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A Workshop for Library Staff
Every Child Ready to Read® @ your library®, PLA and ALSC logos are registered trademarksof the American Library Association and are used with permission.
Reading—The Dismal Statistics
More than 40 % of U.S. adults have poor reading skills.
And are significantly more likely to
Live in poverty
Engage in crime
Live unhealthy and shorter lives
National Assessment of Adult Literacy
●What did young children need to know to be ready to learn those reading skills in school? What did they need to know BEFORE they learned to read?
●Studies turned to the preschool years and earlier.
By age three, the total gap between children in high and low social-economic homes
was 30 million words.
Photo: http://www.babyispeech.com/30-million-word-gap.html
● These children who heard fewer spoken words also heard fewer books read to them—25 hours compared with over 1,700 hours.
● They heard more 'business talk', not 'play talk'. Hart, Betty, Risley, Todd. Meaningful Differences in the
Everyday Experiences of Young American Children, 1995,Brookes.
Parent Affirmatives vs Prohibitions
● Affirmative words and discouraging words:● Professional family 6:1
– Ratio of 6 encouragements to 1 discouragement
● Working class family– Ratio of 2 encouragements to 1
discouragement● Welfare family
– Ratio of 1 encouragement to 2 discouragements
Arsaga, Ava. What is Language Dancing and Why Is It So Important to Parents?
Early studies
● Linked positive adult-child interactions, a child's emotional security and a child's willingness and ability to learn.
Literature Review 2010. everychildreadytoread.org.
Photo: Dallas Pubic Library Born to Read Baby
Photo: Johnson Memorial Health. Our Blog
The research
Makes a compelling argument for programs that teach parents what their children need to know in
order to learn to read.
What Language Dancing Is and Why Is It So Important to Parents?
Photo: www.readingrockets.org
It's about brain development and connections. It starts with a brain cell, called
We are born with 100 billion neurons, but many of these brain cells are not connected to each other. That's what happens next—the connections, which is brain development.
Oregon Library and Support Development Services
Oregon Library and Support Development Services.
Use It or Lose It!
Oral language is the foundation for both early literacy and later literacy.
It encompasses all the early literacy components.
Hear what the experts say at Children of the Code:
http://www.childrenofthecode.org/Tour/c3b/language.htm
More Dismal Statistics
1/3 of children begin school without the necessary skills needed to be able to learn to read.
Irwin, Julia. Preparing Children for Reading Success. p. 7.
Photo: www.dailymail.co.uk
childrenlearningreading.com
This 400+ page report drew important conclusions about the most effective ways to teach children to read.
And Still More Research...What do children need to know BEFORE they are ready to learn to read?
● A strong vocabulary, experience with spoken language and exposure to shared reading.
● Intentional explicit instruction in certain skills.
Ghoting, Saroj. Early Literacy Storytimes @ Your Library. p.3-15 Photo: www/dailymail.co.uk
Six Early Literacy Skills—the Precursors to the Reading Skills
Print Motivation—loving books & reading
Vocabulary—knowing the names of things
Narrative Skills—telling stories
Six Skills Children Need to Know BEFORE They Can Learn to Read
Phonological Awareness—hearing small sounds in words & letters
Print Awareness—noticing print all around
Letter Knowledge—knowing about letters
Photo: Starke County District Library Early Literacy Blog
Photo: Northeast Library System. “Every Child Ready to Read @ Your Library.”
In 2000, The Association for Library Service to Children and the Public Library Association partnered with the
National Institute of Health to conduct studies and research about the most effective ways to combat
illiteracy from a young age.
Targeted the 6 skills research had identified as essential
Provided intentional instruction to parents and caregivers
Developed instructional materials for librarians
Photo: www.dallaslibrary2.org
Why Libraries?
The mission of most libraries has been to provide an early literacy focus, but it was usually directed toward children.
With ECRR the focus changed to educating parents and caregivers in an effort to have a greater impact on early literacy.
Fun With ECRR 1 & the Skills!How Do We Teach the Skills?
● Sing & Rhyme!● Re-tell a Story!● Notice print!● Learn about letters!● Learn new words!● Have fun!
The studies continued—and it was still all about oral language
● Children need to hear and use● Rich & abstract vocabulary● Complex sentences● Words to express ideas and ask questions
National Institute for Literacy. “Learning to Talk and Listen.”
Changing ECRR...
● What were the most essential skills children needed to know?
● What was the best way to teach them?● What was the best way for libraries to be
involved?
