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Preface

It is the supreme art of the teacher to awaken joy in creative expression

and knowledge.
Albert Einstein

My early memories of childhood experiences are the ones when I was busy
playing, doing art projects, going to the library, and building things with
blocks and Legos. Einstein’s quote is one of my favorites because I believe
creative expression and knowledge begin at a very early age in a child’s cog-
nitive, social, and emotional development.
Susan E. Israel

E arly Reading First and Beyond is a book about prekindergarten literacy skill
development, which research shows plays a key role in a child’s later suc-
cess in reading achievement. The U.S. Department of Education’s response to
this research is the Early Reading First initiative—a program that emphasizes
the importance of educating teachers who work with emerging readers. Based
on the report of the National Reading Panel, Early Reading First is part of the
No Child Left Behind act. The primary goal of Early Reading First—the develop-
ment of literacy skills from birth to kindergarten—is the focus of this book.
What motivated me to write this book was my love for small children—all
small children, not just a few—who deserve to have opportunities during vital
developmental moments in their lives for those rich literacy engagements that
lead to success later in life. This book provides the tools and resources for early
childhood educators to unlock children’s creativity to inspire them to develop
readiness skills for kindergarten based on the Early Reading First initiative.
The goal of all teachers serving our young children should be to be highly
qualified in their area of expertise. In addition, each teacher needs a willingness
to engage in professional development for continued growth. It is my hope that
by reading this book, early childhood educators will benefit from my research,
experiences, and understanding of the time in a child’s life from birth to kinder-
garten. This book will be useful as teachers reflect on their own professional
development needs.

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viii EARLY READING FIRST AND BEYOND

LEAVING NO EARLY CHILDHOOD

EDUCATOR BEHIND
This book was written to meet the needs of educators at the emergent level who
work to develop literacy for early primary grade children. The responsibility of
scaffolding early primary grade children toward future literacy success does not
rest in the hands of only a few people. Those who will benefit from reading this
book include the following:

• Early childhood educators

• Administrators in early childhood
• Undergraduate or graduate-level professionals who teach early childhood
courses in literacy and education
• School leaders who wish to engage in professional development
• Literacy coaches
• Early primary reading specialists
• School district curriculum developers
• Policymakers who work in early childhood
• Librarians who engage in literacy development activities
• Most important, parents of young children who desire to understand
and implement Early Reading First goals

THINKING CREATIVELY ABOUT EARLY

CHILDHOOD LITERACY DEVELOPMENT
This book offers the field of literacy a format that will appeal to those working
with early childhood–age children or those who want to construct early child-
hood programs of excellence. It also provides teachers and parents with cre-
ative teaching that will guide their instruction related to the key components of
Early Reading First. Table 0.1 provides an overview of research and strategies
you will find in this book.
Detailed current research-based strategies with literacy instruction that
integrate the key components presented are as follows:

• Oral language
• Alphabetic knowledge
• Phonological awareness
• Print awareness

Each chapter includes unique features to aid in developing a deeper under-

standing of the chapter contents for the readers. The unique features provide a
consistent reading path throughout the book, making reading comprehension
more efficient for the reader. These unique features are as follows:

Vignettes: An opening vignette illustrates the chapter contents and highlights

key aspects of experiences in early childhood. Vignettes are provided to stimu-
late the reader’s background knowledge on the topic.
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PREFACE
ix
Table 0.1 Matrix of Early Reading First Research, Strategies, and Benefits

Read This This Should Be The Research-Based To Increase Home-

Chapter to Important Strategies You Can School Connections You
Learn . . . You Need to Know . . . Because . . . Learn About Are . . . Can . . .

Chapter 1: Early Goals Pathway to How to self-assess Host information

Reading First change workshops, listen to
ideas

Chapter 2: Oral How oral language Oral language can Dialogic discussions, Teach storytelling,
Language develops be nurtured scaffolding statements, prompts, rereading,
functions and discussions

Chapter 3: Letter-sound Predictor of Mnemonic literacy, Communicate

Alphabetic connections later reading integration, reading resources that are
Knowledge achievement ABC books and effective, teach how to
wordless picture books, use books to develop
coaching strategies letter-sound

Chapter 4: Segmentation, Children need to Multisensory Read-aloud strategies,

Phonological blending master one or two approaches, elements teaching tips
Awareness skills of teaching vowels
and consonants

Chapter 5: Print Functions of a book Increase reading Overview books, Use predictable books,
Awareness prior to awareness function watch the TV show
kindergarten cards Between the Lions

Chapter 6: Early Cognitive, social, Impacts motivation How to use literacy Share talents, weekly
Literacy and emotional and learning tools effectively newsletters, home
Classrooms of aspects service activities
Excellence

Research That Early Childhood Teachers Need to Know: This section is designed to
present background knowledge about each component of Early Reading First
legislation or other scientifically validated components.

New Classroom-Proven Research-Based Practices: In this section, validated

instructional practices address the goal of the literacy domain discussed in each
chapter.

Early Reading First Assessment Tools: To meet the goals of Early Reading First,
every chapter provides concrete methods that teachers can use as a screening
tool for students who might be at risk for reading failure. The types of assess-
ments recommended are brief, easy to use and interpret, administered individually
or in small groups, and used to identify at-risk children. The recommended assess-
ments are not meant to track children but to identify those at risk and to provide
intervention prior to kindergarten.

