Early literacy skill development provides the key to success for preschoolers at risk for school failure

Literacy development in early childhood is a key factor in achieving success in school. The areas of oral language, phonological awareness, written expression, and alphabet knowledge are widely recognized as critical components. This paper details the results of year three of the 2008 Early Reading...

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Bibliographic Details
Published in:Forum on public policy 2012-03
Main Author: Russell-Brinks, Rebecca J
Format: Article
Language:English
Subjects:
Classroom management
Early childhood education
Literacy programs
Methods
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Summary:Literacy development in early childhood is a key factor in achieving success in school. The areas of oral language, phonological awareness, written expression, and alphabet knowledge are widely recognized as critical components. This paper details the results of year three of the 2008 Early Reading First grant, Early Accent on Reading and Learning for Young Children (EARLY). We asked whether the literacy skills of preschoolers were impacted after increasing preschool educators' knowledge of and skill in using Scientifically Based Reading Research (SBRR) literacy practices. The Classroom Literacy Enrichment Model (CLEM), a play-based framework grounded in SBRR, was used to infuse literacy into all aspects of the classroom and child assessment was a common classroom practice. Professional development activities included coursework, cohort workshops, and site-based coaching. The project involved a treatment group of 176 four-year-olds in 11 classrooms and a control group of 6 classrooms from a demographically similar neighboring school district. All children were in a state funded program for four-year-olds deemed at-risk for school failure. Pre- and post-assessments (PPVT 4, PALS and PreLAS) were administered and compared between groups. Although EARLY children scored at a lower level initially, they outperformed the comparison group in most areas. For example, on the PALS they grew at 2.5x the rate of the comparison group. Using the PALS Readiness Summary parameters this reduced the number of students designated as at-risk for school failure from 93% in the fall to 19% in the following spring. These results highlight the importance of effective teacher education and professional development focused on utilizing SBRR literacy practices. Current and future work through the EARLY grant includes comparing half day versus full day programming, sustaining work after grant funds are exhausted, and promoting the use of intensive professional development for teachers in preschool classrooms.
ISSN:1556-763X