scholarly journals Localizing ECRR: Alaska Wildlife Touts Five Practices

2021 ◽  
Vol 19 (2) ◽  
pp. 40
Author(s):  
Samantha Blanquart
Keyword(s):  
Early Literacy ◽  
Good Time ◽  
Five Practices

When we think of storytime, we think of sharing a love of books with children, having a good time, and modeling early literacy behaviors for caregivers. We share early literacy tips and demonstrate activities, but we also display early literacy posters on the walls of the storytime rooms.

scholarly journals Every Child Ready to Read: Ringing Out for Early Literacy Using the Bell Awards to Support ECRR at Your Library

2016 ◽  
Vol 14 (4) ◽  
pp. 36
Author(s):  
Melissa Depper
Keyword(s):  
Early Childhood ◽  
Early Literacy ◽  
Picture Book ◽  
Advisory Group ◽  
Five Practices ◽  
State Library ◽  
Parents And Caregivers

One of the strengths of the Every Child Ready to Read five practices—read, write, sing, talk, and play—is that they are foundational components of early childhood library programs and services, and provide ready-made opportunities for engaging parents and caregivers in conversation about their children’s learning.The five practices also served as inspiration for the Bell Picture Book Awards for Early Literacy, a project of Colorado Libraries for Early Literacy, an advisory group to the Colorado State Library.

scholarly journals Research Roundup: Resources on Play

2019 ◽  
Vol 17 (2) ◽  
pp. 38
Author(s):  
Betsy Diamant-Cohen ◽  
Katie Scherrer
Keyword(s):  
Early Literacy ◽  
Literacy Practices ◽  
Five Practices

We have all heard the phrase “play is a child’s work” but how can we convince parents that play should be a meaningful part of their child’s routine?Play, with its inclusion as one of the critical early literacy practices advocated by the Every Child Ready to Read (ECRR) initiative, may be the hardest sell of the five practices to parents, educators, and even administrators. It may be seen as optional or extra, something to be done after the child has spent time “learning” if there is time.

What Clinicians Need to Know About Early Literacy Development in Children With Hearing Loss

2019 ◽  
Vol 50 (1) ◽  
pp. 16-33 ◽  
Author(s):  
Elizabeth Runnion ◽  
Shelley Gray
Keyword(s):  
Hearing Loss ◽  
Early Literacy ◽  
Skill Development ◽  
Reading Proficiency ◽  
Literacy Skills ◽  
Literacy Skill ◽  
Early Literacy Development ◽  
Literacy Skill Development ◽  
Children With Hearing Loss

PurposeChildren with hearing loss may not reach the same level of reading proficiency as their peers with typical development. Audiologists and speech-language pathologists (SLPs) have important roles to play in preventing this problem early in children's development. In this tutorial, we aim to communicate how the habilitation practices of audiologists and intervention services of SLPs can support early literacy skill development in children with hearing loss.MethodWe describe key findings from peer-reviewed research articles to provide a review of early literacy skill development, to explain the relationship between early literacy skills and conventional reading skills, and to highlight findings from early literacy skill intervention studies that included children with hearing loss who use spoken language. We conclude with a hypothetical case study to illustrate how audiologists and SLPs can support early literacy acquisition in children with hearing loss.ConclusionFindings from studies of young children with hearing loss suggest that a promising approach to improving reading outcomes is to provide explicit early literacy instruction and intervention.

Addressing African American English in Early Literacy Assessment and Instruction

2008 ◽  
Vol 15 (2) ◽  
pp. 54-61 ◽  
Author(s):  
Nicole Patton Terry
Keyword(s):  
African American ◽  
Early Literacy ◽  
American English ◽  
Critical Role ◽  
Literacy Skills ◽  
African American English ◽  
Literacy Assessment ◽  
Learning To Read ◽  
Speech Language Pathologist ◽  
Early Literacy Assessment

Abstract Determining how best to address young children's African American English use in formal literacy assessment and instruction is a challenge. Evidence is not yet available to discern which theory best accounts for the relation between AAE use and literacy skills or to delineate which dialect-informed educational practices are most effective for children in preschool and the primary grades. Nonetheless, consistent observations of an educationally significant relation between AAE use and various early literacy skills suggest that dialect variation should be considered in assessment and instruction practices involving children who are learning to read and write. The speech-language pathologist can play a critical role in instituting such practices in schools.

Instructional Influences on Growth of Early Literacy: The Case for Individualization

2008 ◽  
Author(s):  
John W. Hagen ◽  
Barbara Wasik ◽  
Frederick J. Morrison ◽  
Michael Gerber
Keyword(s):  
Early Literacy
Sign in / Sign up

Export Citation Format

Share Document