What You Can Do —in the Classroom and Beyond— to Build Truth, Justice, and the Literate Way in Early Childhood (original) (raw)
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.
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Early Childhood Literacy: Policy for the Coming Decade
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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.
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