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 during 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, and use the on standardized achievement tests than peers in High/Scope Child Observation Record (COR) non-High/Scope classrooms. This series of scien- and other appropriate measures to document tifically rigorous studies demonstrates the effec- what children are able to do and provide expe- tiveness of the High/Scope approach in promot- riences that encourage them to advance to the ing reading and writing in young children from next level. They also convey this information to diverse backgrounds in multiple sites around the parents so they can better understand their United States and in other countries. child’s progress.

For more information about the High/Scope educational approach to reading and writing, visit the Foundation’s Web site at www.highscope.org or send an e-mail to [email protected].

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Good Beginnings in Reading for Infants and Toddlers in High/Scope Programs

Parents, educators, and policymakers all their senses and as they participate in their agree that reading and writing skills, which caregiving routines such as bathing, diapering, begin in infancy, are keys to school, job, and and meals. In the course of their explorations social success. Once mastered, they also are a and interactions, infants and toddlers develop lifelong source of pleasure, enjoyment, and an understanding of how verbal communica- learning. This position paper outlines how tion works and this understanding is the foun- High/Scope infant-toddler programs support dation for the future development of reading children’s oral language development, listening, and writing skills. They learn that communica- and book and print awareness. To complete tion is a give-and-take process involving this picture of reading and writing develop- actions, sounds, and words. They learn to ment, two other position papers are part of make and recognize the sounds of speech; this series: one on reading and writing in to name things, people, and actions; and to High/Scope preschools, and the other on express ideas. They also learn that books reading and writing in High/Scope early contain pictures of familiar things; that they elementary programs. can make their own picture-like marks; that stories, rhymes, and songs are fun to repeat The importance of beginning again and again; that they can talk about their reading and writing in High/Scope own experiences and make up their own sto- infant-toddler programs ries; and that trusted people affirm what they do, communicate, and say. Together, these Infants are social beings from birth, con- ideas about language form a foundation for necting with other human beings to create a children’s effectiveness as speakers and listen- context of meaning and belonging. They com- ers, and later, as readers and writers. If children municate their feelings, discoveries, and desires do not build these critical foundations in the through an increasingly complex system of first three years of life, they will very likely cries, motions, gestures, sounds, and words. struggle with word recognition and reading Acutely attuned to the touch and voices of comprehension in later years. parents and caregivers, infants listen and respond to adults who talk directly to them. In High/Scope infant-toddler programs, caregivers use a set of key experiences in In High/Scope infant-toddler programs, child development—statements that describe the daily support of attentive caregivers draws children’s early communication and language children into a social community and encour- learning—to guide them in supporting chil- ages them to participate as developing speakers dren’s literacy learning throughout each day and listeners. The spacious, well-stocked (see chart, next page). As equal partners with High/Scope environment provides infants and caregivers, parents learn to recognize and sup- toddlers with a lot to “talk” about as they port the key experiences at home. actively explore materials that appeal to all

Reproducible page, permission not required. www.highscope.org [email protected] 5 How infants and toddlers in High/Scope Infant-Toddler High/Scope programs learn to Key Experiences in communicate, speak, and handle Communication and Language books • Listening and responding Infants and toddlers form trusting • Communicating nonverbally relationships with parents and caregivers, • Participating in two-way communication relationships that fuel the desire to com- • Communicating verbally (learning to talk) municate, use language, and explore • Exploring picture books and magazines books. While they are powerfully self-moti- • vated to learn with their whole bodies and all Enjoying stories, rhymes, and songs their senses and to communicate what they know, it is the affirmation and warmth of trusting relationships that enable them to do so. matical form. In the meantime, they string The formation of strong bonds with parents together sounds, gestures, and words to convey and High/Scope caregivers empowers infants meaning. By communicating to responsive and toddlers to communicate their needs and adults what they feel and discover, infants and interests and elicit actions in others that bring toddlers enter into the sustaining social life of comfort, warmth, nourishment, and satisfaction. the community where they connect with other Within the context of these relationships, they people, test their ideas, and gain feedback learn that communication causes things to about their actions, feelings, and perceptions. happen; it gets results, so mastering speaking Children’s facility with speaking, listening, and listening, and later, reading and writing, reading, and writing has its roots in these very is worth the effort. early partnerships with supportive parents and caregivers who take time to talk and listen to Infants and toddlers engage in infants and toddlers with care throughout the two-way communication with parents and day, every day. caregivers and through these exchanges hear and master the sounds and conven- Infants and toddlers explore and play tions of speech. As caregivers respond to to figure out how things work. They make babies, babies communicate—for the pleasure discoveries about themselves and their immedi- of engaging in and prolonging face-to-face ate environment by coordinating taste, touch, exchanges. They gaze and smile at their parents smell, sight, sound, feelings, and action. Their and caregivers and coo at favorite people, pets, young brains are wired for action, and before and playthings. They cry, frown, and make they can talk, it is through action that they faces to convey displeasure. They move their express what they discover and feel to attentive hands, arms, and legs in excitement, happiness, parents and caregivers. In High/Scope settings, or contentment. They begin to babble and their experiences with interesting and challeng- repeat the vowel and consonant sounds they ing materials provide them with a knowledge hear in conversation. With time and repetition, base for interpreting the world and making their babbling takes on the inflections and sense of the things they will later talk about, cadences of human speech as they join in the draw, use in play and problem solving, and give-and-take of social conversation with par- read about. Basic sensory-motor “book learn- ents, other family members, and caregivers. ing” takes place in High/Scope settings because When infants or toddlers do begin to talk, early books are accessible to infants and toddlers language is streamlined and economical. They throughout the day. As they touch, grasp, hear and understand language long before they mouth, look at, manipulate, and carry books can produce it themselves in its standard, gram- about, infants and toddlers learn the basics:

