Training Guides for the Head Start Learning Community:
Emerging Literacy: Linking Social Competence to Learning
| Contents
| Preface
| Introduction
| Module 1
| Module 2
| Module 3
| Module 4 | |
Resources
The works cited below have collectively influenced the field's understanding of emerging literacy and provide the philosophical underpinnings of many of the activities in this guide. It is recommended
that the trainer be familiar with the works' basic contents and make their availability known to participants who need further information. Items marked with an asterisk (*) were used as references in the development of this guide.
*Anderson, M. Parker. "Frequently Asked Questions about NAEYC's Linguistic and Cultural Diversity Position Paper." Young Children 51 (January 1996), 13-16.
The author provides answers to questions teachers are likely to ask about the National Association for the Education of Young Children Linguistic and Cultural Diversity Position Paper.
Barclay, Kathy, Cecelia Benelli, and Ann Curtis. "Literacy Begins at Birth: What Caregivers Can Learn from Parents of Children Who Read Early." Young Children 50 (May 1995), 24-29.
This article focuses on strategies for encouraging the emerging literacy of infants and toddlers in center settings.
Brizius, Jack A., and Susan A. Foster, sponsored by the National Center for Family Literacy. Generation to Generation: Realizing the Promise of Family Literacy. Ypsilanti, Mich.: High Scope Press, 1993.
This book provides a history of family literacy programs that have operated in the United States since 1985. Topics addressed include research results on the effect of family literacy initiatives, the development of local and state family literacy programs, and the steps needed to expand the family literacy movement in the future.
*Children's Literacy Initiative. Creating a Classroom Literacy Environment. Philadelphia: Children's Literacy Initiative, 1992.
This resource is for Head Start teachers who want to improve their literacy environments. Photographs of center classrooms highlight key points.
*Cullinan, Bernice E. Read to Me: Raising Kids Who Love to Read. New York: Scholastic, Inc., 1992.
This work offers parents clear guidance on how to encourage the reading and writing skills of children beginning from preschool through the school-age years. The suggested strategies are practical and inexpensive and can be incorporated into a family's daily routines. An appendix lists recommended children's magazines and books.
Friedberg, Joan. "Helping Today's Toddlers Become Tomorrow's Readers: A Pilot Parent Participation Project through a Pittsburgh Health Agency." Young Children 44 (January 1989), 13-16.
This article describes an innovative project that provided books and literacy education materials to families with young children and established children's libraries at health clinics.
Genishi, Celia. "Children's Language: Learning Words from Experience." Young Children 44 (November 1988), 16-23.
This article is part of Young Children's Research in Review series. The author discusses established and new theories about children's language development.
Gibson, Linda. Literacy Learning in the Early Years. New York: Teachers College Press, 1989.
The author devotes separate sections to children's development of language and literacy skills at different ages--from birth through age two, three-year-olds, four- and five-year-olds, and the primary years. Each age-specific part of the book discusses the characteristics of language development and the role of home and child development programs and schools.
Gottschall, Susan M. "Hug-a-Book: A Program to Nurture a Young Child's Love of Books and Reading." Young Children 50 (May 1995), 29-35.
This article describes a program that provides books and literacy training to Head Start and child care sites in Chicago.
Hansen, Merrily P., and Gloria Armstrong. Right at Home, Family Experiences for Building Literacy.
This unique book presents a series of letters to families about how they can use daily routines and activities to help their child learn the skills they need to become successful in school and in life. The reproducible letters are written in simple language and use a cartoon-style format. Families from various backgrounds are depicted in the book. Head Start programs can use this book to support family literacy efforts.
Harding, Nadine. "Family Journals: The Bridge from School to Home and Back Again." Young Children 51 (January 1996), 27-30.
The author of this article is a prekindergarten teacher at an elementary school in New York City. She describes how to use family journals to keep in touch with families and share information about children's activities and learning at home and at school.
Harris, Violet J. "Multicultural Curriculum: African American Children's Literature." Young Children 46 (January 1991), 37-44.
