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Resource: Early screening can identify children that need early literacy intervention

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Kindergarten Screening for Risk of Reading Failure - Jane Flynn, Mohammad Hossein Rahbar, 1998

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Despite the effectiveness of early intervention with children at risk for reading failure, few cost-effective, reliable, and valid early screening tests exist for identification of those at risk. This paper discusses the development of the Literacy Screening Battery (LSB).

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Resource: Provides proof of correspondence of early literacy and developing litereacy skills.

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Construct and Predictive Validity Evidence for Curriculum-Based Measures of Early Literacy and Numeracy Skills in Kindergarten - Joseph Betts, Mary Pickart, Dave Heistad, 2009

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The assessment of early literacy and numeracy skills can provide useful and important information in pursuance of the goal to increase student academic achievement. At present, there have been promising results using curriculum-based measurement (CBM) for evaluating early literacy and early numeracy.

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Resource: the risk factors that out of school elements may continuously play in literacy.

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Resource: This article helps define readiness for kindergarten and how it may differ wirh educators and parents.

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Resource: Disscusses benefits of family intervention in literacy.

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Resource: Professional developments impact on early childhood literacy based classrooms.

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Early Emergent Literacy Handling Books

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5 Predictors of Early Literacy
by Early Childhood Videos

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Early childhood professionals need to know how to support young children's language and early literacy development. In e-clip #1, Dr. Theresa Bouley stresses that best practice in early literacy instruction must involve both spontaneous and planned daily activities focused on the five areas of literacy learning that best predict children's future reading and writing development: oral language, phonemic awareness, alphabet awareness, concepts about print, and early writing with inventive spelling.

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Beginning during the preschool years and continuing through kindergarten, children very gradually build an understanding of how print actually works.  Little by little, marks that children put on a page begin to stand on their own (Schickedanz & Casbergue, p. 6, 2004).

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invented spelling not only allows children to write well before first grade, but it also builds essential literacy skills (Neuman et al., 2000).

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Resource: Support for starting early literacy (Duke, 2011).

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Concern: Ability to determine the students that have and have not had early literacy exposure.

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Concern: Can I implement the changes that my research produces?

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Resource: Importance of early literacy on future academic success.

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Resource: David Dickinson discusses literacy exposure in pre-school (2011).

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Preschool teachers' use of sophisticated vocabulary and analytic talk about books, combined with early support for literacy in the home, can predict fourth-grade reading comprehension and word recognition, new research from Vanderbilt University's Peabody College finds.

The findings, published in Child Development and included in a review article in the August 19, 2011 edition of , present evidence that there are lasting, complex and mutually reinforcing effects that flow from strong early childhood classrooms.

"We need to take very seriously the importance of teaching language in the preschool years," said David Dickinson, author of the study and professor of education."It's easy to look at tangible accomplishments such as counting or letter recognition but much harder to measure richness of vocabulary and language ability. Parents should take a careful look at what is happening in their kids' preschool classrooms and see if the teacher is engaging the child in conversations that are rich in language."

This latest research, co-authored by Michelle Porche of Wellesley College, reports results of a longitudinal study that examined in detail language experiences of children from low-income homes when they were in preschool. The authors sought to identify influences of these early experiences on children's language and literacy at the end of kindergarten and again in fourth grade.

Preschool teachers were audio- and videotaped, teachers were interviewed and classrooms were observed for their support of language and literacy. Children were individually assessed, and parents were interviewed to learn about their education level and income and any family practices that foster language and literacy.

Although the sample was small, the researchers found robust relations between early classroom support for language and later language and reading ability.

One preschool teacher behavior that predicted children's growth was the frequency of sophisticated vocabulary use during informal conversations. Such exposure predicted children's kindergarten vocabulary, which correlated with fourth grade word reading. Teachers' use of sophisticated vocabulary also correlated with children's kindergarten print ability, and through that word reading skill, the early vocabulary exposure indirectly affected grade-four reading comprehension.

Group book reading in preschool also had long-term associations with later reading. Conversations that included analysis of stories and discussion of words and teacher corrections of incorrect responses predicted receptive vocabulary at the end of kindergarten. This enhanced vocabulary ability was associated with better vocabulary in fourth-grade. Also, preschool teachers' efforts to hold a child's attention were related to fourth-grade comprehension skills.

"While raising the level of interaction in group activities is important, some of my stronger results in this study are seen from informal interactions between teacher and child, showing the importance of elevated language during times such as play and lunch," he said.

He says parents should carefully examine the nature of interactions happening at their child's preschool to see if teachers are engaged in conversations that will stretch language and knowledge.

Dickinson noted in recent years preschool has become more of an academic setting, where previously the focus was primarily on socialization and kids' adjustment to groups.

The authors also found long-term effects of the home, as children whose parents reported providing more support for early literacy had stronger vocabulary scores in fourth grade. Finally, the structural complexity of children's language at age three was associated with fourth-grade vocabulary.

Dickinson reviewed research on preschool interventions in the August 19, 2011 edition of and examined the role of adult support for language and challenges preschool interventions face when seeking to foster language growth.

Dickinson will begin working with Nashville, Tenn., preschool programs in August 2011 to develop an approach that can help provide teachers with skills to effectively build language among their students. Specifically, he will examine how teachers can use discussions surrounding book reading in combination with teacher support for dramatic play to build language abilities.

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'Robust' link between preschool, language and literacy

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Preschool teachers' use of sophisticated vocabulary and analytic talk about books, combined with early support for literacy in the home, can predict fourth-grade reading comprehension and word recognition, new research from Vanderbilt University's Peabody College finds.

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Resource: Richard Sagor discusses his book The Action Research Guidebook: A Four-Step Process for Educators and School Teams

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Right Drivers for Systemic Change Participatory Action Research

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Methods of Qualitative Research Participatory Action Research

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Richard Sagor - The Action Research Guidebook

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Richard Sagor discusses his book The Action Research Guidebook: A Four-Step Process for Educators and School Teams

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Concern: How should I best share this information with my PLC?

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Action Research is conducted to "improve the knowledge base for educational theory; as a means of personal fulfillment, empowerment, and the professionalization of teaching; and to improve and refine teaching practice specific to a teacher-researcher's context (O'Brien & Collins, 2002).

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Concern: Collecting a well balanced and unbiased amount of information.

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"For 60 years, action research has been an avenue for creating professional learning communities whose members engage in problem solving and for attaining individual and collective goals" (Calhoun, 2002).

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"Children who do not develop strong oral language skills and vocabulary in these early years will find it difficult to keep pace with their peers" (Neuman, 2013).

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Concern: Getting students to excited about reading. Students do get discourage when they recognize that they are not on their peers' level of literacy.

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Concern: Relaying the critical need for early exposure of literacy to parents.

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Action Research Project