6 Reproducible page, permission not required. www.highscope.org [email protected] how to hold books, open them up, turn the infants and toddlers and respond positively to pages, look at the pictures, and distinguish print their needs, initiatives, attention-getting sig- from pictures. nals, utterances, questions, and comments. Alert to children’s pace, ideas, nonverbal Infants and toddlers enjoy stories, expressions, and talk, adults give infants and books, rhymes, and songs in a leisurely, inti- toddlers time to interact, respond, and speak mate setting. These experiences familiarize in their own way, and they support children’s them with the conventions of reading and talking relationships with peers and other adults. about stories. Sitting on a caregiver’s lap with a picture book, pointing to and “talking” about the 2. Communicate with infants and tod- pictures, hearing and “reading” stories, hearing dlers in a give-and-take manner. Infants and trying out rhymes and songs, and talking and toddlers make repeated attempts to com- about related experiences are all immediately municate, connect, and convey meaning. The pleasurable experiences that have a lasting more they are respectfully supported in these impact on children. When infants and toddlers attempts, the better communicators they have these early on-the-lap book experiences become. Therefore, High/Scope caregivers with parents and caregivers on a regular basis, pay particular attention to children’s actions, they learn to read in the elementary school years sounds, expressions, gestures, and words. with greater ease than children who have not They watch and listen carefully to children had these experiences. Day after day, snuggled and give them sufficient time to express them- in the arms of a trusted caregiver, infants and selves in their own particular fashion. They toddlers hear and try out the sounds of written enable infants and toddlers—those who ges- language, build a concept of story, and form the ture, coo, babble, or talk—both to hear lan- notion that sounds, words, and pictures connect guage and participate as active partners in in the personally meaningful and satisfying pro- communication. cess of storybook reading and storytelling. Good literacy beginnings—including trusting 3. Name and describe people, things, relationships, two-way communication, explora- and actions. As they converse with infants tion and play to figure out how things work, and and toddlers throughout the day, High/Scope the enjoyment of stories, books, rhymes, and caregivers name people and objects (“Libby, songs—help to ensure children’s later success as it’s time to change your diaper”). They readers and writers. describe children’s actions (“Aaron, you’re holding on to the wooden table and standing How adults promote communication, up all by yourself!” “Ameerah, you’re watching language, and “book learning” in the squirrel with the bushy tail eat a walnut”) High/Scope infant-toddler programs as well as objects, pictures, and photographs children are looking at (“There’s the poky Guided by the key experiences in communi- puppy sitting in the shiny red wagon!”). When cation and language, High/Scope caregivers use infants and toddlers communicate nonverbally the following strategies to ensure that infants and or in “baby talk,” adults respond to these toddlers have the requisite skills for learning to messages in conventional language (Baby read and write in the elementary years. says, “Ba, Ba,” and Mom or caregiver replies, 1. Create a climate of trust. Throughout “You want your bottle.” Baby cries as care- the day, in every interaction, High/Scope caregiver changes diaper and she says, “You’re givers touch, hold, speak to, and play with really upset! You’d rather be playing!”). These infants and toddlers in a warm, unhurried man- practices attach words to people, objects, and ner. They take pleasure in their interactions with actions and provide children with a broad

Reproducible page, permission not required. www.highscope.org [email protected] 7 vocabulary to try out as they begin to speak 7. Stock the play space with books. In and, later, to read. High/Scope settings, small, sturdy, easy-to-handle cloth and board picture books are accessi- 4. Answer children’s questions. As ble to infants throughout the day on low infants and toddlers gain facility with language, shelves and in tubs or baskets caregivers place they take particular pleasure in asking ques- within their reach. Toddlers have a cozy book tions like “What dat?” and “Why?” over and area furnished with comfortable reading spots over again. Caregivers in High/Scope programs and a good supply of sturdy board books, pic- answer children’s questions patiently and with ture books, magazines, catalogs, postcards, and good humor because they value and support small photo albums they can easily reach, the curiosity and initiative that give rise to these enjoy, and return to again and again on their questions. They also know that their answers own and with others. provide children with information, a rationale for certain actions, a belief in the propriety of 8. Provide daily on-the-lap reading asking questions, and an opportunity to hear time. During the course of the day, High/Scope and savor new and familiar words. caregivers spend time with each child looking at and/or reading a book together. Caregivers 5. Create a personal symbol for each hold infants in their arms and hold the book so child. A personal symbol is an easy-to-replicate the child can see the pictures. A mobile child line drawing of an everyday object—a house, may crawl into, plop into, or be invited to sit ball, heart, tree. High/Scope caregivers label on a caregiver’s lap for a leisurely book-cen- children’s belongings and creations with their tered interchange. Following the child’s pace personal symbol and name, a practice that and cues, the caregiver and child look at pic- allows even very young children to “read” their tures, name the objects they see, read the story, symbol to identify their own crib, cot, cubby, say the rhyme, and talk about related topics as or creation. As they encounter their personal they arise. Together they return to favorite symbols day after day, they also have the books and explore new books to build chil- opportunity to see their written names and dren’s storybook repertoire. associate them with a particular set of letters. 9. Rock infants and toddlers and sing 6. Organize the play space for to them. High/Scope caregivers rock infants exploration and mobility. High/Scope and toddlers and sing to them when children caregivers support infants’ and toddlers’ sen- need comforting, at nap time, and as part of sory, whole-body approach to learning about group activities. This allows children to hear how things work by arranging the care and the sounds and flow of language within the play space to include soft places, infant- and context of the steady beat of music and, toddler-size equipment and furnishings, and an through imitation, to try out the sounds, words, open floor plan with plenty of space to move. and songs themselves. With time and repetition, They also make interesting and challenging toddlers build a repertoire of songs and rhymes materials accessible to children on a daily basis. they enjoy singing and saying on their own. Caregivers provide these spaces and materials for infants and toddlers because they under- 10. Team with parents to support stand that it is in the course of everyday play infants’ and toddlers’ communication, lan- that the desire arises for communication and guage, and book reading. In High/Scope set- language. Further, using basic art materi- tings, caregivers work as partners with parents als—clay, paints, paper, crayons, markers— to engage infants and toddlers with books and helps children develop the fine-motor skills language both at home and at the center. They that lead to making marks, scribbling, forming talk with parents about their children’s commu- shapes, and later, writing alphabet letters. nication, language, and book experiences at