Part of Young Children's Research in Review series, this article describes the history and current status of culturally conscious African American children's literature. The author discusses the importance of giving children the opportunity to see themselves in books and offering all children experiences with authentic African American children's literature.
Jalongo, Mary Renck. Young Children and Picture Books: Literature from Infancy to Six. Washington, D.C.: National Association for the Education of Young Children, 1988.
The author discusses the characteristics of high-quality children's literature and explains how these books contribute to young children's development and learning.
Manalson, Ayola, Helen Buck, and Claire Watson. It Takes Two to Talk: A Hanen Early Language Parent Guidebook. Toronto: The Hanen Centre, 1992.
This publication offers guidance to parents on encouraging their children's language development. The natural, intuitive approach presented in this book is based on universal principles of language learning.
Mathews, Virginia, Susan Roman, and Marcia Trotta. The Library-Head Start Partnership, Video for Programs and Workshops and Guide to the Use of the Library-Head Start Partnership, Video for Programs and Workshops. Washington, D.C.: The Center for the Book, Library of Congress, 1993.
The development of this video and user's guide is a result of the Library-Head Start Partnership project. The partnership is administered through a joint agreement between the Center for the Book, Library of Congress, and the Head Start Bureau, U.S. Department of Health and Human Services. The video is designed to help Head Start staff build effective partnerships with librarians who serve young children. These librarians are also a target audience.
Mavragones, Nancy A. "Helping Parents Help Their Children Become Literate." Young Children 45 (May 1990), 4-9.
This article offers parents tips about how they can help their children learn to read and write. The tips are practical and easy to do and require little extra time or few materials.
*McGee, Lea M., and Donald J. Richgels. Literacy's Beginnings, Supporting Young Readers and Writers, 2nd ed. Boston: Allyn and Bacon, 1996.
This textbook addresses children's literacy learning from infancy through the early elementary school years. Examples based on the author's firsthand observations of children's literacy learning accompany the information in each chapter.
*McLane, Joan Brooks, and Gillian Dowly McNamee. Early Literacy. Cambridge, Mass.: Harvard University Press, 1990.
The authors define literacy; describe the children's activities and experiences that serve as bridges to literacy; discuss the development of reading and writing skills; and explain how home, community, and child development program settings all contribute to literacy learning.
*National Association for the Education of Young Children. "Position Statement: Responding to Linguistic and Cultural Diversity--Recommendations for Effective Early Childhood Education." Young Children 51 (January 1996), 4-12.
This article presents the position statement and makes recommendations for professional preparation, programs and practices, how to work with children, and how to work with families.
Nelson, Carol J., Nancy C. Deringer, Marty J. Denham, M. Bryce Fifield, Brenda McGuire, Laura Fifield, and Karin Skogerboe. Head Start Emergent Literacy Project, Training Module. Moscow, Idaho: University of Idaho, 1996.
Developed under a grant from the Head Start Bureau, these print and video materials include a training manual with three modules--Working with Families, Classroom Environment and Practices, and Supporting Emergent Literacy Practices at the Local Level. Four videotapes support the manual--Emergent Literacy: What and Why?, Creating a Print Rich Environment, Creating a Classroom That Supports Emergent Writing, and Creating a Literate Environment in the Home.
Quintero, Elizabeth, and M. Cristina Velarde. "Intergenerational Literacy: A Developmental, Bilingual Approach." Young Children 45 (May 1990), 10-15.
The authors describe a pilot literacy program for parents of young children. Parents learned how to help their children with reading, improve their own literacy skills, and complete suggested home activities and literacy behaviors. Parents were encouraged to attend individual, weekly classes on reading in Spanish and English to benefit themselves and their children.
Raines, Shirley C., and Robert J. Canady. Story S-t-r-e-t-c-h-e-r-s: Activities to Expand Children's Favorite Books and More Story S-t-r-e-t-c-h-e-r-s. Mt. Rainier, MD.: Gryphon House, 1989 and 1991.
