Building Blocks: Research and Language Development
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BUILDING BLOCKS FOR LITERACY®Webinar SeriesMarch 29, April 23, May 3, and May 17, 2012
View the prerecorded Research & Language Development webinar
atwww.getreadytoread.org
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Blanche Podhajski, Ph.D., CCC-SLPPresident, Stern Center for Language and LearningClinical Associate Professor of NeurologyUniversity of Vermont College of [email protected]
Brenda Buzzell, M.Ed.BUILDING BLOCKS FOR LITERACY®
Instructor and Program [email protected]
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Shared Book Readingemphasizing Vocabulary
PhonologicalAwareness
Speech to Print Connection
including Alphabet Knowledge
A research-based and research-proven professional learning program
for early care and education providers
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Effective Instruction for Preschool Children
Builds skills
within developmentally
appropriate fun-filled
Engaging activities
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www.buildingblocksforliteracy.org
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Meets National Child Development Associate (CDA) credential for
Physical and Intellectual Development
Counts towards NAEYC and NAFCC
accreditations
Aligns with the Head Start Child Development and Early Learning Framework
BUILDING BLOCKS FOR LITERACY® certificate for 12 hours of Professional Learning is available for $50.
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Developed by Blanche Podhajski, Ph.D., Nancy Clements, M.A., CCC-SLP,
Brenda Buzzell, M.Ed., and Marilyn Varrichio, M.Ed.
BUILDING BLOCKS FOR LITERACY®
Supporting Early Childhood Education through Professional Development
Free & OnlineFor Early care and education providers Parents
Videos Teaching Examples Interactive Formatwww.buildingblocksforliteracy.org
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Welcome toEARLY LITERACY RESEARCH
and LANGUAGE DEVELOPMENT
WEBINAR 1March 29, 2012
1:00 EST
Thanks to generous grant support.
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BUILDING BLOCKS FOR LITERACY®
Research-based
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BUILDING BLOCKS FOR LITERACY®
A majority of reading problems can be prevented in preschool and the early grades (National Research Council, 1998)
There is a 90% chance that a poor reader at the end of first grade will be a poor reader at the end of fourth grade (Juel, 1988)
Of low-income fourth graders, 68% cannot read at the proficient level (National Assessment Educational Progress, 2000)
47% of children enter kindergarten not ready to learn (Zill and West, 2001)
What do we know about early literacy research?
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BUILDING BLOCKS FOR LITERACY®
Research-proven
(Podhajski, B., & Nathan, J.)2005
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Children whose providers participated in BUILDING BLOCKS made significantly greater early literacy gains than children whose
providers had not taken BUILDING BLOCKS.(Podhajski & Nathan, ECEJ, 2005)
BUILDING BLOCKS FOR LITERACY®Year 3
Preliteracy Skills Screening Test (PLSS)Pre/Post Test Results: Average %
n = 88n = 13(p <.05)
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More children in the lowest 20th percentile—our at-risk children—
rose from below to above an at-risk level
when their providers participated in BUILDING BLOCKS.(Podhajski & Nathan, ECEJ, 2005)
BUILDING BLOCKS FOR LITERACY®
Year 3Preliteracy Skills Screening Test (PLSS)
Pre/Post Test Results: Average %
(p = 1.0) Not significant (p = < .001) Significant
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www.buildingblocksforliteracy.org
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www.buildingblocksforliteracy.org
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BUILDING BLOCKS FOR LITERACY®
All are Forms of Language
Listening
Reading Writing
Speaking
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BUILDING BLOCKS FOR LITERACY®
Phonology - Sounds
Vocabulary - Words, relationships, and concepts
Morphology - Meaningful word parts
Syntax - The rules for making sentences
Pragmatics - Language use based on context and situation (discourse and conversation)
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BUILDING BLOCKS FOR LITERACY®
www.buildingblocksforliteracy.org
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www.buildingblocksforliteracy.org
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http://www.trelease-on-reading.com/rah-ch1-pg3.htm
SOURCE: Meaningful Differences by Hart and Risley
32 Million Word Difference!
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www.buildingblocksforliteracy.org
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• In 1st and 2nd grade, children need to learn 800+ words per year, about 2 per day
• Children need to learn 2,000 to 3,000 new words each year from 3rd grade onward, about 6–8 per day.
• Research has shown that most typically developing children need to encounter a word about 12 times before they know it well enough to improve their comprehension.
• 4th, 5th, and 6th graders encounter about 10,000 words they have never seen before in print during a year’s worth of reading. Biemiller; Nagy & Anderson
VOCABULARY FACTOIDS
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BUILDING BLOCKS FOR LITERACY®
www.buildingblocksforliteracy.org
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MorphologyMeaningful Word Parts
Words and word parts that change or “morph” the meanings of words.
flower flowers
skate skating skated
happy happierhappiest
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www.buildingblocksforliteracy.org
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BUILDING BLOCKS FOR LITERACY®
www.buildingblocksforliteracy.org
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BUILDING BLOCKS FOR LITERACY®
SYNTAXThe rules for making sentences
1 year old: cookie
2 year old: want cookie
3 year old: I want a
chocolate chip cookie.
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Facilitating Language DevelopmentModeling Demonstration
www.buildingblocksforliteracy.org
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BUILDING BLOCKS FOR LITERACY®
www.buildingblocksforliteracy.org
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BUILDING BLOCKS FOR LITERACY®
PRAGMATICS is language in use.
It refers to how we use language in different environments (contexts) and social situations.
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BUILDING BLOCKS FOR LITERACY®
PRAGMATICSLanguage use based on context and situation
(discourse and conversation)
Exchangesbetween
speakers– Reciprocal– Meaningful
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-facial expression
Nonverbal Communication
-body language
-tone of voice: “Mom”
-gestures: finger pointing come here
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BUILDING BLOCKS FOR LITERACY®
Language includes:
Listening Speaking Reading Writing
Important elements of language are:PhonologyVocabularyMorphologySyntaxPragmatics
Scaffolding helps support children advance from what they know to what they need to learn.
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Thank you for joining us!
View the prerecorded Research & Language Development webinar
atwww.getreadytoread.org
Please visitwww.buildingblocksforliteracy.org