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Evidence-Based Practices for Promoting the Literacy Development of Infants, Toddlers, and Preschoolers Rebecca Holland-Coviello, Ph.D. American Institutes for Research Washington, DC Anya Robyak, M.Ed. Orelena Hawks Puckett Institute Asheville and Morganton, NC

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  1. Evidence-Based Practices for Promoting the Literacy Development of Infants, Toddlers, and Preschoolers Rebecca Holland-Coviello, Ph.D. American Institutes for Research Washington, DC Anya Robyak, M.Ed. Orelena Hawks Puckett Institute Asheville and Morganton, NC Presentation made at the West Virginia Celebrating Connections Conference Charleston, West Virginia February 20, 2008

  2. Describe the major goals of the Center for Early Literacy Learning (CELL) Describe early literacy development in children birth to five Provide materials on how to implement evidence-based practices supporting the early literacy development of children with developmental delays and disabilities.  Discuss ways CELL Practice Guides can be disseminated and used by parents, practitioners and technical assistance providers. Purposes of the Presentation

  3. Funded by the Department of Education’s Office of Special Education Programs Partners: Orelena Hawks Puckett Institute www.puckett.org American Institutes for Research www.air.org PACER Center www.pacercenter.org AJ Pappanikou Center for Excellence in Developmental Disabilities www.uconnucedd.org The Center for Early Literacy Learning

  4. What you’ll find there: CELLpapers are articles that provide background information about the conceptual frameworks used to guide Center for Early Literacy Learning activities and the results of evaluation and research studies conducted by CELL staff. CELLreviews are practice-based research syntheses of early communication, language, and literacy development. These syntheses involve systematic analysis and integration of small bodies of research that have investigated the same or similar practices having the same or similar outcomes. CELLnotes are one- to two-page summaries of the findings from practice-based research syntheses. These summaries, written in a user-friendly format, are designed specifically for practitioners and parents. CELL Practice guides and CELL Toolkits as they become available. CELL website: www.earlyliteracylearning.org

  5. Synthesize research evidence on effective early literacy learning practices and interventions Develop evidence-based practices from the findings of this research Implement and evaluate the use of evidence-based practice guides Conduct general and specialized technical assistance promoting the adoption and use of evidence-based early literacy learning practices CELL Aims

  6. Phonological Awareness Oral Language Print Awareness Listening Comprehension Written Language Alphabet Knowledge Text Comprehension Domains of Early Literacy

  7. Alphabet Knowledge

  8. Listening Comprehension

  9. Oral Language

  10. Phonological Awareness

  11. Print Awareness

  12. Text Comprehension

  13. Written Language

  14. Early Factors Influencing Literacy Learning Literacy-Rich Environments Instructional Practices Literacy Skills Child Interests

  15. Cycle of Mastery Interest Literacy Activities Mastery Engagement Competence

  16. Specialized Practices Instructional Practices Literacy-Rich Learning Opportunities Hierarchy of Early Literacy Learning Early Childhood Intervention Practices

  17. National survey of the desired and actual use of early literacy learning practices Study participants 230 parents of preschool children in Part C and Part B(619) programs 508 Part C and Part B(619) practitioners 140 Part C and Part B(619) technical assistance providers/trainers Status of Early Literacy Learning Practices in Part C Early Intervention and Part B(619) Preschool Special Education Programs

  18. Parents

  19. Early Intervention and Preschool Special Education Practitioners

  20. Procedure forLinking Research to Practice Practice-Based Research Syntheses Isolating the Practice Characteristics That Matter Most Evidence-Based Practice Guides

  21. Framework for DevelopingEvidence-Based Practice Guides Practitioner INTERVENOR Parent Linguistic Processing Abilities CATEGORIES OF LITERACY LEARNING Print-Related Abilities Preliteracy Emergent Literacy Early Literacy STAGE OF LITERACY LEARNING

  22. Promote literacy-rich learning opportunities that are contexts for skill acquisition. Contain the instructional practices that can be used to promote early literacy learning. Include adapted practices that support the literacy learning of children with disabilities or learning difficulties who require more specialized interventions. CELL Practice Guide Interventions

  23. Categorization Scheme of CELL’s Instructional Practices

  24. What is the practice? What does the practice look like? How do you do the practice? How do you know the practice worked? Literacy Practice Guides

  25. This section gives a one- or two-sentence description of the experience or opportunity used to promote a child’s production of literacy-related behaviors or skills. It includes: A general statement of the practice A statement of the benefits of the practice What is the practice?

  26. What is the practice? Age-old and well-loved fingerplays and nursery rhymes provide infants many different kinds of opportunities to hear sounds and be part of fun and enjoyable activities. The activities in this practice guide include ideas for how to introduce and use simple fingerplays and nursery rhymes with your child for her to learn sounds and become part of storytelling.

  27. This section paints a picture of what one would see when observing the practice being implemented. It includes: A description of the child’s behavior or action A description of the consequence(s) of the child’s behavior or action What does the practice look like?