These resources offer numerous suggestions for activities and experiences that enhance children's enjoyment and understanding of popular books. The suggestions allow staff to incorporate literature in various classroom interest areas, outdoor activities, group time, and the entire curriculum.
Roskos, Kathleen A., and Susan B. Neuman. "Of Scribbles, Schemas, and Storybooks: Using Literacy Albums to Document Young Children's Literacy Growth." Young Children 49 (January 1994), 78-85.
The authors of this article explain how teachers can use literacy albums as an assessment tool to document each child's literacy growth.
Roskos, Kathleen A., Carol Vukelich, James F. Christie, Billie J. Enz, and Susan B. Neumann. Linking Literacy and Play. Newark, Del.: International Reading Association, 1995.
This training package includes a 12-minute video, a facilitator's guide, and a 10-book packet of readings. The video presents ideas on using the natural environment of play to foster literacy development. The facilitator's guide provides ideas and insights on how to combine literacy and play. The readings support the concepts and practices presented in the video.
Rybczynski, Marcia, and Anne Troy. "Literacy-Enriched Play Centers: Trying Them Out in The Real World." Childhood Education 72 (Fall 1995), 7-12.
This article describes the creation of literacy-rich interest areas and the literacy explorations children engage in when reading and writing materials are available in the environment.
*Schickedanz, Judith A. More Than the ABCs: The Early Stages of Reading and Writing. Washington, D.C.: National Association for the Education of Young Children, 1986.
This book focuses on introducing books and writing to children beginning from birth through the preschool years. The final chapter explains how to organize the environment to support literacy development.
Soto, Lourdes Diaz. "Understanding Bilingual/Bicultural Young Children." Young Children 46 (January 1991), 30-36.
This article is part of Young Children's Research in Review series. The author discusses established and new theories about the language learning of bilingual and bicultural children.
*Spodek, Bernard, and Olivia N. Saracho, editors. Language and Literacy in Early Childhood Education. New York: Teacher's College Press, 1993.
The eleven contributors to this volume discuss separate topics related to literacy learning. The topics addressed include assessment, biliteracy, multicultural children's literature, and the role of parents.
*Strickland, Dorothy S., and Lesley Mandel Morrow, editors. Emerging Literacy. Newark, Del.: International Reading Association, 1989.
Developed under the sponsorship of the International Reading Association, this book is available through the National Association for the Education of Young Children. Experts in early childhood language and literacy development authored the twelve chapters. Each chapter addresses a different aspect of emerging literacy and the kinds of support that families and Head Start staff can provide to encourage children's literacy discoveries.
*Teale, William H., and Miriam G. Martinez. "Getting on the Right Road to Reading: Bringing Books and Young Children Together in the Classroom." Young Children 44 (November 1988), 10-15.
The authors explain developmentally appropriate practices that preschool teachers can use to encourage literacy. The article describes reading aloud to small groups, the classroom library, and children's emergent reading.
*deVilliers, Peter A., and Jill G. deVilliers. Early Language. Cambridge, Mass.: Harvard University Press, 1979.
This book provides a detailed discussion of how children learn to understand and use oral language during the period between birth and the preschool years. Real examples accompany language development theories and bring them to life.
Walker-Dalhouse, Doris. "Beginning Reading and the African American Child at Risk." Young Children 49 (November, 1993), 24-28.
The author describes the typical culturally related strengths and interests of African-American children and offers strategies for creating literacy experiences that respond to children as individuals.
*Weitzman, Elaine. Learning Language and Loving It: A Guide to Promoting Children's Social and Language Development in Early Childhood Settings. Toronto: The Hanen Centre, 1992.
This practical resource is based on an on-site training program for early childhood staff in Canada. The book covers language learning beginning from birth through the preschool years. Much of the book is devoted to the importance of encouraging children's spoken language skills. The examples, illustrations, and graphics make the book extremely clear and readable.
