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Implications of the National Early Literacy Panel
for Early Braille Literacy
PART ONE
National Center for Family LiteracyAmerican Printing House for the BlindVisually Impaired Preschool Services
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Preliminary Findings of theNational Early Literacy
Panel
Bonnie Lash FreemanDirector – Training/Special ProjectsNational Center for Family Literacy
Update: the final report of the National Early Literacy Panel was released January 8, 2009 and can be accessed at http://www.famlit.org/site/c.gtJWJdMQIsE/b.2133427/k.2623/National_Early_Literacy_Panel.htm
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Purpose of the Family
Partnership in Reading Project
Instructional strategies will be
identified based on the scientific
research that will enable staff in family
literacy programs and early childhood
programs to:
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Purpose of the Family Partnership in Reading Project
• Help young children develop the foundational skills they need to become
good readers• Equip parents to support their children’s literacy development• Improve reading instruction for parents in
family literacy programs
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National Early Literacy Panel Members
Dr. Anne Cunningham, University of California at Berkeley
Dr. Kathy Escamilla, University of Colorado at Boulder
Dr. Janet Fischel, State University of New York at Stony Brook
Dr. Susan H. Landry, University of Texas—Houston
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National Early Literacy Panel Members
Dr. Christopher J. Lonigan, Florida State University
Dr. Victoria Molfese, University of Louisville
Dr. Chris Schatschneider, Florida State University
Dr. Timothy Shanahan (Chair), University of Illinois at Chicago
Dr. Dorothy Strickland, Rutgers University
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Purpose of the NELP
To:– Synthesize the research on early
literacy development including parent and home program effects
– Deliver a final report of their findings
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Emergent Literacy
Emergent literacy involves the skills,
knowledge, and attitudes that are
developmental precursors to
conventional forms of reading and
writing
(Whitehurst & Lonigan, 1998).
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Emergent Literacy
Emergent literacy skills are the basic
building blocks for learning to read and
write.
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How to define emergent literacy
Two conditions need to be satisfied for something to be considered an emergent literacy skill:
Must come before conventional
literacy skills.
Must be related to (i.e., predictive of) conventional literacy skills.
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What is a Research Synthesis?
A research synthesis, also referred to as a research integration, research review, literature review, and a meta-analysis is a method of inquiry used to derive generalizations from the collective findings of a body of existing studies.
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The aggregation of research allows for an accounting and weighing of research evidence in support of a research question.
Benefits of a Research Synthesis
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• Limited most by the availability and quality of research on a particular question.
• Generalizations made from a research synthesis must stay within the bounds of the research.
Limits to a Research Synthesis
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Four Synthesis QuestionsFour Synthesis Questions
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1. What are young children’s (ages birth through five years) skills and abilities that predict later reading, writing and spelling outcomes?
2. What programs and interventions contribute to or inhibit gains in children’s skills and abilities and are linked to later outcomes in reading, writing and spelling?
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3. What environments and settings
contribute to or inhibit gains in children’s
skills and abilities and are linked to later
outcomes in reading, writing and
spelling?
4. What child characteristics contribute to
or inhibit gains in children’s skills and
abilities and are linked to later outcomes
in reading, writing and spelling?
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What skills constitute the domain of conventional literacy skills?
Receptively Decoding (accuracy and fluency) Reading Comprehension
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What skills constitute the domain of conventional literacy skills?
Although decoding is not all there is to skilled reading, it is a critical component.
You can decode what you cannot comprehend, but…
you cannot comprehend what you cannot decode.
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What skills constitute the domain of conventional literacy skills?
