William H Teale | University of Illinois at Chicago (original) (raw)
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Books by William H Teale
Afterword by Nell K. Duke: One of the most difficult challenges you face as a teacher is to teac... more Afterword by Nell K. Duke: One of the most difficult challenges you face as a teacher is to teach against the grain: to teach in a way that departs from how you were taught, how your mentor taught, how your friends and colleagues teach. And perhaps few instructional practices are as engrained as teaching a letter a week. But you know now that in this case, teaching against the grain is the right thing to do. Teaching a letter of the week for twenty-six weeks is neither the most effective, nor the most efficient, nor the most compelling way to teach the alphabet to young children. You can do better—much better—and we hope that you can persuade your friends, colleagues, even your mentors to do better too.
I completely understand the insecurities that can come with moving away from a letter-a-week approach. I so appreciate the power of Bill Teale’s review of research to convince us that this is the right thing to do. I so appreciate the confidence-building tools and techniques that Becky McKay shares. I love that Becky provides a tool to help us track which letters and sounds children have learned and which merit further attention. I love that Becky offers many ideas for structuring the curriculum such that it is more meaningful to students than a week on X and actually provides more opportunities for effective alphabet instruction.
As you well know, some children don’t rely on us to develop their alphabet knowledge. Some come to us with deep knowledge of letters and sounds, perhaps even decoding words already. But as you also well know, some children depend almost entirely on us to learn the alphabet. Those children need and deserve for us to teach them letters and sounds, to develop their phonological awareness and print concepts, in the most powerful way we can find. If we’re not confident that we’ve provided this essential foundation in letter–sound knowledge, phonological awareness, and print concepts, we risk setting a negative momentum for children’s literacy: they may enter first grade lacking skills to make sense of new words; they may become reluctant readers who choose to avoid the difficulty of reading new texts; without strong reading lives, they may not gather the background knowledge and habits that will allow them future academic success. That’s what can happen if we don’t employ alternatives to letter-of-the-week.
Mark Twain once said, “Do the right thing. It will gratify some people and astonish the rest.” As you move away from a letter a week, know that Becky, Bill, Ellin, and I will be gratified. And know that your colleagues may well be astonished—astonished at the depth with which you develop students’ alphabet knowledge. Moving away from letter of the week is the right direction for you to go. From here on out, for you ABCs mean A Better Course.
Papers by William H Teale
Language Arts, 2018
This article features a discussion with Dr. William H. Teale about how young children become lite... more This article features a discussion with Dr. William H. Teale about how young children become literate. Drawing on decades of research, he describes how preschool classrooms, practices, and policies can expand the literacy repertoires and nurture the literacy lives of young children.
Principal, 2017
Summarizes recent research that is useful to school principals for leading for reading and writin... more Summarizes recent research that is useful to school principals for leading for reading and writing instruction in their buildings.
Journal of Early Childhood Literacy, 2018
This integrative literature review characterizes early (preschool-grade 3) literacy research appe... more This integrative literature review characterizes early (preschool-grade 3) literacy research appearing in English-language publications during the period from 2006 through 2015. It focuses on studies related to early literacy learning and teaching in home and school/school-like environments. The review sought to answer two questions: (1) What has early literacy research focused on over the past decade? and (2) What has that body of research contributed to our enhanced understanding of early literacy development, teaching, and learning? The results report on patterns of publishing early literacy research in scholarly journals, topics researched, ages of children researched, characteristics of the populations researched, and designs used in early literacy research. In addition, qualitative analyses report on the content and trends of the research for a random sample of studies for each of seven facets of early literacy research: phonics, phonological awareness, reading fluency, vocabulary, reading comprehension, writing, and digital literacies, as well as for the umbrella terms emergent literacy/early literacy/beginning reading. The overall patterns of results found from these analyses are discussed through an historical lens which identified four patterns characterizing early literacy research of 2006-2015: accretion, the influence of "scientifically valid" research, limited response to increasingly diverse student populations, and increased research focus on younger children.