  28. What does the practice look like? Long before infants learn to say words, they use gestures and other movements to tell us what they want and what they enjoy. Infant fingerplays and simple nursery rhymes are especially enjoyable ways of adding sounds and words to movements in fun ways. Made-up fingerplays as well as many you can find on the Web by searching infant fingerplays are likely to be sure winners for your child.

  29. This “how to” section tells what a parent or practitioner can do to engage a child in an activity that provides a context for literacy-related behavior expression. It includes: The child interest-based features of the practice The literacy-related context (environment) of the learning opportunities The instructional practice(s) best suited for promoting child production of literacy-related behavior What or how the parent or practitioner can make adaptations or accommodations (if appropriate) to the practice How do you do the practice?

  30. How do you do the practice? This practice is simple and straightforward. Find different kinds of movements and gestures your child enjoys and incorporate short, repetitive nursery rhymes into the movements and gestures.  Start by identifying the movements and gestures your child makes in response to being touched. Does your child like to be tickled? Will your child let you put her hands together like clapping? Does your child like having raspberries blown on her tummy? Be sure your child is in a comfortable position. Lying on her back is often best when first using fingerplays and nursery rhymes. If your child is a sitter, that position will work just as well. Fingerplays and nursery rhymes that involve body parts are generally the easiest and best to do. Play Pat-a-Cake by gently putting your child’s hands together and saying the nursery rhyme. This Little Piggy is a good game for infants because they get to see a parent touch the child’s toes while hearing the nursery rhyme. A baby’s first fingerplays and nursery rhymes should be short and very repetitious.  

  31. How do you knowthe practice worked? This section includes the criteria used to measure the benefits or results of using the practice guide. The outcomes are described in terms of changes in literacy-related behavior or skills.

  32. How do you know the practice worked?  Does your child try to make any move-ments when she hears the nursery rhyme? Does your child try to get you to play the game again? Does she make sounds more often while hearing the rhymes?  

  33. Draft Practice GuidesDeveloped-to-Date

  34. Parent/infant games (Sure Winner Lap Games) Scribbling for toddlers (Get Write On It) Oral language for toddlers (Toddlers as Storytellers) Computer-based literacy for preschoolers (Wired to Read) Alphabet toys for preschoolers (AlphaFun) Practice Guide Examples

  35. Shared reading DVD

  36. Scaling up CELL Practices in your program

  37. The adoption of policies, practices, and implementation strategies that promote widespread, sustained use of evidence-based early literacy learning practices by early childhood intervention programs and practitioners serving young children, birth to 5 years of age, and their families to achieve outcomes that are socially and developmentally important and valued CELL Definition of Scaling-Up

  38. CELL Conceptual Model for Scaling-Up National State Regional Vertical Scaling-Up Local End-Users End-Users End-Users End-Users Horizontal Scaling-Up

  39. Helps stakeholders adopt policies, practices, and implementation strategies that promote the effective and sustained use of CELL practices Information Sharing Communities: states share experiences, discuss needs, and explore solutions to early literacy learning challenges Statewide Training Assistance: individual states develop their own training programs for using CELL Toolkits and Practice Guides to improve early literacy outcomes Specialized Technical Assistance

  40. Vision Leadership Team Needs Assessment Outreach and Training Self-Evaluation Building Capacityto Scale Up CELL Practices

  41. What is your vision for early literacy learning in West Virginia? Target groups Goals Agencies involved Timeline State Vision

  42. Who should be involved on a state leadership team? State agencies Programs Local representatives Parent representatives Others? State Leadership Team

  43. Define target groups Set goals Your Vision

  44. Diversify: teachers, supervisors, parents... Think about funding authority, access to key groups. Set up team administrative procedures Meeting schedule Communication Documentation Your Leadership Team

  45. Program level Ask staff Ask parents Discuss with other program site administrators/leaders Curriculum Gaps: early literacy goals vs. guidance on instructional practices Examine against WV Language and Literacy Early Learning Standards Child and family needs Child assessment data Strengths and weaknesses Desired goals and activities Assessing Your Needs

  46. Make a plan with a timeline Include follow-up and evaluation in your plan (more later) Share needs assessment, goals, and plan with stakeholders Justify need Seek input and revise plan Outreach

  47. Consider: Target age/s Current needs Program needs Curricular strengths and gaps Child and family needs in the program Select Practice Guides

  48. Incorporate CELL practices into programs Revisit needs assessment, gaps, and strengths Formal activities may fill gaps; informal activities may be added to enhance existing practices Integrate CELL practices rather than adding Avoid piecemeal approach with other strategies, practices Focus on enhancing rather than changing Increase the odds that the practices will achieve intended effects Increase the quality and quantity of existing practices Refine current practice; become more skillful Increase attention to “natural” formal and informal activities that make a difference Planning for Implementation

  49. From whom will implementers get the CELL Practice Guides? Staff Supervisors, literacy coaches, professional development provider Families Teacher, parent educator, interventionist How will implementers get the CELL Practice Guides? Staff Printed copies, electronic copies (www.earlyliteracylearning.org) In-service training, staff meeting Families Printed copies, demonstration/modeling Home visits, parent meetings/workshops Dissemination & Training

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