Expressively
Spelling
Composition
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Alphabet Knowledge
Concepts About Print
Phonological Awareness
Invented Spelling
Oral Language
Writing Name/Writing
RAN (Rapid Automatic Naming)
Strong Predictors:
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Alphabet Knowledge
Phonological Awareness
Rapid Automatic Naming
Writing/Writing Name
Phonological STM
Unique predictors from the multivariate studies:
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Summary of the #1 Primary Analyses
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Predictor Variable Decoding Reading Comprehension
Spelling Multivariate Significance
Alphabet Knowledge ++ + ++ Yes
Phonological Awareness + + + Yes
Concepts About Print + ++ + Sometimes
RAN Letters/Digits + + NA Yes
RAN Objects/Colors + + + Yes
Writing/Writing Name + + + Yes
Oral Language + + + Sometimes
Phonological STM -- + + Yes
Visual Perceptual -- -- + No
Print Awareness -- + NA NA
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Oral Language Subcategories Predicting Decoding &
Comprehension
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Average Predictive Correlation
Predictor Variable Decoding Comprehension
Language Composite .58 .70 Decoding < Comp
Receptive Language .52 .63 Decoding < Comp
Expressive Language .48 .59 Decoding = Comp
Grammar .47 .64 Decoding < Comp
Definitional Vocabulary .38 .45 Decoding = Comp
Verbal Knowledge .36 .45 Decoding = Comp
Verbal-IQ .35 .35 Decoding = Comp
Receptive Vocabulary .34 .25 Decoding > Comp
Listening Comprehension .33 .43 Decoding < Comp
Vocabulary NOS .33 .31 Decoding = Comp
Expressive Vocabulary .24 .34 Decoding = Comp
Language NOS .20 .31 Decoding = Comp
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Oral Language Defined
In pairs, define the oral language terms.Chart your definitions.In small groups, discuss one strategy that you can use with children that matches the term you defined.Add to your chart
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Components of Oral Language
What aspect of oral language is being examined matters a lot.
Vocabulary is a weak predictor of later decoding and comprehension.
More complex aspects of oral language, like grammar and definitional vocabulary, are very strong predictors of decoding and comprehension.
Implications for early childhood programs.
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Components of Phonological Awareness
Early forms of phonological awareness are strong predictors of later reading skills.
Measures of rhyme are not the best indicator of how well children are acquiring this key pre-reading skill.
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Answering Question 2Answering Question 2(Effects of Interventions)(Effects of Interventions)
Process & ResultsProcess & Results
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Category 1:
Helping Children Make Sense of
Print--Cracking the Alphabetic Code
and Teaching Letters and Words
(PA, Letter Knowledge, Spelling,
Phonics, Print Awareness, Visual
Perceptual/Perceptual Motor)
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Category 2:
Reading to and Sharing Books with
Young Children
Category 3:
Parent and Home Programs for
Improving Young Children’s Literacy
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Category 4:
Preschool and Kindergarten
Programs
Category 5:
Language Enhancement Studies
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Example: Storybooks and Print Awareness
Laura M. Justice and Helen K. Ezell
30 Head Start children, native English speakers
Pretest-posttest control-group research design
8 week book-reading intervention – small group reading sessions
Experimental – print focus
Control – picture focus
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Cont.
Example: print focus prompts
Print Conventions – Where is the front of this book? Show me the way I need to read.
Concept of word – Where is the first word on this page?
Alphabet knowledge – Does anyone see any letters in their name on this page?
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Cont.
Results indicated that for three of the subtests– Print Recognition – Words in Print – Alphabet Knowledge– and in terms of the Phonological
Awareness composite
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Cont.
the children who participated in print focused reading sessions demonstrated significantly greater gains from pretest to post test compared to the children in the picture focused reading groups.
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Summary: Overall Intervention Findings
Evidence for significant effects of
some (but not all) early childhood
interventions in the promotion of
literacy and literacy-related skills.
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Summary:Overall Intervention Findings
Efforts to teach code-related skills are highly successful.– Phonological Awareness Skills– Alphabet Knowledge– Concepts About Print
Shared-book reading helps promote oral language skills.
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Summary:Overall Intervention Findings
Evidence of a sizable impact of parent and home programs for the promotion of oral language skills.
Relatively weak evidence for the effectiveness of undifferentiated preschool programs on reading achievement.
Oral language interventions work.
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Implications for Early Implications for Early Childhood EducationChildhood Education
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Provides evidence for building
children’s language and literacy
skills in the preschool period.
Identifies early skills that give
children the strongest foundation
for learning to read.
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Provides guidelines for professional
development (e.g., read-aloud
practices, PA activities).
Supports the importance of
assessment of early literacy skills.
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Informs decisions about developing or
selecting the most appropriate curricula
(e.g., content, intensity, sequence).
Helps to guide the development of goals
and selection of content for parent
programs.
Provides strong direction about future
research.
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Implications of the National Early Literacy Panel
for Early Braille Literacy
PART TWO
Suzette Wright APH Emergent Literacy Project Leader
Pauletta Feldman VIPS Special Projects Coordinator
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Preliminary findings of the
National Early Literacy Panel
(NELP ) point to early skills that
predict favorable literacy
outcomes for young, typically
sighted print readers.
