Learning to Read and Write: Developmentally Appropriate Practices for Young Children (page 2)
IRA and NAEYC believe that achieving high standards of literacy for every child in the United States is a shared responsibility of schools, early childhood programs, families, and communities. But teachers of young children, whether employed in preschools, child care programs, or elementary schools, have a unique responsibility to promote children's literacy development, based on the most current professional knowledge and research.
A review of research along with the collective wisdom and experience of members has led IRA and NAEYC to conclude that learning to read and write is a complex, multifaceted process that requires a wide variety of instructional approaches, a conclusion similar to that reached by an esteemed panel of experts for the National Academy of Sciences (Snow, Burns, & Griffin 1998).
Similarly, this review of research leads to a theoretical model of literacy learning and development as an interactive process. Research supports the view of the child as an active constructor of his or her own learning, while at the same time studies emphasize the critical role of the supportive, interested, engaged adult (e.g., teacher, parent, or tutor) who provides scaffolding for the child's development of greater skill and understanding (Mason & Sinha 1993; Riley 1996). The principle of learning is that "children are active learners, drawing on direct social and physical experience as well as culturally transmitted knowledge to construct their own understandings of the world around them" (Bredekamp & Copple 1997, 13).
IRA and NAEYC believe that goals and expectations for young children's achievement in reading and writing should be developmentally appropriate, that is, challenging but achievable, with sufficient adult support. A continuum of reading and writing development is generally accepted and useful for teachers in understanding the goals of literacy instruction and in assessing children's progress toward those goals. (Click here for an abbreviated continuum of reading and writing development; for more detailed examples, see Chall 1983; Education Department of Western Australia 1994a-d; Whitmore & Goodman 1995; Snow, Burns, & Griffin 1998). Good teachers understand that children do not progress along this developmental continuum in rigid sequence. Rather, each child exhibits a unique pattern and timing in acquiring skills and understanding related to reading and writing.
Like other complex skills, reading and writing are outcomes that result from the continual interplay of development and learning, and therefore a range of individual variation is to be expected in the rate and pace at which children gain literacy skills. Given exposure to appropriate literacy experiences and good teaching during early childhood, most children learn to read at age six or seven, a few learn at four, some learn at five, and others need intensive individualized support to learn to read at eight or nine. Some children who do not explore books and other print during their early years are likely to need more focused support for literacy development when they enter an educational program, whether at preschool, kindergarten, or first grade (since preschool and even kindergarten attendance is not universal). Other children who enter school speaking little or no English are likely to need instructional strategies in their home language (Snow, Burns, & Griffin 1998).
Given the range within which children typically master reading, even with exposure to print-rich environments and good teaching, a developmentally appropriate expectation is for most children to achieve beginning conventional reading (also called early reading) by age seven. For children with disabilities or special learning needs, achievable but challenging goals for their individual reading and writing development in an inclusive environment are established by teachers, families, and specialists working in collaboration (DEC Task Force 1993; DEC/CEC 1994).
IRA and NAEYC believe that early childhood teachers need to understand the developmental continuum of reading and writing and be skilled in a variety of strategies to assess and support individual children's development and learning across the continuum. At the same time teachers must set developmentally appropriate literacy goals for young children and then adapt instructional strategies for children whose learning and development are advanced or lag behind those goals. Good teachers make instructional decisions based on their knowledge of reading and writing, current research, appropriate expectations, and their knowledge of individual children's strengths and needs.
A continuum of reading and writing development is useful for identifying challenging but achievable goals or benchmarks for children's literacy learning, remembering that individual variation is to be expected and supported. Using a developmental continuum enables teachers to assess individual children's progress against realistic goals and then adapt instruction to ensure that children continue to progress. During the preschool years most children can be expected to function in phase 1 of the developmental continuum, Awareness and Exploration. In kindergarten an appropriate expectation is that most children will be at phase 2, Experimental Reading and Writing. By the end of first grade, most children will function in phase 3, Early Reading and Writing. An appropriate expectation for second grade is Transitional Reading and Writing (phase 4), while the goal for third grade is Independent and Productive Reading and Writing (phase 5). Advanced Reading is the goal for fourth grade and above.
As fundamental as the principle of individual variation is the principle that human development and learning occur in and are influenced by social and cultural contexts. Language, reading, and writing are strongly shaped by culture. Children enter early childhood programs or schools having learned to communicate and make sense of their experiences at home and in their communities. When the ways of making and communicating meaning are similar at home and in school, children's transitions are eased. However, when the language and culture of the home and school are not congruent, teachers and parents must work together to help children strengthen and preserve their home language and culture while acquiring skills needed to participate in the shared culture of the school (NAEYC 1996a).
Most important, teachers must understand how children learn a second language and how this process applies to young children's literacy development. Teachers need to respect the child's home language and culture and use it as a base on which to build and extend children's language and literacy experiences. Unfortunately teachers too often react negatively to children's linguistic and cultural diversity, equating difference with deficit. Such situations hurt children whose abilities within their own cultural context are not recognized because they do not match the cultural expectations of the school. Failing to recognize children's strengths or capabilities, teachers may underestimate their competence. Competence is not tied to any particular language, dialect, or culture. Teachers should never use a child's dialect, language, or culture as a basis for making judgments about the child's intellect or capability. Linguistically and culturally diverse children bring multiple perspectives and impressive skills, such as code-switching (the ability to go back and forth between two languages to deepen conceptual understanding), to the tasks of learning to speak, read, and write a second language. These self-motivated, self-initiating, constructive thinking processes should be celebrated and used as rich teaching and learning resources for all children.
During the infant and toddler years.
Children need relationships with caring adults who engage in many one-on-one, face-to-face interactions with them to support their oral language development and lay the foundation for later literacy learning. Important experiences and teaching behaviors include but are not limited to
- talking to babies and toddlers with simple language, frequent eye contact, and responsiveness to children's cues and language attempts;
- frequently playing with, talking to, singing to, and doing fingerplays with very young children;
- sharing cardboard books with babies and frequently reading to toddlers on the adult's lap or together with one or two other children; and
- providing simple art materials such as crayons, markers, and large paper for toddlers to explore and manipulate.
During the preschool years
Young children need developmentally appropriate experiences and teaching to support literacy learning. These include but are not limited to
- positive, nurturing relationships with adults who engage in responsive conversations with individual children, model reading and writing behavior, and foster children's interest in and enjoyment of reading and writing;
- print-rich environments that provide opportunities and tools for children to see and use written language for a variety of purposes, with teachers drawing children's attention to specific letters and words;
- adults' daily reading of high-quality books to individual children or small groups, including books that positively reflect children's identity, home language, and culture;
- opportunities for children to talk about what is read and to focus on the sounds and parts of language as well as the meaning;
- teaching strategies and experiences that develop phonemic awareness, such as songs, fingerplays, games, poems, and stories in which phonemic patterns such as rhyme and alliteration are salient;
- opportunities to engage in play that incorporates literacy tools, such as writing grocery lists in dramatic play, making signs in block building, and using icons and words in exploring a computer game; and
- firsthand experiences that expand children's vocabulary, such as trips in the community and exposure to various tools, objects, and materials.
In kindergarten and primary grades
Teachers should continue many of these same good practices with the goal of continually advancing children's learning and development (see the continuum of reading and writing development for appropriate grade-level expectations). In addition every child is entitled to excellent instruction in reading and writing that includes but is not limited to
- daily experiences of being read to and independently reading meaningful and engaging stories and informational texts;
- a balanced instructional program that includes systematic code instruction along with meaningful reading and writing activities;
- daily opportunities and teacher support to write many kinds of texts for different purposes, including stories, lists, messages to others, poems, reports, and responses to literature;
- writing experiences that allow the flexibility to use nonconventional forms of writing at first (invented or phonic spelling) and over time move to conventional forms;
- opportunities to work in small groups for focused instruction and collaboration with other children;
- an intellectually engaging and challenging curriculum that expands knowledge of the world and vocabulary; and
- adaptation of instructional strategies or more individualized instruction if the child fails to make expected progress in reading or when literacy skills are advanced.
Although experiences during the earliest years of life can have powerful long-term consequences, human beings are amazingly resilient and incredibly capable of learning throughout life. We should strengthen our resolve to ensure that every child has the benefit of positive early childhood experiences that support literacy development. At the same time, regardless of children's prior learning, schools have the responsibility to educate every child and to never give up even if later interventions must be more intensive and costly.
