist In addition to formal assessments, programs informally monitor progress of children s language and literacy skill development by: Recording specific observations of children s use of language and literacy skills in meaningful interactions Collecting and examining children s language and literacy work samples Using curriculum-based assessments Using language- and literacy-based checklists or rating scales Both informal and formal assessments of teaching practices and student learning can be helpful in making decisions about how to engage young children in ways that increase their language and literacy development. If gaps or deficits are identified, improvements can be made. This might indicate a need for changes in curriculum and instruction, improved teacher skills with a plan for professional development, and the need for increased support from professionals and parents. Assessing Program Practices and Knowledge in Early Literacy The Verizon Literacy Program Self-Assessment Tool (VLP-SAT) is a free online assessment ( designed to assist program staff (administrators, teachers, 9 The VLP-SAT was developed to align with the findings of the National Early Literacy Panel. It includes areas focused on early childhood assessment; oral language; phonological awareness; print awareness; writing skills; parent involvement; and professional development. Programs are encouraged to use the empirical data gathered from completing the VLP-SAT to drive ongoing discussion and planning related to early language and literacy learning. It also may help target areas of knowledge that could be enhanced by professional development, as well as individual strengths that can be shared with colleagues. Using This Guide It is important to know which particular programs or forms of instruction bring about the desired early literacy outcomes in children, or actually produce the desired outcomes in conventional literacy. Therefore, presenting and describing the instructional methods of the various interventions leading to these outcomes is the central focus of this teacher s guide. In general, the NELP found that a wide range of interventions had positive impacts on children s early literacy learning. These positive results were due to the nature and intensity of the instructional activities examined in the studies. For these interventions, especially the ones that involved highimpact instructional strategies, the activities and procedures were different from those typically seen in early childhood classrooms. For instance, in many cases researchers or their agents delivered many of the interventions. In addition, the majority of the interventions across the categories were either delivered as one-on-one or small group activities, occurred frequently, and were adult directed. These findings provide information for teachers on how to organize instruction with young children by focusing on more effective small group and one-on-one instruction. Teachers can be more intentional about how literacy interactions are planned and implemented by thoughtfully following large group instructional activities with small group or individualized instruction to maximize benefits. Three categories of interventions that both measured the strong to moderate 10 These were important considerations because they might influence recommendations for practices of early childhood educators and parents in supporting young children s language and literacy learning. Each section of the guide describes one of the three intervention types and includes: Relevant skills and evidence-based instruction Findings from the NELP Report Examples of instruction Simple ways of assessing children s progress Recommended resources for further exploration In addition to looking at valid instructional practices within these three types of interventions, this guide also includes sections that describe: Parents positive influence on their children s early literacy skills as a result of parent and home program interventions examined by the NELP Print awareness and early writing as predictors of early reading Teacher planning for literacy-focused instruction This guide presents the skills and instructional approaches that were found to have the greatest effect on improving children s language and literacy development. It is an introduction to the results of the NELP Report and gives a basic beginning for putting the findings into practice. It is not 11 However, the content certainly can be used to guide the selection of a curriculum and the types of instructional choices and practices made regularly in early childhood classrooms; to suggest the use of assessment as an important tool for informing instruction; to make decisions about professional development needs; and to influence the types of information and support provided for the parents of children served in early childhood programs. There are areas of early language and literacy development that have not been adequately researched the NELP Report only reflects information about what is currently known relative to what has been studied. Code-focused instruction addresses helping children learn the alphabetic principle the knowledge that letters in written words represent the sounds in spoken words. The process of learning to read involves cracking this code in order to translate these printed symbols into words. What Are the Key Findings Regarding Code-focused Instruction. Code-focused skills are important early literacy skills that predict conventional literacy skills, specifically outcomes for decoding, spelling and reading comprehension. Code-focused skills include the ability to