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NELP confirms the critical importance of the years before school and the contributions of:
parents and the home environment
teachers of preschoolers and preschool programs
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NELP
Correlative information regarding early predictive skills and later– decoding
– comprehension
– spelling
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NELP
Guide for future research– address observed gaps in existing
research
– secondary and more detailed analyses of NELP data
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What does NELP indicate about:
skills needed by a preschooler who will read braille?
the settings and circumstances in which those skills may be learned and developed?
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Can NELP findings guide us as we work to ensure a foundation for literacy for
children who will read braille?
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NELP predictors
Alphabet knowledge*
Concepts about print
Phonological awareness*
Invented spelling
Oral language
Writing name/writing*
Rapid automatic naming (RAN)*– letters, digits, also things and colors
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Unique predictors
Alphabet knowledge*
Phonological awareness*
Writing name/writing*
Rapid automatic naming (RAN)*– letters, digits, things and colors
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Oral Language
Literacy is about connecting written words to spoken language that has meaning for the
reader.
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Oral language--closely correlated subskills
receptive language
expressive language
grammar
definitional vocabulary
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Oral language—what to do?
Ensure development of oral language skills is a part of work with children and their families
Begin early: complex language abilities are related to the child’s ability as a 6-month-old to distinguish basic units of spoken sounds (Kuhl, 2002)
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Oral language—what to do?
Build early communication skills through turn-taking
Extend early language
Ensure exposure to a wide range of concepts and related language
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Oral language—what to do?
Read-aloud—talking about the story, unfamiliar words, and meaning; asking questions
Dialogic reading—http://www.readingrockets.org/articles/400
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Oral language—what to do?
Be watchful for and share strategies to handle common problems areas
– misuse of pronouns
– echolalia
– use of questions
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Oral language—what to do?Talk with the child—
extended discourse
- things that interest the child
- using nouns and descriptive words
- connecting words to experiences
modeling proper grammar
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Oral language—importance of home setting and caregiver
characteristics
Hart & Risley (1995) longitudinal study
•42 families
•9 mos. to 3 years
•amount/type of language spoken
•caregiver style
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Oral language—Hart & Risley study
Linked to higher scores on language
and intelligence tests at 4th grade:
– frequently interacting with the young child
– inviting child’s involvement
– following the child’s lead
– using encouragement and a positive tone
– extended conversations
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Oral language--vocabulary
Students who enter kindergarten knowing more vocabulary learn new vocabulary at twice the rate of students who begin with a lower vocabulary (Neuman, 2005).
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Vocabulary—what to do?
Pairing language with related experiences
Engaging in extended discourse, introducing new words
Reading aloud—exposure to rare words, broader vocabulary
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Phonological awareness (PA)
PA appears to support decoding skills by helping a child notice letter-sound relationships and comprehension by helping the beginning reader recognize words as he blends sounds (McGee & Richgels, 2000; Gillon & Young, 2002).
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Phonemic awareness is important to success in decoding
and learning to decode leads to further
improvement in phonemic awareness(Gillon, 2004)
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PA-closely correlated subskills
phonemes
subphonemes
not rhyme—
although rhyme may be important as a building block for more refined phonemic
awareness skills . . .
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PA—importance for child with vi
Study of students who used braille as their primary reading medium showed a strong relationship between the students' level of phonemic awareness and braille reading skills (Gillon & Young, 2002)
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PA—what to do?
Talking with a child, from birth
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PA—what to do?
Play with words, rhymes, alliteration
– Daily conversation
– Read-aloud from books with word play/rhyme
– Songs and chants— clapping/marching in time
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PA—what to do?
Play games that draw attention to beginning sounds
Use objects to substitute for pictures
– Gather household objects with same beginning sound
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Alphabetic knowledge
Unique predictor/strong relationship—average r for decoding was .5 indicating it accounts for 25% of the variation in decoding performance
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Alphabetic knowledge-subskills
Letter recognition
Knowledge of letter-names
Knowledge of letter-sound associations
Letter-writing ability
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Alphabetic knowledge-subskills
Although letter-name knowledge is + correlated to later reading achievement, evidence suggests letter-sound knowledge accounts for more variance in reading achievement and delays (McBride-Chang, 1999; Duncan & Seymour, 2000).
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Alphabetic knowledge-subskills
Research with typically sighted children shows letters and letter sounds should be taught at the same time to make the greatest contribution to reading (Whitehurst &
Lonigan, 2001)
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Alphabet knowledge—what to do?