Early childhood programs and elementary schools in the United States operate in widely differing contexts with varying levels of funding and resources. Regardless of the resources available, professionals have an ethical responsibility to teach, to the best of their ability, according to the standards of the profession. Nevertheless, the kinds of practices advocated here are more likely to be implemented within an infrastructure of supportive policies and resources. IRA and NAEYC strongly recommend that the following policies be developed and adequately funded at the appropriate state or local levels:
1. A comprehensive, consistent system of early childhood professional preparation and ongoing professional development (see Darling-Hammond 1997; Kagan & Cohen 1997).
Such a professional preparation system is badly needed in every state to ensure that staff in early childhood programs and teachers in primary schools obtain specialized, college-level education that informs them about developmental patterns in early literacy learning and about research-based ways of teaching reading and writing during the early childhood years. On-going professional development is essential for teachers to stay current in an ever-expanding research base and to continually improve their teaching skills and the learning outcomes for children.
2. Sufficient resources to ensure adequate ratios of qualified teachers to children and small groups for individualizing instruction.
For four- and five-year-olds, adult-child ratios should be no more than 1 adult for 8 to 10 children, with a maximum group size of 20 (Howes, Phillips, & Whitebook 1992; Cost, Quality, and Child Outcomes Study Team 1995). Optimum class size in the early grades is 15 to 18 with one teacher (Nye et al. 1992; Nye, Boyd-Zaharias, & Fulton 1994). Young children benefit most from being taught in small groups or as individuals. There will always be a wide range of individual differences among children. Small class size increases the likelihood that teachers will be able to accommodate children's diverse abilities and interests, strengths and needs.
3. Sufficient resources to ensure classrooms, schools, and public libraries that include a wide range of high-quality children's books, computer software, and multimedia resources at various levels of difficulty and reflecting various cultural and family backgrounds.
Studies have found that a minimum of five books per child is necessary to provide even the most basic print-rich environment (Morrow & Weinstein 1986; Neuman & Roskos 1997). Computers and developmentally appropriate software should also be available to provide alternative, engaging, enriching literacy experiences (NAEYC 1996b).
4. Policies that promote children's continuous learning progress.
When individual children do not make expected progress in literacy development, resources should be available to provide more individualized instruction, focused time, tutoring by trained and qualified tutors, or other individualized intervention strategies. These instructional strategies are used to accelerate children's learning instead of either grade retention or social promotion, neither of which has been proven effective in improving children's achievement (Shepard & Smith 1988).
5. Appropriate assessment strategies that promote children's learning and development.
Teachers need to regularly and systematically use multiple indicators--observation of children's oral language, evaluation of children's work, and performance at authentic reading and writing tasks--to assess and monitor children's progress in reading and writing development, plan and adapt instruction, and communicate with parents (Shepard, Kagan, & Wurtz 1998). Group-administered, multiple-choice standardized achievement tests in reading and writing skills should not be used before third grade or preferably even before fourth grade. The younger the child, the more difficult it is to obtain valid and reliable indices of his or her development and learning using one-time test administrations. Standardized testing has a legitimate function, but on its own it tends to lead to standardized teaching--one approach fits all--the opposite of the kind of individualized diagnosis and teaching that is needed to help young children continue to progress in reading and writing.
6. Access to regular, ongoing health care for every child.
Every young child needs to have a regular health care provider as well as screening for early diagnosis and treatment of vision and hearing problems. Chronic untreated middle-ear infections in the earliest years of life may delay language development, which in turn may delay reading development (Vernon-Feagans, Emanuel, & Blood 1992). Similarly, vision problems should never be allowed to go uncorrected, causing a child difficulty with reading and writing.
7. Increased public investment to ensure access to high-quality preschool and child care programs for all children who need them.
The National Academy of Sciences (Snow, Burns, & Griffin 1998) and decades of longitudinal research (see, for example, Barnett 1995) demonstrate the benefits of preschool education for literacy learning. Unfortunately, there is no system to ensure accessible, affordable, high-quality early childhood education programs for all families who choose to use them (Kagan & Cohen 1997). As a result, preschool attendance varies considerably by family income; for example, 80% of four-year-olds whose families earn more than $50,000 per year attend preschool compared to approximately 50% of four-year-olds attending preschool from families earning less than $20,000 (NCES 1996). In addition, due primarily to inadequate funding, the quality of preschool and child care programs varies considerably, with studies finding that the majority of programs provide only mediocre quality and that only about 15% rate as good quality (Layzer, Goodson, & Moss 1993; Galinsky et al. 1994; Cost, Quality, & Child Outcomes Study Team 1995).
Reprinted with the permission of the National Association for the Education of Young Children. © 2008 NAEYC
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