know and manipulate the sounds within spoken words(phonological awareness), and Code-focused skills the abilities of phonological awareness, alphabet knowledge, and early decoding to know the letters of the alphabet and combine the letters with the sounds they represent (alphabet knowledge). Code-focused skills also include early decoding abilities in ways that later help with decoding print. Code-focused instruction for preschool and kindergarten children targets these areas. What are the best ways to teach code-focused skills. According to the NELP, teaching phonological awareness alone provides positive results. Code-focused Instruction PRINT AWARENESS oral language shared reading 13 Thus, instruction can be more effective when a number of skills are combined. Because code-focused skills are so strongly related to learning to read and spell successfully, it is important that preschool educators use related instructional strategies to promote skill development. Whether children are in preschool or kindergarten, focusing instruction on phonological awareness skills can have a significant effect on children s literacy learning. This is particularly important for teachers working with children considered to be at risk for reading difficulties, because most children who have difficulty reading have problems with code-focused skills. Effective code-focused instruction can and should be provided in the context of a developmentally appropriate early childhood classroom that includes direct instruction as well as play and discovery learning. Code-focused instruction needs to be systematic, explicit, and intentional and needs to include many opportunities for practice. Providing codefocused instruction only within incidental opportunities that may (or may not) arise means that children are most likely not receiving adequate instruction within this important area. Children need to be told explicitly what they are doing and understand that these are important skills to have in order to become successful readers. Teachers need to plan what skills they are going to teach to which group of students, the pace at which the instruction is provided, and if the skills will be taught one-on-one, in small groups or to the whole class. Overall recommendations for code-focused instruction are to: Include instruction where children are taught one-on-one or in small homogeneous groups. Current research did not include any studies identifying whether or not large group code-focused instruction with preschoolers is effective. Model the pronunciation of words clearly, without distortion and without raising or lowering the voice in a sing-song fashion. Model the spacing between sounds when doing blending and segmenting activities. For instance, in segmenting syllables, be careful to 14 Code-focused Instruction PRINT AWARENESS oral language shared reading. Have children focus on the sound structure of the new words as well as the meaning. For example, explain both the meaning of the word cowboy while helping children recognize that this compound word is actually made of two smaller familiar words. Phonological Awareness Instruction Phonological awareness: the ability to hear and manipulate the separate sounds within words Phonological awareness is the ability to hear and manipulate the separate sounds within words independent of the words meanings. This ability is directly linked to later reading ability, making this a vital area of instruction for preschool educators. Being able to hear the separate sounds in words gives children an ability to sound out unfamiliar words when reading as well as to connect the separate sounds to letters for spelling. Children must be able to hear and identify the distinct sounds of the individual phonemes when words are pronounced even though the sounds that make up the word are co-articulated.Code-focused Instruction PRINT AWARENESS oral language shared reading 15 22 Onset: the beginning consonant sound in a syllable Rime: the vowel and all that follows it in the syllable Development of phonological awareness skills follows a progression from large to small from whole words to smaller and smaller units of sound. Children first learn to use whole words in phrases and sentences. A syllable is a unit of sound that has one vowel sound. Each syllable has one and only one vowel sound, regardless of how many actual vowels appear in the syllable. Keep in mind that children do not have to master each skill before progressing to the next. Many of these skills may develop at the same time. Teaching phonological awareness achieves results across all emergent literacy skills and conventional literacy skills. Examples of activities that teach phonological awareness where children manipulate sounds in words: Identity tasks children identify words, such as which two words begin with the same sound. An example of a nonverbal cue is to hold your hand up as a signal for children to listen while you are saying a word, and then drop your hand when it is time for them to respond. Clapping out words or syllables in words is another example of a nonverbal cue. Teachers use visual props when they hold apart pictures of two separate words and then move them together as the compound word is created. In addition, pictures can be cut into the same number of puzzle pieces as the number of syllables in the word being depicted, such as a three-part puzzle for the word gorilla. You might provide more choices when looking at pictures of things beginning with the same sound. Another example for making a task more challenging is to make word choices more similar, requiring careful discrimination.