Involve children
in actively exploring
letters and sounds
together
– braillewriter
– letters and words
brailled on cards
– braille labels around house
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Alphabet knowledge—what to do?
Find daily opportunities to involve the child in writing in braille, linking letters and letter sounds– shopping lists
– notes/messages to family members
– calendar
– experience stories
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Alphabet knowledge—what to do?
Use household objects to create “alphabet boxes” and braille letter cards; play sorting and matching games that draw attention to beginning sounds and the corresponding braille letter
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Alphabet knowledge—what to do?
Share appropriate alphabet books that:– provide exposure to braille letters (such as
Alphabet Scramble, from APH)
– introduce beginning letter sounds with letters (such as Dr. Suess’s ABC’s)
(books that depend too heavily upon pictures are less effective)
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Alphabet knowledge—what to do?
As you read-aloud occasionally point out familiar or key letters/sounds (print- or braille-referencing comments)
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Considerations/questions
In pairs, share some of your thoughts
and questions about--
the role of alphabet knowledge,
particularly letter/sound
knowledge
for preschoolers who will be braille
readers.
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Considerations/questions
Uncontracted braille may make more clear and explicit the relationship of how phonemes “map” on to letters (Ross, 2002).
Braille contractions that represent phonemes (ch, sh, th) may be more easily decoded than their print counterparts
Decoding words that include contractions of some common letter groups (ar ed en er in ing it ) may also be simpler
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Considerations/questions
in print, there are also many occasions where there is not a single clear way a sound (phoneme) maps onto a print letter
– 26 print letters but more than 40 phonemes
– those 40 phonemes are represented by some 250 different letters and combinations of letters
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Effectiveness of interventions
The wide range of confidence intervals (with the exception of the tighter range for phonological awareness) indicates that within a single category of intervention some interventions were much more effective than others (Dunst, Trivette, & Hamby, 2007)
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Effectiveness of interventions
Some of the most interesting analyses lie ahead as data is disentangled, to discover which characteristics of interventions were associated with greatest effectiveness . . .
Example: Reading aloud—interactive reading, print referencing techniques
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TVI—Reading teacher
Early childhood educator
Braille transcriber
Tech guy
Scholar
Advisor/Coach
Cheerleader
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ReferencesBaker, L., & Scher, D. (2002). Beginning readers'
motivation for reading in relation to parental beliefs and home reading experiences. Reading Psychology, 23, 239-269.
Ball, E., & Blachman, B. (1991). Does phoneme awareness training make a difference in early word recognition and developmental spelling? Reading Research Quarterly, 26, 49-66.
Duncan, L. G. & Seymour, P.H.K. (2000). Socio-economic differences in foundation level literacy. British Journal of Psychology, 91, 145-166.
Dunst, C.J.. Trivette, C.M. & Hamby, D.W. (2007). Predictors of interventions associated with later literacy accomplishments. Center for Early Learning and Achievement CELLreviews, 1, 3.
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Gillon, G.T. (2004). Phonological awareness: From research to practice. New York: The Guilford Press.
Gillon, G. T., & Young, A. A. (2002). The phonological-awareness skills of children who are blind. Journal of Visual Impairment & Blindness, 96, 38-49.
Hart, B., & Risley, T. (1995). Meaningful differences in the everyday experiences of young American children. Baltimore, MD: Brookes.
Justice, L.M. & Ezell, H.K. (2004). Print referencing: An emergent literacy enhancement strategy and it’s clinical applications. Language, Speech, and Hearing Services in Schools, 35, 185-193.
Kuhl, P. (2002, June). Born to learn: Language, reading, and the brain of the child. Paper presented at the Early Learning Summit for the Northwest Region, Boise, ID.
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McBride-Chang, C. (1999). The ABCs of the ABCs: The development of letter-name and letter-sound knowledge. Merrill-Palmer Quarterly, 45, 285-308.
McGee, L. M., & Richgels, D. (2000). Literacy’s beginnings: Supporting young readers and writers (3rd ed.). Boston: Allyn & Bacon.
Neuman, S. (2005, May). Developmentally appropriate early literacy instruction: Evidence-based solutions. Presentation at Institute #8 of the 50th Annual Convention of the International Reading Association, San Antonio, TX.
Whitehurst, G. J., & Lonigan, C. J. (2001). Emergent literacy: Development from prereaders to readers. In S. B. Neuman & D. K. Dickinson (Eds.), Handbook of early literacy research (pp. 11-42). New York: Guilford Press.