8 Reproducible page, permission not required. www.highscope.org [email protected] arrival and departure times. They continue the Other research studies have found that dialogue as they record child observations to language develops when adults include infants share with parents in parent reports, newslet- and toddlers in conversation and treat them ters, parent meetings, and home visits. They as conversational partners (Wells, 1986; organize parent meetings to exchange informa- Huttenlocher et al., 1991; Hart & Risley, 1995). tion on child development and offer caregiving The High/Scope infant-toddler practice of daily strategies that promote literacy. In these ven- lap time with a book is well-supported by ues, guided by the strategies listed above, research. A study by Dorothy Alison and caregivers, parents, and entire families work J. Allen Watson (1994) found that the earlier together to create a home-center environment parents began reading aloud to their infants rich in child-centered opportunities for speak- and toddlers, the higher the children’s emergent ing, listening, book handling, story reading, reading levels were at the end of kindergarten. and storytelling. Further, in a study of reading in 15 countries, psychologist Robert Thorndike (1973) found Scientific evidence that High/Scope that children who had been read aloud to from infant-toddler strategies promote an early age became the best readers. And in communication, language, and a longitudinal study of literacy achievement, “book learning” linguist Gordon Wells (1986) found that the best readers had heard approximately 6,000 Research shows that the adult support stories between birth and age 5. strategies used by caregivers in the High/Scope approach promote infants’ and toddlers’ com- Frequently asked questions: What is munication and language skills. The High/ High/Scope’s position on . . . Scope Ypsilanti-Carnegie Infant Education Baby talk by caregivers? In High/Scope Project trained professional staff to work as settings caregivers speak clearly and distinctly home visitors with mothers and their infants to infants and toddlers so they can hear lan- aged 3 to 11 months. Staff visited once a guage, try it out, and learn to utter the sounds week for 16 weeks to play infant-centered that lead to recognizable speech. While chil- games and to discuss child development dren will create their own particular speech-like with a focus on what the infant was doing utterances, caregivers continue to talk in their and communicating during and between natural voices and to accept, interpret, and visits. Research findings from this project respond to children’s private speech as well as revealed that as a result of this parenting they are able, based on context and their per- education, mothers who participated in the sonal knowledge of the child. At the same time, home visits showed more positive and they will often imitate and prolong or empha- facilitative language interaction with their size the vowel sounds (“ooo,” “eee,” “aaaah”) infants than did mothers in the project’s ran- and the beginning consonant sounds (“baa domly assigned contrast and control groups; baa,” “daa daa”) the infant is trying out and the mothers’ increased verbal interaction in mastering. turn facilitated their children’s language and cognitive development (Lambie, Bond, & Children’s early speech? Children who Weikart, 1974). A longitudinal follow-up study are learning to talk pick out the most salient found that the verbal behavior of both mothers sounds from a stream of adult speech. They and infants was a good predictor of children’s often hear and render parts of words (saying academic performance five years later on “tater” for “tractor”), pronouncing the most standardized aptitude and achievement tests prominent /t/ sounds marking each syllable (Epstein & Weikart, 1979). and leaving out the /c/ sound and the /r/

Reproducible page, permission not required. www.highscope.org [email protected] 9 sound. They are apt to confuse close sounds tion to be interactive. In contrast, toys, books, with similar lip and tongue articulations like household items, natural objects, art materials, /w/ and /l/ (saying “wuv” for “love”). When climbers, wagons, and other materials typically infants and toddlers leave out or substitute one found in High/Scope infant-toddler settings letter sound for another, caregivers focus on invite children’s sensory-motor exploration. and respond to the meaning children are trying Play and conversation with others naturally to convey without attempting to correct them. arise when these kinds of materials are avail- At the same time, caregivers pronounce words able, and these experiences strengthen children’s clearly themselves so children can hear these developing communication skills. However, the difficult sounds, which they will master with use of these technologies at home is another practice in the course of everyday give-and- story. There, infants and toddlers generally sit on take conversation. a parent’s lap, and although they do not explore with their whole bodies and all their senses, they Alphabet blocks and the alphabet do enjoy, for example, talking about what they song? Toddlers take great pleasure in learning are doing with the mouse or seeing and hearing and singing a repertoire of children’s songs, on the screen. We do endorse these pleasurable such as “Row, Row, Row Your Boat,” “Hickory, family-child interactions. Dickory Dock,” and the alphabet song. They also enjoy exploring and playing with a wide Background music? Infants and toddlers, variety of blocks, including plain blocks, blocks like adults, enjoy listening to, moving to, and with pictures on them, and blocks with letters making music. In High/Scope programs, care- on them. Some toddlers who see their cubbies givers sing to and with children throughout the and belongings labeled with their personal day, play instruments with children, move to symbol and their name may learn the names of music with children during group times, and “their” letters and see that together those letters often play a variety of soothing musical selec- make up their name. In these very natural tions to children as they lie down for naps. ways, letters become a familiar part of a tod- They do not use music as background sound, dler’s world. however, because then both children and adults must “talk over” the music to make Language tapes for babies? While play- themselves heard. This practice, in turn, raises ing a second-language tape to an infant or tod- the overall noise level and obscures the sounds dler will probably do no harm, there is no of language that infants and toddlers are striv- guarantee that it will teach a child a second lan- ing to hear and master. guage. Language learning is an interactive communication process that takes place within the context of a meaningful personal relationship. Conclusions The best way for a child to learn a second lan- The High/Scope approach to language and guage is through everyday conversation with a literacy learning in infant-toddler settings lays fluent speaker. Having a Spanish-speaking care- the groundwork for later reading and writing giver, for example, would greatly enhance a enjoyment and success. Through their two-way child’s learning of Spanish. interactions with each trusted caregiver, infants Computer software, TV programs, and and toddlers in High/Scope settings learn to videotapes for infants and toddlers? speak, use a rich vocabulary, and gain confi- High/Scope does not recommend that children dence in themselves as communicators. Their use computers or watch TV or videotapes in ongoing exploration of books and other materi- infant-toddler group care settings for two rea- als gives them an active understanding of what sons: these devices have limited sensory-motor words mean. The ability to produce and com- appeal, and they require constant adult media- prehend oral language, handle and look at