Read. Learn. Grow.
● Evaluation of Every Child Ready to Read 1st Edition
● Full Evaluation Report (2010)● Literature Review (2010)
www.everychildreadytoread.org
Constrained and Unconstrained Skills
Row 1 Row 2 Row 3 Row 40
2
4
6
8
10
12
Column 1
Column 2
Column 3
Children need ALL the early literacy components
● Starting from birth....
Ghoting, Soroj. Early Childhood Literacy Consultant. “Early Literacy and You: An Overview of Early Literacy.” Photo: Mid-Continent Public Library. “Every Child
Ready to Read: Reading.”
The importance of the environment
● Play spaces can be a major role in promoting these skills.
BECAUSE...
Language
● Is the fundamental basis for early literacy learning.
● Play helps develop critical skills especially when adults engage their children in exploratory conversation.
Every Child Ready to Read @ Your Library. “Literature Review (2010).”
Graphic: Catholic Education Commission of Victoria. Oral Language: Supporting Early Literacy
Reading is
● A potent support for literacy learning● BUT how children experience shared reading
makes a difference.
ABC Music & Me. “Ten Ways Parents Can Boost Children's Early Literacy Development.”
Writing
Emergent writing is strongly connected to a child's development of early literacy skills.
Changes were recommended and
ECRR 2 was released in 2011 ● With a focus on teaching parents and
caregivers five practices they could use with their children to teach early literacy.
● A greater emphasis on oral language and early literacy components
Teaching parents and caregivers
●Was always a focus of ECRR
●Now with ECRR 2, research reflected better ways to teach them
●The focus turned to how to teach the skills: the practices:
Letter Knowledge
Phonological Awareness
Conventions
Vocabulary
Background Knowledge
Oral Language
Having parents teach specific literacy skills to their children was two times more effective than having parents listen to their children read and six times more effective than encouraging parents to read to their children.National Institute of Literacy—The Effect of Family Literacy Interventions on Children's Acquisition of Reading, 2006.https://lincs.ed.gov/publications/pdf/lit_interventions.pdf
Writing
Writing and reading develop concurrently
Ghoting. Storytimes for Everyone. p. 22, 36
Talking
● Talking is key to developing oral language. ● Adults can be most effective when they
● Talk a lot● Incorporate gestures● Use a wide variety of words
Ghoting. Storytimes for Everyone.15-16, 32-34
Photo: Connetquot Public Library Journey Into Storytime. “Baby Play and Grow.”
Photo: Room to Grow: Making Early Literacy Count
Librarians can encourage parents to talk more with their
children
Ghoting. Storytimes for Everyone. p. 17.
Babble with your baby; mimic gestures & sounds. Add to what your older child says.
Photo: Wallis
Strive for Five
Aim for at least 5 turns between the adult and child. (adult-child-adult-child-adult-child...)
Photo:Tiny Steps Mommy
Content matters
● Fill conversations with● Ideas, facts, connections, observations, and
feelings related to what is happening
● This kind of talk is easy while doing familiar activities or during play.
Building Blocks: Speech, Language, Literacy. “4 Strategies to Facilitate Communication Skills with Toddlers.”
Playing
Children develop oral language.
Photo: Johnson Memorial Health Our Blog
Play
● Is based on a child's own interests and in what he or she already knows.
● Children learn best when they are building on what they know.
Ghoting. Storytimes for Everyone. p. 23.
Singing and Rhyming
● Help teach the rhythm and sounds of language and words.
● Help teach listening skills, rhyme and vocabulary.
Singing
Slows down language allowing children to hear the smallestsounds in words.
Printable Colouring Pages http://printablecolouringpages.co.uk/
Rhyming
Most children who cannot rhyme by age 4 will have difficulty learning to read.
Old Mother GooseOld Mother Goose, when she wanted to wander,Would fly through the air on her very fine gander!
Reynolds, Mary. “Effect of Instruction on the Development of Rhyming Skills in Young Children.”
Reading● Reading is “the single most important activity
for building the knowledge required for eventual success in reading.”
● Reading is a kind of language dancing.
Parent Cortical Mass. “What Is 'Language Dancing' and Why Is It Important to Parents?”
Photo: On Raising a Smart Kid
Photo: Preschoolers Learning
Shared Reading is an opportunity for conversation
www.earlylit.net
MANY books are perfect for shared reading.
Read stories more than once
● Studies showed children comprehended more and spoke more new words after listening to a book 3 times
● And actively involved children learned more.