Differentiating for Early Learners With Individual Needs: This unique feature
describes how to make adaptations and differentiate instruction for preschool
children with special needs. Chapters focus on strategies that guide teachers on
how to differentiate activities.
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x EARLY READING FIRST AND BEYOND

Teaching Tips That Increase Home-School Connections: Since the inclusion of

parents is a vital element in the early childhood years regarding literacy growth,
this unique feature can be found in a gray box in each chapter. The tips focus on
content-specific approaches that teachers can share with the parents of children
in their classroom that can easily be implemented in home environments.

Literacy Treasure Chest: This unique feature can be valuable for teachers who
want new ideas on specific literature that supports chapter contents.

Facilitator’s Guide: At the end of the book is a helpful guide for those who want
to use this book in professional development sessions or study groups. Helpful
resources include Tips for Facilitators, Needs Assessments, Reproducibles, and
Children’s Book Lists

This book is also organized around specific standards set forth by the
International Reading Association (IRA). A matrix that shows how this book
connects with the IRA standards is included in Table 0.2. This table is valuable
to educators working with preschool children because the specific areas of pro-
fessional development you are focusing on provide you with a quick reference
to specific chapters that support a standard.
In conjunction with the standards set forth by the IRA, the contents of this
book answer the following questions:

Questions About Knowledge Function

What is Early Reading First, and how do I implement the components into
my curriculum?
What does current research say about oral language, alphabetic principle,
phonemic awareness, and higher-level thinking?
What are stages of language development and reading acquisition, and
what can I do to facilitate growth?

Questions About Instructional

Strategies and Curriculum
What are effective research-based strategies I can use today?
How do I respond to critical issues in early childhood programs?
What type of literature helps develop Early Reading First components, and
what are some popular titles that children will enjoy?

Questions About Assessment,

Diagnosis, and Evaluation
How can I evaluate my beliefs about individual aspects of Early Reading
First components?
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PREFACE
xi
Table 0.2 Early Reading First and Beyond Chapter Correlations With IRA Standards

IRA Standard 1: Functional Knowledge Chapters

Element 1.1 Knowledge of psychological and linguistic 2, 3, 4
foundations of reading and writing processes and instruction
Element 1.2 Knowledge of reading research and histories of reading 1, 2, 3, 4, 5, 6
Element 1.3 Knowledge of language development and reading 3, 4, 5, 6
acquisition and the variations related to cultural and linguistic diversity

IRA Standard 2: Instructional Strategies and Curriculum Materials Chapters

Element 2.1 Use instructional grouping options as 2, 3, 4, 5, 6
appropriate for accomplishing given purposes
Element 2.2 Use a wide range of instructional practices, approaches, 2, 3, 4, 5, 6
and methods, including technology-based practices for learners at different
stages of development and from different cultural and linguistic backgrounds
Element 2.3 Use a wide range of curriculum materials in effective reading 2, 3, 4, 5, 6
instruction for learners at different stages of reading and writing
development and from different cultural and linguistic backgrounds

IRA Standard 3: Assessment, Diagnosis, and Evaluation Chapters

Element 3.1 Use a wide variety of assessment tools and practices that range
from individual and group standardized tests to individual and group informal
classroom assessment strategies, including technology-based assessment tools 2, 3, 4, 5, 6
Element 3.2 Place students along a developmental continuum and identify
students' proficiencies and difficulties 1, 2, 3, 4, 5
Element 3.3 Use assessment information to plan, evaluate, and revise effective
instruction that meets the needs of all students, including those at different
developmental stages and those from different cultural and linguistic backgrounds 2, 3, 4, 5, 6

IRA Standard 4: Creating a Literate Environment Chapters

Element 4.1 Use students’ interests, reading abilities, and backgrounds 1, 2
as foundations for the reading and writing program
Element 4.2 Use a large supply of books, technology-based information, 2, 3, 4, 5
and nonprint materials representing multiple levels, broad interests, cultures,
and linguistic backgrounds
Element 4.3 Model reading and writing enthusiastically as valued lifelong readers 2, 3, 4, 5, 6

IRA Standard 5: Professional Development Chapters

Element 5.1 Display dispositions related to reading and the teaching of reading 1, 2, 3, 4, 5, 6
Element 5.2 Continue to pursue the development of professional knowledge 1, 2, 3, 4, 5, 6
and dispositions
Element 5.3 Work with colleagues to observe, evaluate, and provide feedback 1, 6
on each other’s practice
Element 5.4 Participate in, initiate, implement, and evaluate professional development programs 1, 2, 3, 4, 5, 6
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xii EARLY READING FIRST AND BEYOND

What assessments are appropriate to use with primary children?

What should the goals of assessment be in early childhood centers of
excellence?

Questions About Creating a Literate Environment

What environmental factors influence early literacy growth?
How do I integrate components of early reading first in early childhood
environments?
What types of home-school connections will enable higher levels of read-
ing achievement?

Questions About Professional Development

Where can I obtain information about Early Reading First?
What are suggestions for grant writing?
What are some recommended professional development resources that will
help me learn more about Early Reading First components?

After reading this book, if you have a deeper understanding of the critical
developmental aspects of the key components of this book—oral language,
phonological awareness, print awareness, alphabetic knowledge, and enriched
early literacy environments—the goal of this book will have been achieved.