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The Pursuit
of Literacy:
One Mom’s Story
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What I Feared
Learning to read would be difficult for my son
I wouldn’t have access to appropriate materials
I wouldn’t be able to learn braille to help him
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What I Did
Borrowed print/braille books from VIPS
Worked with a blind adult to understand the basics of braille
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What I Learned
My attitude was critical to my son’s literacy.
•Concept development was a critical issue.
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Talking to my son opened up the world to him.
I could learn the basics of braille (and beyond!).
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Books always
made great presents!
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I could learn the basics of writing braille.
We could have braille in our home through print braille books and braille labeling.
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A brailled birthday card
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My son could learn to love books and reading every bit as much as a sighted child.
The public library could be a special place for my blind child, too.
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My son loved having a private library of his own braille books.
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How VIPS Promotes Early Literacy
for Families of Young Visually Impaired
Children
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1) VIPS has a lending library of print/braille books for VIPS families.
2) VIPS has offered braille classes over the years for VIPS families.
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3) VIPS produced the “Power At Your Fingertips: An Intro to Braille” video and handbook for use by parents, regular ed teachers, and others to gain an overview of the braille
alphabet, braille usage, contractions, and
writing tools.
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4) VIPS participates in the “Read Books” program through
National Braille Press, signing up VIPS families to receive free book bags.
5) VIPS has undertaken two recent projects to support early literacy.
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The VIPS “Getting In Touch
with Reading
Program”
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The goals of this program are to:
Promote early literacy;
Foster appreciation for braille;
Encourage use of the library.
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Offers free bags of books and materials to VIPS families.
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The bags include:
• “On the Way to Literacy” Handbook for parents and teachers
• Two “On the Way to Literacy” Storybooks
• Two print/braille board books (“Good Night Moon” and” One,Two, Three,” by Sandra Boynton)
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•VIPS “Power at Your Fingertips” video and handbook, including slate and stylus
•Folder full of information about the public library, National Library Service for Blind & Physically Handicapped and resources on where to obtain more print/Braille books
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Over 90% of parents have reported that using the materials in the book bag has helped them:
•Enjoy books more with their child
•Appreciate the importance of reading to their child
•Read aloud more often to their child
•Create literacy-rich environments at home for everyday activities
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•Know sources for print/braille books
•Feel more comfortable with braille
•Appreciate the importance of parents learning about braille
•Feel empowered to help their children with learning to read and with schoolwork when the time comes
•However, there was no positive impact on library usage.
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The program also has offered workshops on
braille and early literacy:
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The Intro to Braille workshop for VIPS parents:
• 100% of participants rated the class, teachers, and materials as “Excellent.”
• Parent comments included these statements: “I’m not afraid of Braille now,” “Thanks for making a daunting task less so,” and “I loved this class!”
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The “Touch of Early Literacy” Workshop • Attended by special educators,
regular ed preschool teachers, child care staff, parents, and some APH staff
• A day-long workshop held at APH
• Bonnie presented results of NELP
• Suzette talked about the implications of NELP results for early literacy for VI
• Participants also toured APH and made 4 tactile books
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• 100% of participants rated the workshop and materials as “Excellent” and said the workshop gave them a better understanding of:
•Research on early literacy•Emergent literacy/how to nurture it•Concepts that children need for conventional literacy skills
•How concept development for a blind child differs from a sighted child
•How VI children use tactile pictures.
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VIPS@Home Parent University
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The goals of the program:
Provide parents of young visually impaired children with needed information
Provide parents with parent-to-parent support
Reach the 70-80% of parents who do not attend regularly scheduled VIPS events
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Two of the four courses that have been developed so far are particularly relevant here:
“Emergent Literacy”
“Power at Your Fingertips: Into to Braille,” based on the VIPS video of the same name
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“Emergent Literacy”
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Props for the course
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“Power At Your Fingertips”
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Props for the course
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Each VIPS@Home Parent University course takes about two hours to complete.
Courses are taught in the students’ (parents’) home at times of their own choosing.
Courses are taught by trained veteran parents who can also serve as buddies on an ongoing basis to offer information and support.
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Students receive a
VIPS@Home Parent
University Binder and a handbook for each course they take.
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Course pre- and post-tests show that students are obtaining the information and skills for which courses were developed.
Parents who have taken the courses rate them very highly, saying that the courses, materials, and teachers are all excellent and that they would recommend them to others.