10 Reproducible page, permission not required. www.highscope.org [email protected] books, and hear and tell stories are skills High/Scope Program Quality Assessment (PQA): Infant-Toddler Version (Field-test edition). (2001). Ypsilanti, MI: essential to later reading and writing. By High/Scope Educational Research Foundation. enabling children to gain and practice these Huttenlocher, J., Wright, W., Bryk, A,. Seltzer, M., & Lyons, T. skills, High/Scope infant-toddler programs (1991). Early vocabulary growth: relation to language input and gender. Developmental Psychology 27 (2): put children on the path to literacy. 236–8. Lambie, D. Z., Bond, J. T., & Weikart, D. P. (1974). Home teach- References ing with mothers and infants: The Ypsilanti-Carnegie Alison, D., & Watson, J. A. (1994). The significance of adult story- Infant Education Project—An experiment (High/Scope book reading styles on the development of young chil- Educational Research Foundation Monograph No. 2). dren’s emergent reading. Reading Research and Instruc- Ypsilanti, MI: High/Scope Press. tion 34: 57–72. Post, J., &. Hohmann, M. (2000). Tender care and early learning: Epstein, A. S., & Weikart, D. P. (1979). The Ypsilanti-Carnegie Supporting infants and toddlers in child care settings. Infant Education Project: Longitudinal follow-up Ypsilanti, MI: High/Scope Press. (High/Scope Educational Research Foundation Mono- Thorndike, R. 1975. (1973). Reading comprehension, education in graph No. 6). Ypsilanti, MI: High/Scope Press. fifteen countries: An empircal study. New York: Wiley. Hart, B., & Risley, T. R. (1995). Meaningful differences in the Wells, G. (1986). The meaning makers: Children’learning lan- everyday experience of young American children. Balti- guage and using language to learn. Portsmouth, NH: more: Paul H. Brookes. Heinemann Educational Books. High/Scope Child Observation Record (COR) for Infants and Toddlers (in press). Ypsilanti, MI: High/Scope Press.

For more information about the High/Scope educational approach to reading and writing, visit the Foundation’s Web site at www.highscope.org or send an e-mail to [email protected].

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How Preschoolers Learn to Read in High/Scope Programs

eading and its companion skill, writing— The importance of reading and Rthe twin components of literacy—are writing in High/Scope preschools essential parts of our lives because they are the Reading and writing are very important in gateway to learning and productivity in today’s High/Scope preschool programs. Children who information age. Reading and writing open the attend High/Scope preschools go on to become door to academic advancement and job success skilled and avid readers and writers. High/ and, as a primary vehicle for cultural literacy, Scope views what preschoolers do as “begin- shape our leisure time as well. High/Scope ning” reading and writing because the compe- embraces the lifelong value of reading and tencies and attitudes they develop in the early writing for learning, exploration, personal years set the stage for subsequent learning in expression, and pleasure. Longitudinal research the elementary years and beyond. In High/ shows that when children learn to read and Scope programs, children learn to read and write in an educational environment that builds write by building on the complementary skills on their personal interests and motivations, they of speaking and listening. These interrelated can succeed in school, lead rewarding lives, and skills of speaking, listening, reading, and writ- become contributing members of society. ing are captured in the High/Scope language and literacy key experiences—statements This position paper sets forth for educa- that describe what young children do, how they tors, families, and policymakers the foundations perceive the world, and the kinds of experiences of literacy development that exist in the High/ important for their development (see list, next Scope approach to educating young children. page). Teachers use the key experiences as In High/Scope preschool programs, teachers guides to set up the classroom environment, provide a broad range of active learning experi- plan related activities, and support children’s ences by organizing the preschool or child care learning with a variety of prereading and environment and planning activities around prewriting instructional methods. children’s interests and abilities. High/Scope recognizes that children develop at different Literacy development is social as well as rates and learn in different ways. For this rea- cognitive. We write because we have some- son, teachers in High/Scope preschools use a thing to say to others; we read to discover what variety of educational strategies so children at others have to say to us. Learning to read and all developmental levels and with a variety of write should build on children’s desire for inter- learning styles can establish a solid literacy personal relationships as well as on their intel- base. Recognizing that learning to read and lectual drive to communicate. High/Scope write is a process beginning in infancy and therefore embeds early reading and writing in continuing into the elementary school years, children’s desire to share with others what is High/Scope also has prepared position papers meaningful to them. Preschoolers not only on how our educational approach supports the learn about the tools of communicating in print development of these skills in the years imme- (such as letters, sounds, and phonemes) but diately before and after children’s preschool also become enthusiastic about reading for experiences. information and pleasure and writing as a tool

Reproducible page, permission not required. www.highscope.org [email protected] 13 High/Scope Preschool Key Experiences in Language and Literacy

Reading and Writing

• Reading in various ways: reading storybooks, signs and symbols, one’s own writing • Writing in various ways: drawing, scribbling, letter-like forms, letters, words • Dictating stories

Speaking and Listening

• Talking with others about personally meaningful experiences • Describing objects, events, and relations • Having fun with language: listening to stories and poems, making up stories and rhymes for communication and expression. In short, letters and words—their literacy skills flourish. they develop a love of literacy that lasts a At other times of the day, including small- and lifetime. large-group times, outdoor activities, and transi- tions, adults introduce materials and ideas to How children in High/Scope support children’s emerging interests and skills preschools learn to read and write in early reading and writing activities. Children learn best by pursuing their own interests and following their natural curiosity Scientific evidence that High/Scope about the world. We call this type of education preschools promote reading and “child-initiated” learning. For this reason, High/ writing Scope preschool classrooms are “active learn- Research shows that the High/Scope ing” environments where children choose their approach promotes the acquisition of these own avenues of learning and consequently are key academic skills. The High/Scope Perry Pre- motivated to master the knowledge and skills school Study, a 40-year study of economically necessary to achieve their goals (Hohmann & disadvantaged children, found significant differ- Weikart, 1995). While teachers and parents par- ences that favored a preschool group over a ticipate as partners in supporting and extending no-preschool group, based on various tests of these learning experiences, it is the child who intellectual and language performance adminis- sets them in motion. tered from the end of the first year of preschool Every day in High/Scope preschools, chil- through age 7; reading, language, math, and dren follow the High/Scope “plan-do-review” total school achievement at age 14; reading and process by making plans based on their own general adult literacy at age 19; and better atti- interests at “planning time,” following through tudes toward school throughout their education on their intentions at “work time,” and reflect- (Schweinhart, Barnes, & Weikart, 1993). The ing on their experiences with peers and adults results of the High/Scope Preschool Curriculum at “recall time.” In this process, children actively Comparison Study support the conclusion that communicate with others, causing their lan- programs encouraging child-initiated learning, guage abilities to grow. As young children in contrast to those in which teacher-directed begin to document their plans and activities— instruction predominates, are superior in terms first with drawings and symbols, later with of childhood emotional development and adult