*Whitmore, Kathryn, and Yetta M. Goodman. "Transforming Curriculum in Language and Literacy." Sue Bredekamp and Teresa Rosegrant, editors. Reaching Potentials: Transforming Early Childhood Curriculum and Assessment, Vol. 2. Washington, D.C.: National Association for the Education of Young Children, 1996. 145-166.
This chapter describes the continuum of language and literacy development and suggests strategies that teachers can use to make the curriculum culturally and individually appropriate.
*Williams, Richard P., and Judith K. Davis. "Lead Sprightly into Literacy." Young Children 49 (May 1994), 37-41.
This article presents a discussion of emerging literacy and the developmentally appropriate practices for encouraging child-centered language experiences.
*Wolter, Deborah L. "Whole Group Story Reading?" Young Children 48 (November 1992), 72-75.
This useful article offers a step-by-step approach to preparing to read aloud to a group of children and makes suggestions for encouraging children's active participation in these experiences.
Head Start Publication
The following publication is available at no cost to all Head Start programs. Look for it in your program or center library. If your program does not have this resource, ask your Head Start director to mail or fax a written request to the Head Start Publications Center. Be sure to include the Head Start grant number. Catalogs and order forms are available from:
Head Start Publications CenterP. O. Box 26417
Alexandria, VA 22313-0417
Fax: 703-683-5769
O'Brien, Jim. Promoting Family Literacy through Head Start. Washington, D.C.: U.S. Department of Health and Human Services, 1991.
This publication (DHHS Publication No. [ACF] 91-31266) explores the reasons why Head Start must address family literacy. It includes strategies for promoting family literacy and a summary of the insights gained from the Head Start Literacy Demonstration projects. The appendix lists family literacy resources and private and government-sponsored literacy organizations.
Department of EducationPublications
The Helping Your Child series. U.S. Department of Education, Office of Educational Research and Improvement.
Each booklet in this series is addressed to families and includes simple strategies for supporting different aspects of children's development and learning. The books are available in English and Spanish. The following titles are related to language and literacy:
*Cullinan, Bernice, and Brod Bagert. Helping Your Child Learn to Read. 1993.
*Paulu, Nancy. Helping Your Child Get Ready for School. 1992.
*Perkinson, Kathryn. Helping Your Child Use the Library. 1993.
A poster, Helping Your Baby Learn to Talk, is also available.
Read*Write*Now, U. S. Department of Education.
Several publications of this initiative are appropriate for Head Start children and families.
Activities for Reading and Writing Fun is designed for use with children from birth to grade 6.
Play on Paper introduces younger children to beginning reading concepts.
The Ready*Set*Read Early Childhood Learning Kit includes the following items:
Ready*Set* Read for Families (early childhood language activities for children from birth through age five)
Ready*Set*Read for Caregivers (early childhood language activities for children from birth through age five)
Early Childhood Activity Calendar (tips and general activities that promote reading and language skills for young children)
Early Childhood Growth Chart (families and caregivers can use this to follow a child's height and promote language development).
Call 800-USA-LEARN for more information or download these publications from the Department of Education Web site: http://www.ed.gov/
Additional Resources
Head Start staff and families have many resources that they can consult to find out more about supporting literacy. The following is a brief list:
The Adult Literacy Resource Book
This free catalog is distributed by the New Readers Press, the publishing division of Laubach Literacy International. To obtain a copy, contact:
New Reader's PressSpecial Catalog Request Department
P.O. Box 131
Syracuse, NY 13210
800-448-8878
A.L.L. Points
This bimonthly bulletin concerns adult learning and literacy. It contains descriptions of adult literacy programs and resources and describes new developments and publications in the field. To be placed on a mailing list, write to:
The U.S.