Hoffman, J. L., Paciga, K. A., & Teale, W. H. (2014). Common Core State Standards and early childhood literacy instruction: Confusions and conclusions (UIC Center for Literacy Research Paper). Chicago: University of Illinois at Chicago Center for Literacy., 2014
The Reading Teacher, 2014
What impact can international literature have for today's young readers, and why should we care? ... more What impact can international literature have for today's young readers, and why should we care? In a 2016 Literacy Today article we made the case for why international literature is important for students to read and called for teachers and librarians to include more international literature in their core curriculum, book club activities, and classroom and school libraries (Yokota & Teale, 2016, http://viewer.zmags.com/publication/b508b9bc#/b508b9bc/8). In this article, we follow up that discussion with practical ways to stock those libraries, select teaching materials, and engage students in ways that reflect a commitment to internationalizing the content that they read—as well as the visuals they see—and most importantly, consider the ways in which students understand the values of being able to read and think across country lines.
Children's Literature in Education, Dec 2013
This study analyzed 90 realistic novels written and published in the United States between the y... more This study analyzed 90 realistic novels written and published in the
United States between the years 2000 and 2010 and featuring mixed race characters. The researchers examined specific textual features of these works of contemporary and historical fiction and employed Critical Race Theory to contextualize the books within paradigms about multiracial identity. Findings indicated three broad trends in
representations of mixed race identity with an almost equal number of novels falling among three descriptive categories. Books in the Mixed Race In/Visibility category depicted stereotypical experiences and provided little or no opportunity for critique of racism. Mixed Race Blending books featured characters whose mixed race identity was descriptive but not functional in their lives. Mixed Race Awareness
books represented a range of possible life experiences for biracial characters who responded to social discomfort about their racial identity in complex and credible ways. This study has implications for research and pedagogy in the fields of education and children’s literature as they expand to become more inclusive of this type
of diversity.
Executive Summary: It is now widely accepted that the early childhood period from preschool thr... more Executive Summary:
It is now widely accepted that the early childhood period from preschool through third grade (P-3) is an especially significant—and arguably the most significant—period for learning to read and write in an alphabetic language. Research has been notably productive over the past two decades in helping us understand both the nature of early literacy and evidence-based practices for instruction in preschool and primary grades. As a result, we know quite a bit about what to do: the Illinois Early Learning Standards, Illinois Kindergarten Standards, and Illinois/Common Core State Standards-ELA are all aligned with current literacy research and ambitious practice. And yet, state, national, and international indicators suggest that we have not made significant strides in raising overall levels of early literacy achievement in the U.S. or in Illinois, nor in closing the achievement gaps among various cultural and social groups. To inform what can be done to enhance early literacy practice and achievement, the UIC Center for Literacy conducted a comprehensive review of research, policies, and practices, seeking to identify gaps and opportunities that would enable formulation of policy recommendations for enhancing literacy education across our systems of early care and education and elementary schooling. The findings indicated a special for the following key efforts in order to achieve the desired impact:
• coordination to achieve early literacy curricular coherence across P-3 age levels
• coordination of early literacy curriculum, instruction, and assessment in preschool and school settings
• coordination of the early literacy content of teacher education programs, professional learning programs for practicing teachers, and the preparation of leaders of early childhood education
• coordination of home and school early literacy supports
• a coordinated early literacy research agenda for the children and families of Illinois
The recommended actions indicated by the analyses have implications across the spectrum of participants in early literacy education: state and city leadership; local schools and early care entities; parents, teachers and child care providers; researchers; and foundations and other funders of programs and research.
Journal of Early Childhood Literacy, 2014
Emergent literacy: Writing and reading (pp.173-206). , 1986
In W. H. Teale & E. Sulzby (Eds.), Emergent literacy: Writing and reading (pp. vii-xxv). , 1986
Afterword by Nell K. Duke: One of the most difficult challenges you face as a teacher is to teac... more Afterword by Nell K. Duke: One of the most difficult challenges you face as a teacher is to teach against the grain: to teach in a way that departs from how you were taught, how your mentor taught, how your friends and colleagues teach. And perhaps few instructional practices are as engrained as teaching a letter a week. But you know now that in this case, teaching against the grain is the right thing to do. Teaching a letter of the week for twenty-six weeks is neither the most effective, nor the most efficient, nor the most compelling way to teach the alphabet to young children. You can do better—much better—and we hope that you can persuade your friends, colleagues, even your mentors to do better too.
I completely understand the insecurities that can come with moving away from a letter-a-week approach. I so appreciate the power of Bill Teale’s review of research to convince us that this is the right thing to do. I so appreciate the confidence-building tools and techniques that Becky McKay shares. I love that Becky provides a tool to help us track which letters and sounds children have learned and which merit further attention. I love that Becky offers many ideas for structuring the curriculum such that it is more meaningful to students than a week on X and actually provides more opportunities for effective alphabet instruction.
