Implications of the National Early Literacy Panel for Early Braille Literacy PART ONE. National Center for Family Literacy American Printing House for the Blind Visually Impaired Preschool Services. Preliminary Findings of the National Early Literacy Panel.
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National Center for Family Literacy
American Printing House for the Blind
Visually Impaired Preschool Services
Update: the final report of the National Early Literacy Panel was released January 8, 2009 and can be accessed at http://www.famlit.org/site/c.gtJWJdMQIsE/b.2133427/k.2623/National_Early_Literacy_Panel.htm
Bonnie Lash Freeman
Director – Training/Special Projects
National Center for Family Literacy
Purpose of the Family Partnership in Reading ProjectInstructional strategies will be identified based on the scientific research that will enable staff in family literacy programs and early childhood programs to:
Help young children develop the foundational skills they need to become good readers
Equip parents to support their children’s literacy development
Improve reading instruction for parents in
family literacy programs
Emergent literacy involves the skills, knowledge, and attitudes that are developmental precursors to conventional forms of reading and writing
(Whitehurst & Lonigan, 1998).
Emergent literacy skills are the basic building blocks for learning to read and write.
Two conditions need to be satisfied for something to be considered an emergent literacy skill:
A research synthesis, also referred to as a research integration, research review, literature review, and a meta-analysis is a method of inquiry used to derive generalizations from the collective findings of a body of existing studies.
2. What programs and interventions contribute to or inhibit gains in children’s skills and abilities and are linked to later outcomes in reading, writing and spelling?
3. What environments and settings contribute to or inhibit gains in children’s skills and abilities and are linked to later outcomes in reading, writing and spelling?
4. What child characteristics contribute to or inhibit gains in children’s skills and abilities and are linked to later outcomes in reading, writing and spelling?
Although decoding is not all there is to skilled reading, it is a critical component.
Helping Children Make Sense of Print--Cracking the Alphabetic Code and Teaching Letters and Words
(PA, Letter Knowledge, Spelling, Phonics, Print Awareness, Visual Perceptual/Perceptual Motor)
Reading to and Sharing Books with Young Children
Parent and Home Programs for Improving Young Children’s Literacy
Preschool and Kindergarten Programs
Language Enhancement Studies
Example: print focus prompts
the children who participated in print focused reading sessions demonstrated significantly greater gains from pretest to post test compared to the children in the picture focused reading groups.
Suzette Wright APH Emergent Literacy Project Leader
Pauletta Feldman VIPS Special Projects Coordinator
Preliminary findings of the National Early Literacy Panel ( appropriate curricula (e.g., content, intensity, sequence).NELP ) point to early skills that predict favorable literacy outcomes for young, typically sighted print readers.
Literacy is about connecting written words to spoken language that has meaning for the reader.
- things that interest the child
- using nouns and descriptive words
- connecting words to experiences
modeling proper grammar
Hart & Risley (1995) longitudinal study
Linked to higher scores on language and intelligence tests at 4th grade:
PA appears to support decoding skills by helping a child notice letter-sound relationships and comprehension by helping the beginning reader recognize words as he blends sounds (McGee & Richgels, 2000; Gillon & Young, 2002).
Phonemic awareness is important to success in decoding characteristicsand learning to decode leads to further improvement in phonemic awareness(Gillon, 2004)
Unique predictor/strong relationship—average r for decoding was .5 indicating it accounts for 25% of the variation in decoding performance
A B C
A B C
A B C
in actively exploring
letters and sounds
brailled on cards
(books that depend too heavily upon pictures are less effective)
In pairs, share some of your thoughts and questions about--
the role of alphabet knowledge, particularly letter/sound knowledge
for preschoolers who will be braille readers.
The wide range of confidence intervals (with the exception of the tighter range for phonological awareness) indicates that within a single category of intervention some interventions were much more effective than others (Dunst, Trivette, & Hamby, 2007)
Some of the most interesting analyses lie ahead as data is disentangled, to discover which characteristics of interventions were associated with greatest effectiveness . . .
Example: Reading aloud—interactive reading, print referencing techniques
Early childhood educator
Baker, L., & Scher, D. (2002). Beginning readers' motivation for reading in relation to parental beliefs and home reading experiences. Reading Psychology, 23, 239-269.
Ball, E., & Blachman, B. (1991). Does phoneme awareness training make a difference in early word recognition and developmental spelling? Reading Research Quarterly, 26, 49-66.
Duncan, L. G. & Seymour, P.H.K. (2000). Socio-economic differences in foundation level literacy. British Journal of Psychology, 91, 145-166.
Dunst, C.J.. Trivette, C.M. & Hamby, D.W. (2007). Predictors of interventions associated with later literacy accomplishments. Center for Early Learning and Achievement CELLreviews, 1, 3.
Gillon, G.T. (2004). characteristicsPhonological awareness: From research to practice. New York: The Guilford Press.
Gillon, G. T., & Young, A. A. (2002). The phonological-awareness skills of children who are blind. Journal of Visual Impairment & Blindness, 96, 38-49.
Hart, B., & Risley, T. (1995). Meaningful differences in the everyday experiences of young American children. Baltimore, MD: Brookes.
Justice, L.M. & Ezell, H.K. (2004). Print referencing: An emergent literacy enhancement strategy and it’s clinical applications. Language, Speech, and Hearing Services in Schools, 35, 185-193.
Kuhl, P. (2002, June). Born to learn: Language, reading, and the brain of the child. Paper presented at the Early Learning Summit for the Northwest Region, Boise, ID.
McBride-Chang, C. (1999). The ABCs of the ABCs: The development of letter-name and letter-sound knowledge. Merrill-Palmer Quarterly, 45, 285-308.
McGee, L. M., & Richgels, D. (2000). Literacy’s beginnings: Supporting young readers and writers (3rd ed.). Boston: Allyn & Bacon.
Neuman, S. (2005, May). Developmentally appropriate early literacy instruction: Evidence-based solutions. Presentation at Institute #8 of the 50th Annual Convention of the International Reading Association, San Antonio, TX.
Whitehurst, G. J., & Lonigan, C. J. (2001). Emergent literacy: Development from prereaders to readers. In S. B. Neuman & D. K. Dickinson (Eds.), Handbook of early literacy research (pp. 11-42). New York: Guilford Press.
A brailled birthday card development of letter-name and letter-sound knowledge.
1) VIPS has a lending library of print/braille books for VIPS families.
2) VIPS has offered braille classes over the years for VIPS families.
3) VIPS families.VIPS produced the “Power At Your Fingertips: An Intro to Braille” video and handbook for use by parents, regular ed teachers, and others to gain an overview of the braille alphabet, braille usage, contractions, and writing tools.
5) VIPS has undertaken two recent projects to support early literacy.
VIPS@Home Parent University “Excellent” and said the workshop gave them a better understanding of: