Early Literacy Development

The foundation for life-long literacy is established during infancy and the early childhood years. Emergent literacy and language acquisition skills precede the ability to read and write and influence later literacy skills development (CCEERC, 2204). Unfortunately, children from economically and disadvantaged families begin formal schooling with limited exposure to books and underdeveloped literacy and language skills (Entwistle, Alexander, & Olson, 1997; Snow, Burns, & Griffin, 1998), As a result, language-and-literacy-rich home and preschool environments are crucial for narrowing these gaps and reducing low-income children's risk for academic failure.

English Language Learners (ELL) may require time to acquire early language and literacy skills. In addition, a child with a disability may find learning more than one language to be problematic, and this may jeopardize the child's development in language and other developmental areas (Torres, 2005). Teacher knowledge, respect and support for the diversity of children's families, cultures, and linguistic backgrounds are especially important with these children and families (Strickland & Riley-Ayers, 2006). Teachers need to respect home languages and cultures, but they also must be skilled communicators and negotiators with families in deciding when English should be introduced and how and when the child's native language will be used (Bredekamp, 2000).

Early Literacy Websites

• Reading Rockets has links to several important research reports that can be used to guide decisions about instruction. Find ideas for teaching techniques, blogs for first year teachers, suggestions for books and more.

• The ZERO TO THREE site includes many resources for interventionists and parents to learn about supporting children's development during daily routines. Several resources provide information how early language and literacy skills develop during the first three years of life and provide age-appropriate language building suggestions for infants and toddlers.

• The International Reading Association (IRA) website includes articles, position statements, pod-casts and multi-media presentations on a variety of topics related to reading. Find information on research and practices related to early childhood, English-language learners, and language and cultural diversity.

• Center for Early Literacy Learning (CELL) is a research-to-practice technical assistance center funded by the U.S. Department of Education, Office of Special Education Programs, Research to Practice Division. CELL promotes the adoption and sustained use of evidence-based early literacy learning practices by early childhood intervention practitioners, parents, and other caregivers of young children, birth to five years of age, with identified disabilities, developmental delays, and those at-risk for poor outcomes. Visit the website to find brief, easy to read summaries of current research. Recent summaries include (1) promoting early literacy through experience with print and language and (2) enhancing early literacy learning through children's active participation in reading and stroytelling.

• Visit Webbing Into Literacy (WIL) this site to learn about the Webbing into Literacy (WIL) program which was designed to provide rural Head Start teachers with materials and instruction to launch America's young children on successful academic careers. WIL began as a component in a "best practices" study conducted by Dr. Laura B. Smolkin, Principal Investigator of the National Center for the Improvement of Early Reading Achievement (CIERA).