14 Reproducible page, permission not required. www.highscope.org [email protected] citizenship (Schweinhart & Weikart, 1997). The orientation, front and back covers, and the national High/Scope Training of Trainers Evalu- arrangement of print from top to bottom and ation found language and literacy differences left to right. On a more cognitive level, children favoring children attending High/Scope learn that books have notable characters who preschools versus non-High/Scope preschools do interesting things and who face and resolve (Epstein, 1993). The findings applied to chil- problems—this inspires them to create stories dren in multiple sites across the full spectrum that reflect their own experiences and imagina- of socioeconomic, ethnic, and cultural back- tions. Thus, the content of the books and other grounds. Outside observers rated children in materials in the reading area is selected to rep- High/Scope programs higher than their peers resent and extend the realities and possibilities on measures of language, initiative, social in the children’s lives. relations, and overall development. The more 2. Read with children throughout the children planned and reviewed their activities, day. Teachers and children in High/Scope pro- the higher their scores on these measures of grams read together every day, throughout the achievement, attitude, and communication. day, in different settings, and using many differ- Research done in other countries by independent materials. High/Scope recommends that ent investigators also confirms that preschool adults read with children in pairs or small children attending well-implemented High/ groups, because young children cannot see the Scope programs outperformed those in settings words or engage in meaningful conversation without these active learning opportunities when reading is done in large groups. Reading (Sylva, 1992; Veen, Roeleveld, & Leseman, in intimate groupings makes it a warm and per- 2000). sonal experience that children learn to associate with positive relationships. Reading this way How adults promote reading and also offers more opportunities to develop the writing in High/Scope preschools skills of literacy. Children begin each day by Guided by the key experiences in lan- choosing a book to read with a parent or guage and literacy, High/Scope teachers use teacher at greeting time. They read the symbols the following prereading and prewriting strate- and words on the message board. At planning gies to ensure that children develop positive time, they signify with what and whom they attitudes and learn essential skills: want to play through gestures, objects, and words. Books are available all during work 1. Set up a book area. Every High/Scope time for the pleasure of reading with others or preschool has a book area filled with attractive looking for information. Adults label artwork and interesting books and other reading materi- with children’s names, often adding a title or als that reflect the real people and events in description of the work. Eventually, children children’s lives as well as the worlds of imagi- begin to label their own work. At recall time, nation and fantasy. There are books of all children may use pictures, letters, or words types, including well-illustrated picture books, to show what they did during work time. folklore, poetry, concept books, alphabet When walking outside, teachers and children books, homemade and child-made books, and point out familiar letters and words on signs, photo albums. The book area is warm and storefronts, and vehicles. In all these ways, inviting with comfortable places where children reading becomes a routine part of the pre- and adults can sit together and read. The book schooler’s day. area is open all day and arranged so children can obtain books on their own. With repeated 3. Use symbols and associate them exposure to books, children develop important with letters and words. At program entry, concepts about their properties, including their each child chooses a personal “symbol” (a sim-

Reproducible page, permission not required. www.highscope.org [email protected] 15 plified drawing such as a diamond or a house) and grammar before communicating in writing that is written on their cubbies (personal stor- may come to view writing as tedious. When age bins or shelves), plans, things they make, encouraged to write without having to conform and so on. The letters of their name also to conventional standards, however, preschool appear next to their symbol. Children quickly children become enthusiastic writers who can learn to “read” and “write” their symbol and to create books, cards, and messages. In High/ recognize those of their classmates. Symbols, Scope preschools, teachers encourage children drawings, photographs, and words also identify to continue writing by accepting their early the areas of the room and mark the shelves and writing attempts (such as scribbled letters or bins where children retrieve and return play invented spellings). Because they are also con- materials on their own. The daily routine is also stantly exposed to conventional forms, children posted, pairing graphics and word labels. From become eager to master and reproduce stan- these associations, young children learn that dard writing, often writing their own names “letters” and “words” are symbols that stand for and familiar words from classroom area labels real objects and actions. They want to learn such as “art,” “book,” “block,” or “house.” these symbols so they can find what they need, identify what is theirs, know what their friends 7. Take dictation. Adults write down chil- are doing, and predict what will happen during dren’s words for them at their request during the school day. play or other activities. For example, a child may ask an adult to write a message on a greet- 4. Fill the classroom with other writing card the child has made or to write down ing. Letters and words are found throughout rules for a game a group of children have made High/Scope classrooms. These may include up. Taking children’s dictation helps them con- cardboard or plastic letters for children to trace, nect spoken and written language. For that rea- copy, compare, and sort. Play areas are stocked son, High/Scope teachers always write down with real objects that display pictures, words, and read back exactly what a child says. They and numbers. For example, there are measuring may also take group dictation if children want cups in the water area, maps in the block area, to record a shared experience or make up a recipe files and food labels in the house area, story together. Children often ask adults to tool catalogs in the construction area, and seed write down their plans or descriptions at recall packets in the outdoor area. time. To help them add detail and complexity, 5. Provide writing materials. Children adults may ask open-ended questions such as use writing tools because the tools help “What will you use to make that?” or “Can you them carry out their play ideas. Writing tell me how you did that?” Bombarding chil- materials are in virtually every area of a High/ dren with too many questions, however, is Scope preschool. The art area has unlined paper, likely to discourage them from talking fully paint and brushes, markers, and regular and col- and freely. ored pencils. Chalk may be used indoors or out- 8. Explore sounds. Children in High/Scope side. In the house area children will find such preschools learn phonemes—the smallest items as ruled notepads, checkbook registers, sound units in words—by identifying and creat- pens, envelopes and stamps, inkpads, and order ing rhymes and alliterations and by sounding forms. Computers have age-appropriate drawing out letters in words they attempt to write. and writing programs so children can create and Rather than have young children rote memorize read their own stories. letter names and sounds, teachers in High/Scope 6. Encourage children to write in their programs build phonemic awareness through own ways. Children who are asked to first everyday play and games as children sing master letter formation, spelling, punctuation, songs, hear and tell stories, make up nonsense