As you well know, some children don’t rely on us to develop their alphabet knowledge. Some come to us with deep knowledge of letters and sounds, perhaps even decoding words already. But as you also well know, some children depend almost entirely on us to learn the alphabet. Those children need and deserve for us to teach them letters and sounds, to develop their phonological awareness and print concepts, in the most powerful way we can find. If we’re not confident that we’ve provided this essential foundation in letter–sound knowledge, phonological awareness, and print concepts, we risk setting a negative momentum for children’s literacy: they may enter first grade lacking skills to make sense of new words; they may become reluctant readers who choose to avoid the difficulty of reading new texts; without strong reading lives, they may not gather the background knowledge and habits that will allow them future academic success. That’s what can happen if we don’t employ alternatives to letter-of-the-week.
Mark Twain once said, “Do the right thing. It will gratify some people and astonish the rest.” As you move away from a letter a week, know that Becky, Bill, Ellin, and I will be gratified. And know that your colleagues may well be astonished—astonished at the depth with which you develop students’ alphabet knowledge. Moving away from letter of the week is the right direction for you to go. From here on out, for you ABCs mean A Better Course.
Language Arts, 2018
This article features a discussion with Dr. William H. Teale about how young children become lite... more This article features a discussion with Dr. William H. Teale about how young children become literate. Drawing on decades of research, he describes how preschool classrooms, practices, and policies can expand the literacy repertoires and nurture the literacy lives of young children.
Principal, 2017
Summarizes recent research that is useful to school principals for leading for reading and writin... more Summarizes recent research that is useful to school principals for leading for reading and writing instruction in their buildings.
Journal of Early Childhood Literacy, 2018
This integrative literature review characterizes early (preschool-grade 3) literacy research appe... more This integrative literature review characterizes early (preschool-grade 3) literacy research appearing in English-language publications during the period from 2006 through 2015. It focuses on studies related to early literacy learning and teaching in home and school/school-like environments. The review sought to answer two questions: (1) What has early literacy research focused on over the past decade? and (2) What has that body of research contributed to our enhanced understanding of early literacy development, teaching, and learning? The results report on patterns of publishing early literacy research in scholarly journals, topics researched, ages of children researched, characteristics of the populations researched, and designs used in early literacy research. In addition, qualitative analyses report on the content and trends of the research for a random sample of studies for each of seven facets of early literacy research: phonics, phonological awareness, reading fluency, vocabulary, reading comprehension, writing, and digital literacies, as well as for the umbrella terms emergent literacy/early literacy/beginning reading. The overall patterns of results found from these analyses are discussed through an historical lens which identified four patterns characterizing early literacy research of 2006-2015: accretion, the influence of "scientifically valid" research, limited response to increasingly diverse student populations, and increased research focus on younger children.
Hoffman, J. L., Paciga, K. A., & Teale, W. H. (2014). Common Core State Standards and early childhood literacy instruction: Confusions and conclusions (UIC Center for Literacy Research Paper). Chicago: University of Illinois at Chicago Center for Literacy., 2014
The Reading Teacher, 2014
What impact can international literature have for today's young readers, and why should we care? ... more What impact can international literature have for today's young readers, and why should we care? In a 2016 Literacy Today article we made the case for why international literature is important for students to read and called for teachers and librarians to include more international literature in their core curriculum, book club activities, and classroom and school libraries (Yokota & Teale, 2016, http://viewer.zmags.com/publication/b508b9bc#/b508b9bc/8). In this article, we follow up that discussion with practical ways to stock those libraries, select teaching materials, and engage students in ways that reflect a commitment to internationalizing the content that they read—as well as the visuals they see—and most importantly, consider the ways in which students understand the values of being able to read and think across country lines.
Children's Literature in Education, Dec 2013
This study analyzed 90 realistic novels written and published in the United States between the y... more This study analyzed 90 realistic novels written and published in the
United States between the years 2000 and 2010 and featuring mixed race characters. The researchers examined specific textual features of these works of contemporary and historical fiction and employed Critical Race Theory to contextualize the books within paradigms about multiracial identity. Findings indicated three broad trends in
representations of mixed race identity with an almost equal number of novels falling among three descriptive categories. Books in the Mixed Race In/Visibility category depicted stereotypical experiences and provided little or no opportunity for critique of racism. Mixed Race Blending books featured characters whose mixed race identity was descriptive but not functional in their lives. Mixed Race Awareness
books represented a range of possible life experiences for biracial characters who responded to social discomfort about their racial identity in complex and credible ways. This study has implications for research and pedagogy in the fields of education and children’s literature as they expand to become more inclusive of this type
of diversity.
