How Young Children Learn to Read in HighScope Programs (continued)

Reading and writing are best learned in contexts in which literacy skills are tied to meaning and comprehension. For infants and toddlers, this context might be reading and talking about stories while snuggling with a trusted caregiver or parent. For preschoolers, meaningful context may be representing a plan or personal experience through hand-drawn symbols and written words. For early elementary students, the context may be reading a book to gather background information and then writing a report related to a science or history project.

Children learn to read and write because they enjoy it and want to emulate adults. For young children, reading and writing should be generally pleasurable, not tedious. Over-attention to teaching correct form and the mechanics of spelling, grammar, and punctuation can discourage children’s early attempts to read and write. When young children are first encouraged to communicate by using their emerging literacy skills and are appropriately supported and guided by adults, they will learn to master conventional standards of literacy.

How High/Scope-trained teachers and caregivers support reading and writing in young children

At all levels, High/Scope teachers and caregivers receive systematic training to learn specific strategies for promoting literacy in partnership with parents. Teachers and caregivers share control of the learning process with children by embracing the following intentional methods of teaching as they promote literacy experiences in the classroom, center, and home.

Create a print-rich environment. Every High/Scope center or classroom has a book or reading area with a wide variety of age-appropriate books and other reading materials. Parents are encouraged to provide lots of reading materials at home as well. All the learning areas and materials in the room are labeled with symbols and words. Additional printed materials are found throughout the room and outdoor play areas (e.g., posters, maps, measuring cups, messages, tool catalogs, group stories, instructions, seed packets, story tapes, and so on).

Make reading a team effort and part of the daily routine. Teachers and caregivers read with children every day and encourage parents and other family members to do the same. Adults read to the youngest children individually and in small intimate groups. For older children, adults establish daily story times during which they read to children and listen as children read to them or to one another.

Explore oral language sounds. Children learn to make the sounds of words and letters by listening, talking, and having fun with oral language—singing, reciting rhymes, hearing, inventing and acting out stories. They build phonological awareness by identifying rhymes, alliterations, and syllables and by creating their own rhymes, alliterations, and word plays. As they write and hear individual letter sounds, they develop phonemic awareness and use phonics to connect letter sounds to print.

Provide an array of writing materials and reasons to write. Writing materials, chosen for different developmental levels, include crayons, markers, brushes, chalk, pencils, pens, all types of paper, and computers (at the preschool and early elementary levels). As children make choices and pursue their interests, they have many reasons to write—to explore writing tools, make a birthday card, or keep a journal. In the elementary grades, writing is often a required part of children’s projects in science, social studies, and other subject areas. Younger children acquire handwriting skills by starting with scribbles and letter-like forms and progressing to conventional forms. Teachers, caregivers, and parents recognize and accept all forms of children’s writing.