Department of Education
Division of Adult Education and Literacy
ffice of Vocational and Adult Education
Washington, DC 20202-72401
FACTSLINE: 202-401-9570
The Barbara Bush Foundation for Family Literacy
The Barbara Bush Foundation for Family Literacy1002 Wisconsin Avenue, NW
Washington, DC 20007
202-338-2006
The foundation's goals are to establish literacy as a value in American homes and to break intergenerational cycles of illiteracy. The foundation's book, First Teachers, describes successful programs, contacts, and additional sources of information about literacy.
Bell Atlantic ALA Family Literacy Project
American Library Association
Bell Atlantic ALA Family Literacy Project
50 East Huron Street
Chicago, IL 60611
312-944-6780
This project encourages libraries to develop and enhance library-based family literacy projects for the urban and rural poor and for ethnic minorities. Because the concept of family literacy is new, this project has developed fact sheets that address the various aspects of starting a family literacy project. The fact sheets include names, addresses, and phone numbers for contact persons. Single copies are available free by calling 800-545-2433, ext. 4296.
Educational Resources Information Center (ERIC)
ERIC is the world's largest education information system. Established in 1966, it is supported by the U.S. Department of Education. Call toll-free (800-LET-ERIC) to receive information about the sixteen ERIC clearinghouses, to obtain a catalog of publications, and to learn about other ERIC components. Six ERIC clearinghouses supply information about literacy, including journal articles, local resources, and literacy publications:
Adult, Career, and Vocational EducationOhio State University
1900 Kenny Road
Columbus, OH 43210-1090
614-292-4353 or 800-848-4815
Disabilities and Gifted Education
Council for Exceptional Children
1920 Association Drive
Reston, VA 22091-1589
800-328-0272
Web Site: http://www.cec.sped.org/ericec/
Elementary and Early Childhood Education
University of Illinois,College of Education
805 West Pennsylvania Avenue
Urbana, IL 61801-4897
217-333-1386 or 800-583-4135
Web Site: http://ericeece.org/
Languages and Linguistics*
Center for Applied Linguistics
1118 22nd Street, NW
Washington, DC 20037-0037
202-429-9292 or 800-276-9834
* Includes an adjunct clearinghouse on literacy education for limited English proficient adults.
Reading, English, and CommunicationIndiana University
Smith Research Center
Suite 150
2805 East 10th Street
Bloomington, IN 47408-2698
812-855-5847 or 800-759-4723
Web Site: http://www.indiana.edu/~eric_rec
Urban Education
Institute for Urban and Minority Education
Box 40, Teachers College
Columbia University
New York, NY 10027
800-601-4868
Web Site: http://eric-web.tc.columbia.edu
International Reading Association (IRA)
The IRA is dedicated to improving reading and literacy skills worldwide. They publish a journal, The Reading Teacher, and print and video resources on emergent literacy and reading. For a copy of the IRA catalog of publications, contact:
International Reading AssociationOrder Department
800 Barksdale Road
P.O. Box 8139
Newark, DE 19714-8139
302-731-1600
Literacy Volunteers of America (LVA)
Literacy Volunteers of America5795 Widewaters Parkway
Syracuse, NY 13214
315-445-8000
LVA has more than 200 affiliates working to teach adults to read and to train tutors. The organization publishes a directory of its affiliate programs across the United States. A nonprofit organization, LVA has more than 350 programs that train and support literacy tutor volunteers. It also provides curriculum materials and programming ideas for adult and family literacy projects.
National Center for Family Literacy
National Center for Family Literacy
Suite 610
401 South Fourth Avenue
Louisville, KY 40202
502-584-1133
This nonprofit organization was established to expand efforts to solve the nation's literacy problems through family literacy programs. The National Center for Family Literacy provides information, training, materials, and technical assistance to new and established family literacy programs. It is affiliated with the Keenan Trust Family Literacy Project.
Reach Out and Read (ROR) Program
Reach Out and Read National Training Site
Boston City Hospital, Maternity 5
818 Harrison Avenue
Boston, MA 02118
617-534-5701
Physicians and early childhood educators at Boston City Hospital created the first ROR Program for children ages six months to six years. Through funding from the Annie E. Casey, William T. Grant, and Robert Wood Johnson Foundations and the Association of American Publishers, Boston City Hospital is a national training site for similar pediatric early literacy programs. As of January 1997, there were eighty-three ROR sites in thirty-three states.