Ghoting. Storytimes for Everyone. p.19-21.
Reading Helps Children Learn
Photo: RIF Reading Is FundamentalPhoto: Edu 101
Picture: Storytime at Campbell
VocabularyPhonological Awareness
Background Knowledge
Letter Knowledge
Print Conventions
The language librarians use changed
But the why still matters.
Ghoting, Saroj. Storytimes for Everyone. p. xiii.
Phonological Awareness
Print Conventio
ns
Letter Knowledge
Vocabulary
Background
KnowledgeOral Language
The library setting changed, too
● Play & craft spaces with early literacy intent ● Cozy spaces for shared reading
Ghoting, Saroj. Storytimes for Everyone. p. 36-37.
The books librarians use and recommend
Include nonfiction--informational books
Ghoting, Saroj. Storytimes for Everyone. p. 50-51.
Storytimes include
● Early literacy tips.● A focus on at least one early literacy skill.
Ghoting, Saroj. Storytimes for Everyone. p. 75-81.
Hands on activities that teach background knowledge
30 Million Word Gap: The Power of Parent Talk
● Quality of communication—not the number of words.
● Parentese with infants MATTERS.● Total number of words had no correlation with
future ability.
Quenqua, Douglas. “Quality of Words, Not Quantity. Is Crucial to Language Skills, Study Finds.”
Where ECRR Fits: the Latest Research
● It sounded good and anecdotally it worked, but it was time to test it.
● A study was undertaken by the University of Washington with many supporting organizations to study the effectiveness of Every Child Ready to Read.
VIEWS2 Valuable Initiatives in Early Learning that Work Successfully asked:
● Does intentional instruction change the behavior of the storytime librarian, caregiver, and/or parent?
● Does it change how children learn?
Photo: http://sfearlyliteracynetwork.blogspot.com
After 2 years the study shows that
Purposeful focus on early literacy principles makes a difference in programs and in children’s early literacy behaviors.
It's what most of us already knew...
Library Staff & Early Literacy
● Even though the practices are stressed with parents, staff need to know
● the terms of early literacy—the skills and components and their meaning
● the progression of development ● activities that support each early literacy
component/skill.
Fast FactsParents are their children's first and best teacher.
The ability to read does not develop naturally.
Reading with children every day is not sufficient—it needs to be fun.
Children learn by doing and being actively engaged, including the reading and sharing of books.
Talking with a child even from birth makes a significant difference in the development of overall vocabulary.
When you talk with a child—even an infant—wait at least 5 seconds for a response.
Children’s books contain 50 percent more rare words than prime-time television or the conversations of college graduates.
National Institute for Direct Instruction. “Vocabulary/Oral Language/Comprehension: Some Research Findings.”
● Is a parent education initiative● Affirms that reading is an essential life skill ● Teaches that learning to read begins at birth.● Supports lifelong learning as a primary role of
public libraries.
It works, it's fun, it changes lives, and it proves that
Slide Show Created byLinda Johnsen
Branch Head, Cedar Lake BranchLake County Public Library
www.lcplin.org
Getting Ready to Read Is Fun! @ the Library!
More at http://ecrrlcpl.blogspot.com/
Every Child Ready to Read @ Your Library: A Workshop for StaffWorks Cited
ABC Music & Me. “Ten Ways Parents Can Boost Children's Early Literacy Development.” Web 18 April 2015. URL: http://blog.abcmusicandme.com/ (picture slide 37)
Anne Arundel County Public Library: Life Expanded. “Every Child Ready to Read.” Web 17 April 2015. URL: www.aacpl.net. (picture slide 79)
Arsaga, Ava. What is Language Dancing and Why Is It So Important to Parents? Parent Cortical Mass. http://www.parentcorticalmass.com/. Web 19 April 2015.
Building Blocks: Speech, Language, Literacy. “4 Strategies to Facilitate Communication Skills with Toddlers.” Web 21 April 2015. URL: http://buildingblockslanguage.com/2014/03/04/4-strategies-to-get-your-toddler-talking/. (picture slide 50)
Catholic Education Commission of Victoria. Oral Language: Supporting Early Literacy. Web 18 April 2015. URL: http://www.olsel.catholic.edu.au/ (picture slide 36)
Center for Early Literacy Learning. Implementing Effective Practices to Support Young Children’s Social Emotional, Language, and Early Literacy Development. Web 18 April 2015. URL: http://earlyliteracylearning.org/TACSEI_CELL/project_files/level_3_7.html. (picture slide 39)
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