Early Literacy

Next, is the Early Literacy Intervention Literacy Intervention Initiative Act. “The early childhood years are the most Important period for literacy development.” (Freeman, Decker, Decker (2013) p. 231). The Early Literacy Initiative is a joint effort with the State and local government to identify children with reading deficiencies and implement early reading intervention programs. The purpose of Early Literacy Initiative is to reduce the number of poor readers by providing research based prevention programs to ensure that every student can read by the 3rd

SMES staff members understand the importance of early literacy skills. As a staff, we are committed in providing early reading instruction beginning in preschool and kindergarten in hopes of closing the achievement gap in reading. Our primary reading goal is for all students to read at grade level or above grade level by the end of their third grade school year. We want to ensure our third graders are able to read fluently and demonstrate high levels of comprehension.

Consistent reading remediation in the first three years of school helps children to maintain and/or improve their reading skills.

Thank you for joining me today to discuss your daughters recent assessment scores. We do Dynamic Indicators of Basic Early Literacy Skills assessment or DIBELS 3 times per year. This information tells us where Suzie is in her reading skills and where we would like her to be. We gave her three very short assessment only consisting of 1-2 minutes each assessment. The three assessments that we gave her where Letter Naming Fluency or LNF for short, Phoneme Segmentation Fluency (PSF) and Nonsense Word Fluency (NWF).

he most fundamental responsibility of schools is teaching students to read. Indeed, the future success of all students hinges upon their ability to become proficient readers. Recent scientific studies have allowed us to understand more than ever before how literacy develops, why some children have difficulty, and what constitutes best instructional practice. Scientists now estimate that fully 95 percent of all children can be taught to read. Yet, in spite of all our knowledge, statistics reveal an alarming prevalence of struggling and poor readers that is not limited to any one segment of society:

Emergent literacy intervention is most beneficial when it begins early in the preschool period because these difficulties are persistent and often affect children's further language and literacy learning throughout the school years. Promoting literacy development, however, is not confined to young children. Older children, particularly those with speech and language impairments, may be functioning in the emergent literacy stage and require intervention aimed at establishing and strengthening these skills that are essential to learning to read and write.

Reading is one of the most difficult and challenging skills to master in school. The National Assessment of Educational Progress (NAEP; 1997) reported that 40% of fourth graders, 30% of eighth graders, and 25% of twelfth graders were reading below grade level. Snow, Burns, & Griffin discovered that the percentages are even higher and the gaps even wider between grade levels in schools predominately made up of free or reduced lunch eligible student populations (as cited in Joseph, 2002). It is up to the schools and teachers to find strategies to help these struggling readers master the skills that are necessary to be better readers. Even with the growing number of programs being made available to help assist with struggling readers, most

Researchers have found that 75 percent of students identified with reading problems in the third grade still struggle with reading in the ninth grade (Shaywitz, Escobar, Shaywitz, Fletcher, & Makuch, 1992). No wonder our diverse populations are not successful in school.

Learning more about early literacy has made me aware of important literacy skills and ways to correctly incorporate literacy into my classroom. Thinking back to my prior misconceptions of kindergarten classrooms I viewed stations as only play activities for students. I didn’t make the connections between the print that they would be exposed to in the grocery and kitchen area of a play center or the vocabulary that they were building upon through the communication with the other students. Learning more about literacy and how it develops has made me realize the importance of these stations and the importance of the teacher modeling and preparing these stations for the students to ensure they are successfully benefiting from the centers.

As I reflect on my childhood, the first memory of literacy I recall is when I was in kindergarten. I was approaching the end of the school year when my mother revealed to me my teacher was considering keeping me in kindergarten for another year. I was extremely upset and felt as if I had failed my first year of school. I felt that I was fresh out of the gate and already defective. My perception as a child was that the adults were already giving up on me. The teacher stated if I could learn the alphabet by the end of the school year I could continue ahead to the 1st grade. The conclusion of Kindergarten was vastly approaching. My mother constructed flash cards to help with my letter recognition. In doing so, she realized I could not see the letters. My mother promptly made an appointment for me to visit an Optometrist to evaluate me. Before I knew it, I was fitted with a big plastic pair of glasses. My world became much clearer after that. My mother was upset that my teacher did not recognize the problem, and that I never spoke up. Fortunately, I passed kindergarten with a lot of hard work from my parents, teacher, and I.

Constructive early language and literacy development can be an ally to opening a child’s (ren) imagination; this will enhance and empower their potential to become successful readers. As the children grow (birth to 3 yrs. old) their brain goes through an extradinary developmental process and they begin to think, learn, communicate and rationalize things. When this early developmental stage is not being nourished the child will feel the affects of it in the long run. Children that come from low-income families that are enrolled in schools are affected the most. Educators and parents can assist these children by giving them the support (early-on) that they need to sustain a healthy learning environment. As educators it is our duty to create an environment that will help in this process.

Thesis statement: This essay discusses the significance of early literacy in preschool settings. Subsequently, there are theoretical and non-theoretical methods for teacher to construct language growth in their day-to-day preparation.

Children can take more than one of these steps at the same time. This list of steps, though, gives you a general idea of how your child will progress toward reading.” (Helping your child become a reader) While these ideas may seem structured, it is also important to allow children to be creative and use their imagination. Although reading is imperative, too many arrangements and rules can turn a child off and lead to feelings of resentment, anger, and resistance. Reading should be set to the tone and pace of the child.

The purpose of this study is to examine the relationship between the reading level of a given reading material and the impact the book has on a given student’s reading ability. The reason for studying this is to gauge the correct course of improving reading levels. Currently, 75 percent of young adults (17-24) are unable to join the military due to lack of education, stemming from dropping out and not completing High School, which leads these adults into poverty and crime (Casey, 2013). Based on studies, if a child is reading below grade level by the time he reaches third grade, his chance of dropping out increases. According to Donald J. Hernandez, “results of a longitudinal study of nearly 4,00 students find that those who

This article present a case about a boy who born 6 weeks early, for that reason the pediatrician told the mother that the boy won’t develop as other children. There were some delays in the first year but his language doesn’t show signs of impairment. His parents help him to develop as a normal child. Since he was born he used to read multiple times, in the 1 year he already had favorite books and good working vocabulary. At the age of two he started using technology to communicate with family and grandparents while they were overseas for a time. At the age of three his parents help him to write. And at age of four he asked about school and when he would be able to go. His parents look for information about different schools and how the schools work, and they knew that children go to school with a variety of literacies experiences.