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12/14/17
1
Equity in Literacy Must Start Early
Nell K. DukeUniversity of Michigan
Plan for this Session
• Inequity in literacy• More reasons to start early in literacy• 10 practices that foster literacy development
in preschool• Looking ahead to K to 3. . .
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ToomanychildrenintheUnitedStatesareenteringschoolwithouttheskillstheyneedtothrive.
0%
10%
20%
30%
40%
50%
60%
70%
80%
All lowestSESquintile white black hispanic
Percentageofstudentslowproficiencyinmathandliteracy,2010ECLS-Kkindergartencohort
lowprofiencyinmath
lowproficiency-literacy
Source:Bassok &Latham2016,Basedonanalysisof2010ECLS-Kdata
More Reasons to Start Early with Literacy
• Literacy knowledgeis an excellentpredictor ofchildren’s laterschoolachievement.
• Literacy provides away for children tolearn about theworld around them.
More Reasons to Start Early with Literacy
• Literacy buildslanguage knowledge.
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More Reasons to Start Early with Literacy• Literacy can serve
many purposes athome and in earlychildhood education.
More Reasons to Start Early with Literacy• Literacy can
supportcultural andidentitydevelopment.
More Reasons to Start Early with Literacy
• Literacycan be asourceof greatjoy toyoungchildren.
[Showed Video]
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incarceration
health problems
unemployment
academic problems
social problems
dropping out
death
More Reasons to Start Early with Literacy
Michigan Association of Intermediate School Administrators General Education Leadership Network Early Literacy Task Force (2016). Essential instructional practices in early literacy: Prekindergarten. Lansing, MI: Authors.
literacyessentials.org
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Some photographs in this part of the presentation are from Bennett-Armistead, Duke, and Moses (2007) and Duke, Moses, Billman, Zhang, and Bennett-Armistead (2012).
Duke
Duke
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Duke
What Can Be Developed from Playing with Sounds in Words? • Phonological Awareness is conscious
attention to the sounds of spoken language• Includes awareness of:
§ Words§ Syllables (unit of pronunciation consisting of a vowel
alone or a vowel with a consonant)§ Onset and Rime (onset is the consonant sound of a
syllable that comes before the vowel, rime is vowel sound and everything that comes after it)
§ Phonemes (smallest unit of sound)Duke
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What Can Be Developed from Playing with Sounds in Words? Phonemic blending and phonemic segmentation appear to be especially important to learning to read and write:• phonemic blending is needed for
decoding (after “sounding out,” the phonemes need to be blended to make a word)
• phonemic segmentation is needed forspelling
• initial phoneme segmentation needed for“___ is for ________” to be meaningful D
uke
Syllables Rhyming Individualor beats phonemes
Beginnings Ends Middles
Recognition Generation
Blending Segmenting Manipulation
Duke
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Available free at: http://w
ww.naeyc.org/yc/files/yc/file/
201503/YC0315_Block_O
nline.pdf
Despite all these Complexities• We should still teach letter names (Piasta,
Purpura, & Wagner, 2010).• But we should be explicit about their
limitations when necessary.• And we should also place a lot of emphasis
on letter-sound associations.
Duke
Some Resources
An Article:Piasta, S. B. (2014). Moving to assessment-guided differentiated instruction to support young children’s alphabet knowledge. The Reading Teacher, 68, 202–211.
A Book:
Duke
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Name Writing Texts that are Personally Meaningful to Children
Interactive Writing• Interactive writing involves young children in
contributing to a piece of writing led by theteacher.
• It is synonymous with or similar to (dependingon whose description you read) shared writingor “sharing the pen.”
• There are multiple studies indicating thatinteractive writing fosters literacydevelopment. (Let’s look at the endnotes!) Duke
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Scaffolded Writing, in brief
(e.g., Bodrova & Leong, 1998)• Ask the child the message she/he would like
to write.• Repeat this message with the child.• Draw one line for each word using a
highlighter or pen.• Have the child write one “word” per line
(however the child can).• Read and reread the message as needed.
Duke
Duke
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Linking Standards, Assessment, and InstructionStandard What does this
standardmean?