ROR integrates literacy development into regular pediatric care. In the waiting room, volunteers read to children and model read-aloud techniques. In the examination room, the pediatrician or nurse practitioner looks at a book with the child and encourages parents to use books to support their child's healthy development. After each visit, children are invited to take home a new book for their home library.
Reading is Fundamental (RIF)
Reading is Fundamental (RIF)
600 Maryland Avenue, SW, Suite 600
Washington, DC 20024
Phone: 202-287-3220
Fax: 202-287-3196
Web Site: http://www.si.edu/rif
RIF is the largest and best-known nonprofit children's literacy organization in the United States. Since its founding more than thirty years ago, RIF has distributed more than 163 million books. The primary mission of RIF is to ensure that all children have access to books and the motivation to read them. They undertake a variety of projects designed to support this mission by supporting child and family literacy efforts.
Read With Me and Read With Me. . .The Teacher-Parent Partnership are videos developed by RIF. The first of these videos, Read With Me, features two families whose preschoolers are enrolled in Head Start. The 10-minute video explains the importance of reading aloud with young children and offers practical tips. The companion video, Read With Me. . . The Teacher-Parent Partnership, was filmed in two Head Start classrooms. The focus is on reading aloud and providing the literacy-related props, materials, and activities that enhance children's enjoyment of books. An "author's tea" shows children reading their hand-made books to their families.
The following pamphlets are included in the RIF Guides for Parents series. Each pamphlet offers simple strategies in a reader-friendly format. Head Start programs can contact RIF at the above address to order copies and to learn more about becoming a RIF program.
Building a Family Library
Choosing Good Books for Children: Infancy to Age 12
Encouraging Soon-to-Be Readers: How to Excite Preschoolers about Books
Encouraging Young Writers
Family Storytelling: Sharing Stories and Reading Happily Ever After
Reading Aloud to Your Children
Magazines and Family Reading
Upbeat and Offbeat Activities to Encourage Reading
SER Family Learning Centers (FLCs)
SER Family Learning Centers of SER-Jobs for
Progress, Inc.
Suite 200
100 Decker Drive
Irving, TX 75062
972-541-0616
FLCs focus on Hispanic literacy training for preschoolers, adolescents, welfare parents, and senior citizens. The SER literacy campaign places special emphasis on the needs of Hispanics in the areas of education, training, employment, business, and economic opportunities.
U.S. Department of Education
The U.S. Department of Education has the following three offices dedicated to fostering literacy:
Clearinghouse on Adult Education
Clearinghouse on Adult EducationDivision of Adult Education
Mary E. Switzer Building
400 Maryland Avenue, SW
Washington, DC 20202
202-732-2412
Maintained by the Division of Adult Education, the clearinghouse offers free information on family literacy. Available publications include fact sheets, descriptions of family literacy programs, and bibliographies.
Even Start Program
Even Start ProgramCompensatory Education Programs
Room 2043
400 Maryland Avenue, SW
Washington, DC 20202
202-732-4682
The family-oriented education projects are funded under the Even Start program. The projects are designed to help parents become partners in the education of their children while providing them with literacy instructions. Local school districts in all states are eligible to apply for funds.
Library Literacy Programs
Library Literacy ProgramsOffice of Library Programs
Suite 400
555 New Jersey Avenue, NW
Washington, DC 20001-2029
The Library Literacy Program provides state and local public libraries with grants to support literacy programs. In fiscal year 1988, 244 library literacy projects were funded, and five percent of these provided family literacy activities. Various approaches to family literacy are represented in the library literacy projects that link libraries with parents and children in several states. State and local public libraries are eligible to apply for funds.
Handouts
Copyright © 1999 Head Start Publications Management Center. All rights reserved.
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