Purpose

Research is very clear about the developmental stages of human growth and how language learning and print acquisition proceed according to natural rather than curricular schedules. Recent research provides many instructional insights about young children as individuals with individual levels of preparation and support from widely varying home and cultural backgrounds. The purpose of this course is to focus on the research on emergent and early literacy development so that teachers may construct well-designed appropriate literacy learning environments and experiences for young language learners.

Course Objectives

After completing this course, you will be able to:

• Discuss the importance of language in print acquisition.
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• Discuss the developmental nature of learning to read and write.
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• Organize a developmentally appropriate classroom reading and writing program. This will include instructional materials, activities, assessments, and the classroom environment.
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• Effectively involve parents in their children's literacy learning at home and in the classroom.
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• Use assessment strategies to monitor students' learning and develop appropriate instruction.

Required Text

Course Topics

• Functions of language
• Supporting literacy development in diverse learners
• Demonstrate an understanding of the stages of early writing development
• Demonstrate an in-depth understanding of the following topics and incorporate them in a comprehensive, developmentally appropriate literacy curriculum:
  • concepts about print
  • alphabetic principle (automaticity and fluency)
  • word identification strategies (including systematic and contextual phonics)
  • developmental stages of language
  • phonological and phonemic awareness
  • language cueing systems
• Organize for literacy instruction: literacy-rich environment, instructional sequence, literacy materials, explicit and implicit instruction
• Involving parents through family literacy activities
• Teaching comprehension in early childhood classrooms
• Assessing early reader's literacy development
• Supporting emerging literacy: Reading and writing "to, with, and by" children

Assignments

• Complete assigned readings and be prepared to discuss in class
• Select an early childhood classroom that you are familiar with. Describe in writing its relation to what research suggests about developmentally practice. Make instructional recommendations.
• Meet with an early childhood teaching team. Share your knowledge about instructional principles of appropriate early literacy instruction. Determine the teams' commitment to DAP, its current level of understanding and implementation, and needed instructional changes.
• Administer early literacy assessments to young children. Based on the data from these assessments, describe instructional decisions you would make for these students..
  • concepts about print
  • writing analysis
  • oral retelling
• Arrange for a practicum experience working with early readers.

Bibliography

Adams, M.J. (1990). Beginning to read: Thinking and learning about print. Cambridge, MA: MIT Press.

 

Avery, C. (1993). And with a light touch: Learning about reading, writing, and teaching first graders. Portsmouth, N.H.: Heinemann.

 

Bredekamp, S. & Copple, C. (1997). Developmentally appropriate practice in early childhood programs. Washington, DC: National Association for the Education of Young Children.

 

Burns, M.S., Griffin, P. & Snow, C.E. (1999). Starting out right: A guide to promoting children's reading sucvcess. Washington, DC: National Research Council.

 

Butler, D. Babies need books: Sharing the joy of books with children from birth to six. Portsmouth, N.H.: Heinemann.

 

Clay, M.M. (1993). An observation survey of early literacy achievement. Portsmouth, N.H.: Heinemann.

 

Ericson, L. & Juliebo, M.F. (1998). The phonological awareness handbook for kindergarten and primary teachers. Newark, DE: International Reading Association.

 

Fisher, B. (1998). Joyful learning in kindergarten. Portsmouth, N.H.: Heinemann.

 

Hammond, W.D., & Raphael, T.E. (1999). Early literacy for the new millennium. Newark, DE: International Reading Association.

 

Hanson, R.A. & Farrell, D. (1995). The long-term effects on high school seniors of learning to read in kindergarten. Reading Research Quarterly, 30, 4, 908-933.

 

IRA & NAEYC (1998). Learning to read and write: Developmentally appropriate practices for young children. The Reading Teacher, 52, 2, 196-216.

 

Newmann, S.B. & Roskos, K.A. (eds). (1999). Children achieving: Best practices in early literacy. Newark, DE: International Reading Association.

 

Snow, C.E. Burns, M.S. & Griffin, P. (1998). Preventing reading difficulties in young children. Washington, DC: National Research Council.