How can I observe or assess for this standard?
How can I support children in meeting this standard?
Duke
A Classic Supporting Study
Bell, Y. R., & Clark, T. R. (1998). Culturally relevant reading material as related to comprehension and recall in African American children. Journal of Black Psychology, 24, 455-475.
Duke
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• 109 first- through fourth-graders who wereAfrican American
• Three conditions:• Black characters, African American
themes• White characters, traditional/Euro-
American themes• Black characters, traditional /Euro-
American themes• Recall measure• Comprehension measure
Duke
• Higher comprehension, but not recall, withBlack characters
• Higher comprehension and recall withAfrican American themes
Duke
Duk
e
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Collaboration with families in promoting literacy
A two-way street• Families can inform our work with children.• We can inform families’ work with children.
Common (and incorrect) perceptions• The parents just don’t care about their
children’s achievement.
• The family is lazy.
• The problem is that they don’t speak English.
• The children have no background knowledge
or vocabulary.
Real-world Literacy PracticesLiteracy for Life Project (Anderson,
Purcell-Gates, Lenters, & McTavish, 2011-2012)
• Intergenerational program• Focused on families who are immigrants
or refugees• Sensitive to cultural backgrounds• Sensitive to low levels of literacy• Focused on real-world literacy practices
Ande
rson
, J.,
Purc
ell-G
ates
, V.,
Lent
ers,
K.,
McT
avis
h, M
. (20
11-2
012)
. Rea
l-wor
ld li
tera
cy
activ
ity in
pre
-sch
ool.
Com
mun
ity L
itera
cy
Jour
nal,
6(2)
, 75-
95. D
OI:
10.1
353/
clj.2
012.
0022
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Real-world Literacy Practices
”We defined real-world literacy activity as
the reading, writing of, or listening to (a)
real-world texts for (b) real-world purposes
within (c) real-world social activity
contexts” (p. 79).
Anderson, J., Purcell-Gates, V., Lenters, K., McTavish, M. (2011-2012). Real-world literacy activity in pre-school. Community Literacy Journal, 6(2), 75-95. DOI: 10.1353/clj.2012.0022
Real-world Literacy Practices“The children did gain significantly in their literacy knowledge compared with the norm as measured by the Test of Early Reading Ability -3 (Reid, Hresko, & Hammill) . . .” (p. 78)
Anderson, J., Purcell-Gates, V., Lenters, K., McTavish, M. (2011-2012). Real-world literacy activity in pre-school. Community Literacy Journal, 6(2), 75-95. DOI: 10.1353/clj.2012.0022
Beyond Bedtime Stories. . .
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Engaging Families in Children’s Literacy Development: A CompleteWorkshop Series** I receive no royalties for sale of this product.
A collaboration with Kathryn Roberts and Gail Jordan; and Kate provided some of the slides that follow.
Five SessionsSession 1: Introduction: Literacy Happens in the
Home
Session 2: Literacy Happens in the Living Room
Session 3: Literacy Happens in the Kitchen
Session 4: Literacy Happens in the Bedroom and Bathroom
Session 5: Literacy Happens Out and About
Session Structure• Meal and social time
• Welcome and introduction (10 – 15 minutes)
• Video viewing and discussion (15 minutes)
• Literacy activities overview (15 minutes)
• Family participation in literacy activities (50
minutes)
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Literacy Activities OverviewTwo activities for each of the following:
• Concepts of Print
• Phonemic Awareness
• Letter-Sound Identification
• Oral Language
• Comprehension
• Writing
ResultsChildren whose families were randomly assigned to
the experimental group scored statistically significantly higher at post-test (with Mann Whitney) on the:
• expressive subscale of the Test of SemanticSkills-Primary (TOSS-P)
• print and word awareness on the PhonologicalAwareness Literacy Screening (PALS-PreK)
• comprehension passages, set B
Summary
• Inequity in literacy is apparent early.• There are many reasons to attend to early
literacy.• Specific practices have been shown to foster
literacy development in preschool.
Ready At Five School Readiness Symposium