Using Authentic Assessment to Document the Emerging Literacy Skills of Young Children

2001 ◽  
Vol 78 (2) ◽  
pp. 66-69 ◽  
Author(s):  
Nancy J. Ratcliff
Keyword(s):  
Young Children ◽  
Authentic Assessment ◽  
Literacy Skills ◽  
Emerging Literacy

Cozy Reading

2005 ◽  
Vol 2 (2) ◽  
Author(s):  
Wendy Butt
Keyword(s):  
Young Children ◽  
Reading Program ◽  
Literacy Skills ◽  
Significant Benefit ◽  
Community Partnership ◽  
Speech And Language ◽  
Language Difficulties

Cozy Reading is a community partnership in Halton Region that helps promote a love of books and develops literacy skills in young children. The Cozy Reading program has significant benefit to children who have had little experience being read to and for children with speech and language difficulties.

Coding Is Lit: Integrating Coding and Literacy in Early Childhood Inclusive Settings

2021 ◽  
pp. 004005992110101
Author(s):  
Nicole S. Fenty ◽  
Abby Pierce ◽  
Julia Schildwachter
Keyword(s):  
Early Childhood ◽  
Critical Thinking ◽  
Young Children ◽  
21St Century ◽  
Grade Level ◽  
Literacy Skills ◽  
Inclusive Settings ◽  
Hands On ◽  
Common Grade ◽  
To Receive

There has been an increased emphasis in recent years on supporting young children with building 21st century literacy skills such as critical thinking and collaboration. Unfortunately, young children with or at risk for disabilities are unlikely to receive access to experiences that build 21st century literacies. Pre-coding activities, which include hands-on coding games and stories appropriate for young children, are one way to provide access to this population of students. The purpose of this article is to provide details about how educators in early childhood inclusive settings may integrate pre-coding activities with everyday routines and procedures as well as with common grade level appropriate read alouds. Fundamentals of pre-coding are provided along with guidelines for planning and instruction.

scholarly journals Honing emergent literacy via food

2019 ◽  
Vol 8 (2) ◽  
pp. 343-357 ◽  
Author(s):  
Ilgım Veryeri Alaca
Keyword(s):  
Emergent Literacy ◽  
Literacy Skills ◽  
Children's Books ◽  
Children’S Books ◽  
Innovative Methods ◽  
Printed Books ◽  
Emerging Literacy ◽  
Multiple Levels ◽  
Food Printing ◽  
2D And 3D

This study explores the honing of children’s emerging literacy skills through the use of food that is inspired by children’s books. Besides digital and printed books, edible texts have the potential to aid language acquisition and literary appreciation. When edible materials and children’s books are synthesised into a new form to facilitate edible readings, the combination may inspire more families to engage in everyday literacy activities with their children. Using historical examples of edible reading that support emergent literacy, this work investigates how children have fed on edible materialities that appeal to their senses on multiple levels. As well as traditional methods, this study looks at innovative methods of food printing and production such as 2D and 3D printing technologies and how these may be integrated into edible texts through prototypes presented by the author.

Fostering Early Literacy Skills with Technology

2014 ◽  
pp. 219-229 ◽  
Author(s):  
Pamela M. Sullivan ◽  
Marianne Baker
Keyword(s):  
Young Children ◽  
Early Literacy ◽  
Technology Use ◽  
Research Literature ◽  
Literacy Skills ◽  
Early Literacy Skills ◽  
Technology In The Classroom ◽  
Literacy Learners ◽  
Selection Of

In this chapter, the authors provide an overview of research literature for technology use with emergent-stage literacy learners. They review the overall research on technology for young children, then look at literacy and the role of technology in the classroom. The authors outline the development of literacy skills in the emergent stage (commonly defined as birth to age five). Finally, they use the framework established by the previous studies and the developmental sequence of the emergent stage to critically evaluate several literacy apps and e-books aimed at these learners. The authors finish with a selection of resources for selecting and using technology to foster these early literacy skills.

Acquisition of Literacy Skills by Young Children who are Blind: Results from the ABC Braille Study

2009 ◽  
Vol 103 (10) ◽  
pp. 610-624 ◽  
Author(s):  
Robert Wall Emerson ◽  
M. Cay Holbrook ◽  
Frances Mary D'Andrea
Keyword(s):  
Young Children ◽  
Literacy Skills

Assistive Technology Toolkit to Increase Access to Early Learning Environments for Young Children With Disabilities

2009 ◽  
Vol 18 (1) ◽  
pp. 11-20 ◽  
Author(s):  
Kathleen C. Sadao ◽  
Jennifer Brown ◽  
Debbie Grant
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Assistive Technology ◽  
Emergent Literacy ◽  
Augmentative And Alternative Communication ◽  
Children With Disabilities ◽  
Planning Process ◽  
Literacy Skills ◽  
High Tech ◽  
Young Children With Disabilities

Abstract The development of assistive technology (AT) and augmentative and alternative communication (AAC) interventions for young children with disabilities is rapidly expanding with a range of no-tech, low-tech, and high-tech approaches to provide access to adapted and augmented tools for participation in inclusive early childhood settings. Discrepancies exist in the legal requirements to consider AT and AAC for all children in the IFSP/IEP planning process. Researchers in the applications of AT and AAC with young children identify the importance of activity-based approaches that infuse AT methods and AAC systems within natural routines for young children. This article focuses on the development of an AT Toolkit Guide for early intervention and early childhood providers. The development of the AT Toolkit concept, content, and applications is based on research-based methods and tools with demonstrated effectiveness to promote language development, emergent literacy skills, play, mobility, and interaction with the environment for young children with disabilities. Suggested items, sources, applications and development guidelines for the SWEET AT Toolkit are provided.

Parent book choices: How do parents select books to share with infants and toddlers with language impairment?

2021 ◽  
pp. 146879842098566
Author(s):  
Debora Daniels ◽  
Brenda Salley ◽  
Corinne Walker ◽  
Mindy Bridges
Keyword(s):  
Young Children ◽  
Language Impairment ◽  
Literacy Skills ◽  
Infants And Toddlers ◽  
Book Selection ◽  
Part C ◽  
Book Choice ◽  
Early Language Development ◽  
Part C Services ◽  
Book Sharing

Book-sharing with young children is an established vehicle for promoting early language development and pre-literacy skills. Although parents are widely encouraged to read to their child and existing interventions provide instruction on book-sharing strategies, there is a prominent lack of guidance for parents on how to choose the book itself. Importantly, there is a foundational lack of knowledge on the factors that parents take into consideration when choosing books to share with their young child. While understanding that parent book-choice is important for all children, it may be particularly important for those with language-impairment (LI), since book-sharing is an evidence-based intervention approach and widely recommended to promote language for LI populations. This qualitative study examines parents’ book selection choices, and the elements they consider, when choosing books to share with their infants and toddlers with LI. Participants included 13 parents of young children aged 19–29 months (9 males, 4 females; mean age = 25 months) receiving Part C services. Parent responses indicated that the most common themes considered included physical aesthetics, text difficulty, physical properties, educational considerations and content; the relative importance of these themes varied depending on context. Results are framed in the context of research on parent-child book-sharing interactions. Recommendations for practitioners working with parents and young children with LI during book-sharing are also highlighted.

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