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How Young Children Learn to Read in High/Scope Programs

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How Young Children Learn to Read in High/Scope Programs How Young Children Learn to Read in High/Scope Programs A series of position papers By Ann S. Epstein, Ph.D., Developmental Psychology, High/Scope Director, Early Childhood Division Charles Hohmann, Ph.D., Educational Psychology, High/Scope Director, Elementary Division Mary Hohmann, B.A. English, High/Scope Senior Early Childhood Specialist and Senior Staff Writer How Young Children Learn to Read in High/Scope Programs—A Summary Good Beginnings in Reading for Infants and Toddlers in High/Scope Programs How Preschoolers Learn to Read in High/Scope Programs How High/Scope Teaches Reading in Kindergarten Through Third Grade Published by High/Scope Educational Research Foundation, 2002 How Young Children Learn to Read in High/Scope Programs— A Summary This set of position papers explains how acy. Experiences that prepare children for read- young children learn to read and write in ing and writing are included in every part of High/Scope’s infant-toddler, preschool, and the High/Scope daily routine, and literacy- early elementary programs. Papers for each related materials are included in every area developmental level (a) describe how children of the classroom, center, or home setting. at that level acquire these closely related and complementary literacy skills; (b) list the strate- How young children learn to read gies High/Scope-trained teachers and caregivers and write: Underlying principles use, in partnership with parents, to support Learning to read and write begins at reading and writing development in their pro- birth and builds on children’s basic need to grams and at home; (c) cite scientific research communicate. Reading and writing take place proving that the High/Scope approach works; within a broader context of language develop- and (d) answer questions frequently asked by ment. In an active learning environment, chil- educators, families, and policymakers. This dren want to use language—indeed they summary presents the literacy development eagerly choose to read, write, and converse principles and strategies common to all three with others—because they have meaningful papers and describes the research findings that things to communicate about and caring people allow us to state unequivocally: Children learn to communicate with. Teachers and caregivers, to read and write in High/Scope programs. in partnership with parents at home, promote this process by supporting and extending chil- Why High/Scope values children’s dren’s emerging interests and by providing var- development of reading and writing ied and stimulating materials and experiences. skills Children learn to read and write at High/Scope recognizes that learning to different rates and in different ways. High/ read and write are two of the most essential Scope teachers and caregivers use a variety of educational achievements. In High/Scope pro- educational strategies so children at all devel- grams, reading and writing are viewed as inter- opmental levels and with a variety of learning dependent abilities; children learn to read as styles can be successful in learning to read and they write and learn to write as they read. write. These twin components of literacy—reading and writing—are the gateway to learning and Children acquire literacy through key productivity in today’s information age. They experiences in speaking, listening, reading, open the door to academic advancement and and writing. Teachers and caregivers use job success and provide a pathway to lifelong these High/Scope key experiences, along with learning, exploration, personal expression, and relevant state and local standards, as guidelines pleasure. While High/Scope is not unique in its for structuring the learning environment, choos- attention to these literacy skills, it is unique in ing educational materials, planning challenging the comprehensiveness of its approach to liter- activities, and supporting children’s literacy Reproducible page, permission not required. www.highscope.org [email protected] 1 development with age-appropriate and individ- reading area with a wide variety of age- ualized instructional methods. Since teachers appropriate books and other reading materials. and parents are equal partners in High/Scope’s Parents are encouraged to provide lots of educational approach, parents learn to recog- reading materials at home as well. All the nize, support, and extend the key experiences learning areas and materials in the room are in interactions with their children at home. labeled with symbols and words. Additional printed materials are found throughout the Reading and writing are best learned room and outdoor play areas (e.g., posters, in contexts in which literacy skills are tied maps, measuring cups, messages, tool catalogs, to meaning and comprehension. For infants group stories, instructions, seed packets, story and toddlers, this context might be reading and tapes, and so on). talking about stories while snuggling with a trusted caregiver or parent. For preschoolers, Make reading a team effort and part meaningful context may be representing a plan of the daily routine. Teachers and caregivers or personal experience through hand-drawn read with children every day and encourage symbols and written words. For early elementary parents and other family members to do the students, the context may be reading a book to same. Adults read to the youngest children indi- gather background information and then writing vidually and in small intimate groups. For older a report related to a science or history project. children, adults establish daily story times dur- ing which they read to children and listen as Children learn to read and write children read to them or to one another. because they enjoy it and want to emulate adults. For young children, reading and writing Explore oral language sounds. Children should be generally pleasurable, not tedious. learn to make the sounds of words and letters Over-attention to teaching correct form and the by listening, talking, and having fun with oral mechanics of spelling, grammar, and punctua- language—singing, reciting rhymes, hearing, tion can discourage children’s early attempts to inventing, and acting out stories. They build read and write. When young children are first phonological awareness by identifying rhymes, encouraged to communicate by using their alliterations, and syllables and by creating their emerging literacy skills and are appropriately own rhymes, alliterations, and word plays. As supported and guided by adults, they will learn children write and hear individual letter sounds, to master conventional standards of literacy. they develop phonemic awareness and use phonics to connect letter sounds to print. How High/Scope-trained teachers Provide an array of writing materials and caregivers support reading and and reasons to write. Writing materials, cho- writing in young children sen for different developmental levels, include crayons, markers, brushes, chalk, pencils, pens, At all levels, High/Scope teachers and all types of paper, and computers (at the pre- caregivers receive systematic training to learn school and early elementary levels). As children specific strategies for promoting literacy in make choices and pursue their interests, they partnership with parents. Teachers and care- have many reasons to write—to explore writing givers share control of the learning process tools, make a birthday card, or keep a journal. with children by embracing the following In the elementary grades, writing is often a intentional methods of teaching as they pro- required part of children’s projects in science, mote literacy experiences in the classroom, social studies, and other subject areas. Younger center, and home. children acquire handwriting skills by starting Create a print-rich environment. Every with scribbles and letter-like forms and pro- High/Scope center or classroom has a book or gressing to conventional forms. Teachers, care- 2 Reproducible page, permission not required. www.highscope.org [email protected] givers, and parents recognize and accept all What research says about children’s forms of children’s writing. reading and writing success in High/Scope programs Introduce the idea of letters and words as written symbols early. Toddlers and pre- Four decades of research proves that chil- schoolers each have a personal written symbol dren in High/Scope programs acquire and they learn to associate with their name. Pre- sustain better reading and writing skills than schoolers begin exploring written symbols by children without comparable active learning writing the letters of their names and then experiences. Data show that for infants and move on to familiar words they see around the toddlers, supportive adult-child communication room. Early elementary students write by using helped to develop children’s prereading skills a growing vocabulary of words they encounter and facilitated their language and cognitive in reading and project activities. development. For children who attended High/Scope preschool programs, early gains in Plan for and support children’s learn- reading and general achievement resulted in ing by assessing their literacy develop- greater success in later years as manifested in ment. Teachers observe children daily to plan higher adult literacy, economic attainment, and experiences that will strengthen and extend emotional adjustment. Children attending High/ their reading and writing skills. They take anec- Scope early elementary programs scored higher dotal notes, compile portfolios,
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