Quality Early Literacy Experiences Key to Learning to Read
Make Way For Books resources have been developed based on a wide body of research which demonstrates that book sharing and quality early literacy instruction between the ages of birth and 5 have a significantly positive impact on a child’s ability to learn to read and write.
Further, long-term studies clearly show that quality early literacy and early learning experiences result in much higher rates of academic achievement and graduation as well as enhancement of job productivity.
In this section MWFB provides information, links, and downloads for select literature and research. If you know of early literacy research that you would like to share, please email info@makewayforbooks.org.
Research and Literature
The Big PictureDeveloping Early Literacy
Economic Impact of Early LiteracyOther Research Sources
Developing Early Literacy SkillsFostering Reading Readiness Through Quality ExperiencesThis report by the National Early Literacy Council, “Developing Early Literacy,” synthesizes research that identifies interventions, parenting activities, and instructional practices that promote the development of children’s early literacy skills. What Works: Shared Reading and Phonological AwarenessThe U.S. Department of Education’s Institute of Education Sciences (IES) What Works Clearinghouse (WWC) reviews research that examines whether education programs, products, practices, and policies are effective. The website contains a section on Early Childhood Education. In the area of early literacy, among other topics, the institute reports on dialogic reading, interactive shared book reading, and phonological awareness training. MWFB’s early literacy curriculum and activities incorporate book sharing and phonological awareness activities that have been shown to enhance young children’s language and literacy abilities. View Early Childhood Topics
Home Environment and the Reading-Readiness ConnectionThis study, “Trajectories of the Home Learning Environment Across the First 5 Years: Associations With Children’s Vocabulary and Literacy Skills at Pre-Kindergarten,” examined the connection between home-learning environments and school readiness and found that enriched learning experiences as early as 15 months are important to children’s vocabulary growth and provide a foundation for children’s later school success. How Children Learn to Read and Best Practices for InstructionThis report, “Research on Reading Development, Reading Disorders, and Reading Instruction,” synthesizes key findings from the National Institute of Child Health and Human Development (NICHD), at the National Institutes of Health (NIH), on how children learn to read, why some children (and adults) have difficulty learning to read, and how we can help most children learn to read.
Long-Term Benefits of Early LiteracyEarly Childhood Education: A Sound Economic InvestmentAn extensive body of research indicates that high quality early intervention for at-risk infants, toddlers, young children, and their families is a sound economic investment. Research has shown a number of long-term cost savings in terms of decreased grade repetition, reduced special education spending, enhanced productivity, lower welfare costs, increased tax revenues, and lower juvenile justice costs. In fact, studies indicate that for every dollar spent on early education, the nation reaps between $10 and $17 in savings. This mini-bibliography, “The Long-Term Economic Benefits of High Quality Early Childhood Programs” provides a selection of articles, reports, and book chapters that review some of the major findings. Heckman Equation Puts Dollar Value on Early LearningNobel Prize winning economist James Heckman presents a strong case for investing in early childhood. His Heckman Equation offers a formula for understanding the great gains to be had by investing in early and equal development of human potential. An entire website has been devoted to the Heckman equation and to understanding the benefits to be had from quality early education. Other Research SourcesNational Institute for Early Education Research (NIEER)NIEER conducts and communicates research to support high quality, effective, early childhood education for all young children. The institute maintains on its website an extensive list of early education research organized by topic. Reading Rockets Research ListReading Rockets has gathered together select studies about reading development and instruction, organized by topic. The Nation’s Report Card (annual)The National Assessment of Educational Progress (NAEP), also known as The Nation's Report Card, is the only nationally representative and continuing assessment of what America's students know about reading and other subject areas. |
What the Research Tells Us
Excerpted from the policy brief “Early Literacy: Policy and Practice in the Preschool Years,” by Dorothy S. Strickland and Shannon Riley-Ayers View Brief |
|
Translating Knowledge to PolicyIn her 2009 testimony to the House Education and Subcommittee on Early Childhood Elementary and Secondary Education, Dr. Dorothy Strickland summarizes why early literacy is important and what can be done to support children’s early literacy development. View TestimonyDownload Testimony (29 KB pdf) |
||
Handbook of Early Literacy ResearchOne excellent compilation of early literacy research is the “Handbook of Early Literacy Research” by Susan B. Neuman and David K. Dickinson. This book presents knowledge on all aspects of literacy learning in the preschool years, covering such topics as theories of early literacy, writing development, understanding learning disabilities, early intervention approaches, and cultural and socioeconomic contexts of literacy development. |
||
Intervention: Catching Kids Before They Fall
Much of Dr. Joseph Torgesen’s research on early literacy was conducted some years ago, but the basic premises of his findings are still well-respected today. Much of his research in “Catch Them Before They Fall: Identification and Assessment to Prevent Reading Failure in Young Children” focuses on specific interventions that benefit children in kindergarten and first grade. In today’s culture, however, many of the early literacy skills he addresses—such as letter knowledge, vocabulary development, and phonological awareness—are expected to be mastered in preschool, before a child ever starts school. |