16 Reproducible page, permission not required. www.highscope.org [email protected] words, invent and repeat rhymes, or move to ing props during dramatic play. In these ways, rhythmic chants. By patting or rocking their children appreciate that oral and written words bodies to the steady beat of a recited rhyme or are a satisfying means of creative expression. chant, children become better able to identify 12. Encourage families to support chil- syllables and their sounds. In all these ways, dren’s beginning reading and writing. Virtu- children construct phonemic knowledge them- ally all of the literacy strategies that teachers use selves, guided by the rich opportunities adults in the classroom can be used by families at provide for exploring the sounds of the English home. High/Scope teachers conduct parent language. workshops to facilitate this transfer. Teachers 9. Converse naturally with children. encourage parents to read with their children Teachers in High/Scope settings balance listen- every day, taking time to talk about the content ing and speaking when they interact with and listen patiently as children “read” to them. young children. The best way to encourage Parents learn how they can provide reading and children to talk is to listen patiently as they writing materials at home—getting a library card, describe their experiences, feelings, and ideas. choosing appropriate books, and making paper Adults encourage children’s language by getting and writing tools easily available. Family mem- down at their eye level, making comments and bers discover that everyday interactions evoke observations, repeating what children say, and interest in reading—looking at labels in the rephrasing children’s ideas to expand their supermarket, recognizing letters on street signs, vocabularies and elaborate on their sentences. identifying numbers and letters on license plates, drawing and writing thank-you notes, or making 10. Display and send home children’s up the invitation list for a birthday party. Class- writing samples. Because writing is a potent room practices that parents can apply directly at form of communication, children like to share home include using the child’s symbol to label what they have written with teachers, peers, personal possessions, taking dictation, and dis- and family members. High/Scope preschool playing children’s drawings and early writing. By teachers post children’s writings and dictations sharing child development information and these for others to see and comment on. They send adult support strategies, High/Scope teachers home writing samples so children can read help families encourage children’s beginning them to parents and siblings. Teachers help reading and writing efforts. parents understand the value of children’s beginning writing, explaining what children are learning even when they use unconventional Frequently asked questions: What is forms. They help parents develop a positive High/Scope’s position on … attitude toward all their children’s attempts at Posting the letters of the alphabet? communication, thereby encouraging a home Posting the alphabet is one strategy for children environment in which reading, writing, speak- to see and learn letters. Letters alone, however, ing, and listening continue to flourish. do not provide the “meaning” that children 11. Support literacy through the arts. need to learn reading and writing. Therefore, The arts encourage young children to experi- High/Scope programs embed the alphabet in ence the written and oral traditions of their children’s everyday play materials and experi- homes and communities. Art can also nurture lit- ences. If wall space to display children’s own eracy. For example, children might expand their writing at eye level is limited, teachers have vocabulary by describing the artwork in a pic- many other options. They can provide plastic ture book, develop phonological awareness by or cardboard letters for tracing or copying. accompanying songs and chants with dance Children can use magnetic letters to make motions, and further their writing skills by label- words or narrate stories. If children are writing

Reproducible page, permission not required. www.highscope.org [email protected] 17 a letter or making a book, they may ask the Head Start Child Outcomes Frame- teacher to make a letter so they can copy it. work? Both Head Start and High/Scope include language and literacy in their list of Teaching phonics? Rich and varied lan- child outcome domains. The elements and sam- guage experiences—not rote memorization of let- ple indicators in the Head Start framework ter names or sounds in isolation—provide the readily correspond to the High/Scope key context in which children attach sounds to letters experiences. Both emphasize such elements as and word units. High/Scope teachers use strate- book knowledge and appreciation, print aware- gies such as rhyming, singing, and moving to ness, early writing, alphabet knowledge, and music to help young children explore sequencing, phonological awareness. For example, Head sounds, and sound patterns. As these oral pro- Start lists “knowing at least 10 letters of the cesses become familiar, children begin to supply alphabet” as a literacy indicator. Children in their own rhymes or match syllables to songs and High/Scope preschools will exceed this goal by chants. Through these activities, young children associating symbols with the letters in their learn to detect the sounds that make up words, names and those of their classmates, the that is, they develop phonemic awareness. By labeled areas of the room, and posted repre- attaching letters to word sounds in names, sentations of the daily routine. storybooks, messages, labels, and early attempts to write, children develop phonetic knowledge of Local and state literacy standards for letter-sound relationships. pre-kindergarten? High/Scope has cross- referenced its key experiences with many Direct instruction? High/Scope sees pre-kindergarten standards for reading, writing, teaching and learning as a balance between and overall language development. High/Scope child and adult initiation, not a one-way path adult support strategies are compatible with of communication. Practically speaking, this standards listing the educational experiences means teachers bring specific knowledge like teachers must provide. High/Scope educational the alphabetic system or phonetic patterns to goals are consistent with specifications for what children’s attention as their awareness and children must learn. The High/Scope approach interest develop. High/Scope teachers share this to reading and writing is also in essential agree- knowledge and engage children with it by care- ment with the joint position paper issued by the fully selecting classroom materials, planning National Association for the Education of Young group activities, and interacting with children in Children and the International Reading Associa- intellectually challenging ways throughout the tion (Neuman, Copple, & Bredekamp, 1999). day. However, the full richness and complex This compatibility in appropriate instructional array of discrete reading and writing skills can- methods and developmental milestones is fur- not be taught piecemeal to children. Most of ther reflected in High/Scope assessment tools, this knowledge is learned indirectly—from con- the Program Quality Assessment (High/Scope, versations, reading, and other oral and written 1998) and the Child Observation Record (1992). media. It is by seeking meaning from these sources that young children “construct” many English language acquisition? Rich and reading and writing principles, including repre- varied language experiences are essential to lit- senting sounds with letters and words, using eracy in any language. The more such experi- shared vocabulary, and adopting conventional ences children have, whether in their first or forms of grammar. By learning within a mean- second language, the more they will be pre- ingful and natural context, children can not pared to read and write. To develop and main- only exercise these specific skills but also read tain a language, children must hear and use it for comprehension, the ultimate goal of educa- regularly in at least two different contexts. If tion in this domain. children encounter their first language in the

