Foundations of Early Reading Instruction by Kaylee Glazier

Welcome to Our Literacy Corner!

kglazier123 — 2025-02-08 17:39:13 UTC

Skill, milestones, Age range!

kglazier123 — 2025-02-08 17:49:25 UTC

Skill:
Concept of Print is all about helping children understand how books and words work. This includes recognizing that print carries meaning, knowing how to hold a book, and understanding that we read from left to right and top to bottom.

Milestones:

Points to words while “reading” a familiar story
Identifies front and back cover of a book
Knows the difference between a letter and a word
Follows print with their finger

Age/Grade Range:
Pre-K to Kindergarten (ages 3–6)

Assessment Tools, Instruction Strategy, Differentiation Ideas

kglazier123 — 2025-02-08 18:00:08 UTC

Skills, Milestones, Age Range

kglazier123 — 2025-02-08 18:10:11 UTC

Skills, Milestones, Age Range

kglazier123 — 2025-02-08 18:36:28 UTC

Assessment Tools, Instruction Strategy, Differentiation Ideas

kglazier123 — 2025-02-08 18:43:49 UTC

Skills, Milestones, Age Range

kglazier123 — 2025-02-08 19:04:59 UTC

Assessment Tools, Instruction Strategy, Differentiation Ideas

kglazier123 — 2025-02-08 19:15:39 UTC

Assessment Tools, Instruction Strategy, Differentiation Ideas

kglazier123 — 2025-07-09 21:20:28 UTC

Assessment Tools:

Clay’s Concepts About Print Test: A one-on-one, research backed tool that uses a book to check for understanding of print direction, punctuation, and word/letter awareness.
Teacher Observation during Read-Alouds :Track whether students are pointing to words, turning pages correctly, and recognizing print in the environment.

Instruction Strategy:
Use shared reading with big books! Model tracking print with your finger, pause to show capital letters and punctuation, and invite students to "read" along. Repetition and excitement are key!

Differentiation Ideas:

For English Learners: Use picture books with simple, predictable text and provide vocabulary support in their home language.
For students with dyslexia: Pair visuals with tactile activities like tracing letters in shaving cream or using magnetic letters during reading time.

References

kglazier123 — 2025-07-09 21:42:33 UTC

Clay, M. M. (2000). Concepts about print: What have children learned about the way we print language? Heinemann.

Ehri, L. C., Nunes, S. R., Stahl, S. A., & Willows, D. M. (2001). Systematic phonics instruction helps students learn to read: Evidence from the National Reading Panel’s meta-analysis. Review of Educational Research, 71(3), 393–447. https://doi.org/10.3102/00346543071003393

National Early Literacy Panel. (2008). Developing early literacy: Report of the National Early Literacy Panel. National Institute for Literacy.

Piasta, S. B., & Wagner, R. K. (2010). Developing early literacy skills: A meta-analysis of alphabet learning and instruction. Reading Research Quarterly, 45(1), 8–38. https://doi.org/10.1598/RRQ.45.1.2

Scarborough, H. S. (2001). Connecting early language and literacy to later reading (dis)abilities: Evidence, theory, and practice. In S. B. Neuman & D. K. Dickinson (Eds.), Handbook of early literacy research (Vol. 1, pp. 97–110). Guilford Press.