Executive Summary: It is now widely accepted that the early childhood period from preschool thr... more Executive Summary:
It is now widely accepted that the early childhood period from preschool through third grade (P-3) is an especially significant—and arguably the most significant—period for learning to read and write in an alphabetic language. Research has been notably productive over the past two decades in helping us understand both the nature of early literacy and evidence-based practices for instruction in preschool and primary grades. As a result, we know quite a bit about what to do: the Illinois Early Learning Standards, Illinois Kindergarten Standards, and Illinois/Common Core State Standards-ELA are all aligned with current literacy research and ambitious practice. And yet, state, national, and international indicators suggest that we have not made significant strides in raising overall levels of early literacy achievement in the U.S. or in Illinois, nor in closing the achievement gaps among various cultural and social groups. To inform what can be done to enhance early literacy practice and achievement, the UIC Center for Literacy conducted a comprehensive review of research, policies, and practices, seeking to identify gaps and opportunities that would enable formulation of policy recommendations for enhancing literacy education across our systems of early care and education and elementary schooling. The findings indicated a special for the following key efforts in order to achieve the desired impact:
• coordination to achieve early literacy curricular coherence across P-3 age levels
• coordination of early literacy curriculum, instruction, and assessment in preschool and school settings
• coordination of the early literacy content of teacher education programs, professional learning programs for practicing teachers, and the preparation of leaders of early childhood education
• coordination of home and school early literacy supports
• a coordinated early literacy research agenda for the children and families of Illinois
The recommended actions indicated by the analyses have implications across the spectrum of participants in early literacy education: state and city leadership; local schools and early care entities; parents, teachers and child care providers; researchers; and foundations and other funders of programs and research.
Journal of Early Childhood Literacy, 2014
Emergent literacy: Writing and reading (pp.173-206). , 1986
In W. H. Teale & E. Sulzby (Eds.), Emergent literacy: Writing and reading (pp. vii-xxv). , 1986
In 2014 the Department of Family Support Services (DFSS) of the City of Chicago contracted the Un... more In 2014 the Department of Family Support Services (DFSS) of the City of Chicago contracted the University of Illinois at Chicago Center for Literacy (UIC-CFL) to survey (1) Head Start and Early Head Start parents and (2) Head Start and Early Head Start classroom teachers and administrators on a variety of issues related to Kindergarten Readiness. The survey administered to parents consisted of 96 items including items about knowledge and beliefs about Kindergarten Readiness, parent/child interactions that support readiness, knowledge about the Head Start/Early Head Start program, as well as demographic questions. The survey administered to staff consisted of 84 items that paralleled the parent survey (see Appendices A and B for the complete set of questions used on each of the surveys). In all, 1069 parents and 932 teachers and administrators completed the survey. Surveys were administered through the Qualtrics online survey software platform. UIC-CFL analyzed the completed surveys by using descriptive statistical analyses, attending to meaningful patterns and trends. The summary results of the analyses are presented in this report.
T. Rasinski (Ed.), Rebuilding the foundation: Effective reading instruction for 21st century literacy (pp. 66-87). Bloomington, IN: Solution Tree Press., 2011
Paper presented at Annual Conference of the Tennessee Reading Association, 2016
This conference presentation makes a case for why a letter-of-the-week approach to teaching alpha... more This conference presentation makes a case for why a letter-of-the-week approach to teaching alphabet knowledge is a poor choice and is not supported by research on alphabet learning. It also offers alternative instructional approaches.
In this keynote session we discussed the role that literature plays—or doesn't play—in students' ... more In this keynote session we discussed the role that literature plays—or doesn't play—in students' literacy development across the years of schooling. This led us to consider what it means to be literate in today's world and implications for classroom materials and instructional practices.