18 Reproducible page, permission not required. www.highscope.org [email protected] home and community, and English at school and References in the media, they can develop and sustain skills Epstein, A. S. (1993). Training for quality: Improving early childhood programs through systematic inservice training. in both languages. The High/Scope preschool Ypsilanti, MI: High/Scope Press. environment supports this language diversity. High/Scope Educational Research Foundation. (1992). The 1 Because children plan and carry out activities High/Scope Child Observation Record for Ages 2 2 to 6. based on their own interests and experiences, Ypsilanti, MI: High/Scope Press. High/Scope Educational Research Foundation. (1998). The the program supports both retention of their first High/Scope Program Quality Assessment: Preschool language and acquisition of a second language. Version. Ypsilanti, MI: High/Scope Press. Hohmann, M., & Weikart, D. P. (1995). Educating young Conclusions children: Active learning practices for preschool and child care programs. Ypsilanti, MI: High/Scope Press. The High/Scope educational approach to Neuman, S. B., Copple, C., & Bredekamp, S. (1999). Learning to reading and writing in preschool reflects over read and write: Developmentally appropriate practices for young children. Washington, DC: National Associa- four decades of research-based practice. The tion for the Education of Young Children. foundation for these essential skills is estab- Schweinhart, L. J., Barnes, H. V., & Weikart, D. P. (1993). Signifi- lished in an active learning environment, medi- cant benefits: The High/Scope Perry Preschool Study through age 27. Ypsilanti, MI: High/Scope Press. ated by supportive adults, that builds on chil- Schweinhart, L. J., & Weikart, D. P. (1997). Lasting differences: dren’s natural motivation to communicate, first The High/Scope Preschool Curriculum Comparison through language and later through print. Read- Study through age 23. Ypsilanti, MI: High/Scope Press. ing and writing open the door to other learn- Sylva, K. (1992). Conversations in the nursery: How they contribute to aspirations and plans. Language and Education, ing—factual knowledge, practical information, 6(2), 141–148. and tools to accomplish diverse ends. They Veen, A., Roeleveld, J., & Leseman, P. (2000, January). Evaluatie help children develop a sense of self, commu- van Kaleidoscoop en Piramide Eindrapportage. SCO nity, history, and future possibility. Reading and Kohnstaff Instituut, Universiteit van Amsterdam. writing are also important in their own right as vehicles for discovery, expression, problem solving, and enjoyment. High/Scope features reading and writing as key experiences for preschool children so they can exercise and enjoy these skills throughout their lifetime.

For more information about the High/Scope educational approach to reading and writing, visit the Foundation’s Web site at www.highscope.org or send an an e-mail to [email protected].

Reproducible page, permission not required. www.highscope.org [email protected] 19

How High/Scope Teaches Reading in Kindergarten Through Third Grade

No educational achievement is of greater ing and writing instruction. Most are successful, concern to parents, children, and the general to some degree, in helping the majority of public than a child’s learning to read and write. children learn to read. Many children, however, Literacy is the key that opens the doors to fur- fall through the cracks and perform below ther study, academic success, choices in the job other children their age in reading and writing. market, and the personal fulfillment that comes These children often (though not necessarily from reading for information and for pleasure. always) come from family backgrounds that Some elements of literacy development require did not provide them—as infants, toddlers, or instruction in specific concepts and skills, such preschoolers—with the kinds of early language as phonemes, letter-sound correspondences and and literacy experiences that many of their spelling patterns, and letter formation. Other more reading-advantaged peers benefited from aspects of literacy development are acquired (see other position papers). through innumerable repetitions of the literacy These “at-risk” children usually begin ele- acts themselves—reading literature in a variety of mentary school without thousands of hours of genres and styles, reading for information and storybooks read to them, without extensive enjoyment, writing to convey information or as experience with the printed word, without the an act of creative expression, and carrying on a range and depth of oral English language expe- communicative dialogue with others. rience their more advantaged peers have had. If these same children have grown up in homes The importance of reading and where English is the second language, they writing in grades K–3 may have missed hearing many of the sounds The literacy strategies employed in the of English in their early years. These at-risk High/Scope K–3 approach and described in children are not and will not be ready to effec- this paper are based on the most recent tively benefit from even well-developed ele- research findings and the practical experiences mentary-level reading instruction until they of High/Scope teachers. These strategies are progress through the prereading, emergent- part of the High/Scope teaching and learning reading, and developing-reading levels framework—a comprehensive approach to on their way toward fluency. Effective reading all aspects of curriculum, instruction, assess- instruction for these children must meet them ment, classroom management, staff develop- where they are and guide them through the ment, supervision, and program operation early literacy levels to construct adequate that has a substantial history of success with foundations for subsequent learning. Engaging diverse populations of students and teachers these children in reading experiences appropri- in the U.S. and abroad. ate to their current levels of literacy is the best approach to closing the gap between While approaches to elementary education their skills and those of their more reading- vary in style and emphasis, most effective advantaged peers. models subscribe to similar principles of read-