This integrative literature review characterizes early (preschool-grade 3) literacy research appe... more This integrative literature review characterizes early (preschool-grade 3) literacy research appearing in English-language publications during the period from 2006 through 2015 and focuses on studies related in some way to early literacy learning and teaching in home and school/school-like environments. The review sought to answer:
• What has early literacy research focused on over the past decade?
• What has that body of research contributed to our enhanced understanding of early literacy development/teaching/learning?
Why now? Because it has been three decades since an emergent literacy paradigm significantly redefined research and practice in early literacy, and no integrative review of P-3 literacy research has been conducted in a number of years. So, we conducted this literature review to take the pulse of a research and practice area that has for some time been one of the most highly investigated aspects of educational research and has undergone periods of particularly intense activity and significant evolutionary, if not revolutionary, changes in theory, research topics, and research methodologies in the past 40 years.
Results of a survey of parent and Head Start/Early Head Start staff beliefs about and actions tak... more Results of a survey of parent and Head Start/Early Head Start staff beliefs about and actions taken in support of young children's kindergarten readiness.
Work in early literacy has been especially productive over the past two decades in helping us und... more Work in early literacy has been especially productive over the past two decades in helping us understand both children’s development and evidence-based practices for instruction in the preschool and primary grades. As a result, in many senses, we know what to do; and yet, state, national, and international indicators suggest that we have not made significant strides in raising overall levels of early literacy achievement nor in closing the achievement gap. This talk examines results from practice, research, and policies of the past 13.4 years to summarize what we have learned and not learned—and what needs to be done—to teach, lead, and otherwise make flourish early literacy from preschool through grade 2.
The Department of Family & Support Services (DFSS) in the City of Chicago has focused deeply on t... more The Department of Family & Support Services (DFSS) in the City of Chicago has focused deeply on the part of the Head Start/Early Head Start Parent, Family and Community Engagement Framework that states, “All agencies are required to establish school readiness goals.” DFSS has been committed to developing a multifaceted approach to this issue, relating its efforts to parents and families, infants/toddlers, and preschoolers. As part of these efforts to “promote an understanding of school readiness for parents and families…”, DFSS has sought to survey Head Start and Early Head Start staff members about school readiness.
The Center for Literacy (CFL) developed a survey to measure the beliefs, attitudes and practices of Head Start/Early Head Start providers and families. The results generated from a survey of this type can serve as an important part of fulfilling the Head Start/Early Head Start mission of ensuring that “Children are ready for school and sustain development and learning gains through third grade.” CFL also believes that the results from a survey of school readiness can be used to inform the Early Childhood research community on ways to engage and inform parents and providers of education for young children about the dimensions of knowledge, attitudes and practices around school readiness.
This presentation focuses on what research has shown so far about the impact of digital technolog... more This presentation focuses on what research has shown so far about the impact of digital technologies on children’s literacy development from ages 4-12. It centers mainly on uses of technology in classroom settings but also considers technology in the home environments of young (ages 4-6) children.
This presentation focused on children and graphic novels in the United States. It (1) described t... more This presentation focused on children and graphic novels in the United States. It (1) described the extent and content of the significant increase in graphic novel publishing trends of the past five years, (2) reported on child/young adult reader preferences as evidenced in purchasing patterns and survey responses, and (3) examined teachers’ use of graphic novels for instructional purposes in American schools. Both trade publishers and educational publishers in the U.S. have increased the number of graphic novels titles they produce for young readers, most markedly for readers aged 12-18; but also recently for children aged 6-8 and even for preschoolers. This publishing expansion has also involved the creation of many nonfiction titles in addition to the more typical works of fiction, especially among educational publishers. Reports show that the general public and parents of school students, and a sizeable in the United States remain skeptical about the use of graphic novels in the classroom; however, a few titles (e.g., Persepolis, American Born Chinese) have made their way into the curriculum of schools in many parts of the country. The presentation offered conclusions about child readership patterns and educational significance in relation to contemporary U.S. societal and policy influences, as well as child/teen social interactional patterns in an increasingly digital context.
Paper presented at Reading Leadership Institute , 2015
The link below leads to a video of this paper that was delivered at the International Seminar: Pr... more The link below leads to a video of this paper that was delivered at the International Seminar: Promoting Reading with Preschool Children from Disadvantaged Communities, sponsored by the Van Leer Jerusalem Institute in September 2014.
This paper addresses current trends in high school literature instruction for an international au... more This paper addresses current trends in high school literature instruction for an international audience.
submitted for publication, 2013