Reproducible page, permission not required. www.highscope.org [email protected] 21 For the early elementary students with the personal experiences to peers and adults. lowest performance this means going back to They also participate regularly in singing, strategies outlined in the infant-toddler and pre- dramatic presentations, and oral readings of school position papers—back to experiencing poetry and prose. By second and third grade, word sounds, hearing stories, exploring picture children regularly contribute to group discus- books, and developing book and print knowl- sions. They are also encouraged to articulate edge with simple texts (geared to the interests of points of view on a topic and to offer support older children). Teachers must find the reading for their views based on evidence and level that works for each child and build from multi-step reasoning. there. Even in second or third grade and Listening. Children listen to stories, beyond, effective reading instruction must start poems, and expository text read aloud to them at the child’s current reading level, building from by adults and peers. They demonstrate oral the top of that level toward the next. comprehension by predicting story events, Although not seen as a compensatory asking and answering questions about texts model, the High/Scope approach has proven they’ve listened to, retelling stories, and relating effective with “at-risk” pupil populations as well story events to their own experiences. Children as with the general population. It is not a magic listen actively to peers and adults by asking remedy that overcomes serious deficiencies in a relevant questions and by making connections few teacher-proof lessons; in fact, no instruc- to their own ideas and experiences. tional method can guarantee quick or simple Phonological awareness. Children iden- success for all students. However, High/Scope is tify and create rhymes; find words (in pictures a tried, tested, and complete method that teach- and print) with the same beginning, ending, ers and schools can use effectively to help all and middle sounds; and separate and blend children, including those at risk, learn to enjoy, word sounds (syllables and phonemes). value, and benefit from schooling. The High/ Children also engage in word play by making Scope method can and does teach students to rhymes and playing word games (e.g., “Sounds read, write, and in general, become productive like pan but begins with /f/”). and well-adjusted citizens. Phonics. Using grade-appropriate knowl- How children in High/Scope K–3 edge of letter-sound relationships, children classrooms learn to read and write sound out regularly spelled, unfamiliar words in text and when writing. They focus first on High/Scope’s elementary program uses a one-syllable words, such as cat and pen, with comprehensive approach to literacy develop- regular one-to-one letter-sound correspon- ment. This approach balances skill and vocabu- dences. As children’s reading skills increase, they lary development with rich literacy experiences progress systematically to more complex pat- that incorporate children’s interests and initia- terns (such as blends, vowel combinations, and tives; it also emphasizes children’s active silent e’s), to the letter patterns of multi-syllable involvement in the learning process. Teachers words, and to suffixes, prefixes, and root words. in High/Scope elementary classrooms teach reading by organizing and providing daily Developing vocabulary. Children learn to experiences in speaking, listening, reading, identify and read high-frequency, non-phonetic and writing, using the High/Scope elemen- words by sorting and matching words, reading, tary key experiences in language and liter- being read to, and through shared and guided acy to guide them. reading with a teacher. These words include those found on, for example, Dolch lists for Speaking. Throughout the day, children each grade level. In the materials-rich environ- use oral language to communicate plans and

22 Reproducible page, permission not required. www.highscope.org [email protected] ment of High/Scope classrooms, children are ple, complete sentences to express and com- exposed to new vocabulary through reading municate their own experiences and creative and listening to a variety of texts, from names thought. They use the phonics they are acquir- and labels of classroom materials, and from the ing to spell out words they want to write, and full spectrum of sensory properties and experi- they use invented spellings as needed to assure ences these materials and their daily use afford. fluency and completeness of thought as they Experiential referents give meaning to these move steadily toward conventional spellings. words as they appear in the reading, writing, The very act of writing makes them more con- and speaking that children do when they plan, scious of letter sounds. Children learn letter carry out, and reflect on their classroom activi- formation, printing, and then cursive handwrit- ties during the daily plan-do-review process. ing through teacher modeling and guidance in daily writing activities. They write stories, jour- Reading books, books, and more books nals, reports, and books, and use different along with other printed material. From a modes of writing, such as poetry, research classroom or school library, children in the reports, and essays. They also create messages, early elementary grades select and read 25 or e-mail, letters, posters, lists, instructions, and more books per year at their own reading level. other written communications in the context of Children choose books on their favorite sub- diverse learning activities. Children read their jects and by familiar authors and are encour- own writing to peers and adults, and they are aged to broaden the content of their reading encouraged to display their writing in the class- by choosing additional books based on their room and to share it with parents. As fluency interests, those of their peers, and the recom- increases, they move through the complete pro- mendations of the teacher. If they haven’t cess of writing—from prewriting to drafting, already done so in preschool or at home, they rewriting, editing, proofreading, and finally to develop knowledge of how to handle books, publishing and reviewing selected works for turn successive pages, follow text from top to the home, classroom, or school library. bottom and left to right on the page, and track words in print. They respond to what they Scientific evidence of High/Scope’s have read by retelling and discussing the text impact on reading achievement with peers and adults, making predictions, representing stories in pictures, and relating The High/Scope educational approach is stories to their own experiences. based on scientifically conducted research studies. More than 3,000 school children Children engage in buddy reading, individ- in three different parts of the country were ual silent reading, and guided, small-group assessed over three years on such standardized reading sessions with the teacher. As fluency tests as the Comprehensive Tests of Basic increases, children read for information and Skills, the Iowa Tests of Basic Skills, and the enjoyment from books, magazines, and news- California Achievement Tests (Schweinhart & papers; follow written directions for projects Wallgren, 1993). Children in classrooms using and games; and use dictionaries to find word the High/Scope approach significantly out- meanings. They analyze narrative texts for scored comparable peers in non-High/Scope such elements as character, setting, problem, classrooms on standardized achievement tests. and resolution, and they identify similarities Based on these studies demonstrating the pro- and differences across texts. When engaging gram’s significant and positive impact on stu- in oral reading, they use inflection and phras- dent achievement, the U.S. Department of ing, and they respond to punctuation. Education’s Program Effectiveness Panel (PEP) Writing—running the reading proces- validated the High/Scope elementary curricu- sor in reverse. Children regularly write multi- lum in 1992; High/Scope was the first compre-

Reproducible page, permission not required. www.highscope.org [email protected] 23 hensive model to receive such endorsement activities planned. Alternatively, all the small (Schweinhart, 1991). In a later study, children groups can work on the same workshop activity who had been in High/Scope K–3 classrooms at the same time, then all can change to the next had more positive attitudes toward reading and planned activity, and so on. writing in fourth grade and initiated these 3. Read aloud daily to children, or activities more frequently than did comparison have a child or other adult read to the children who did not have a High/Scope class. Teachers also provide daily times for experience (Hohmann, 1996). These evaluation buddy reading, in which children read to a results demonstrate that a High/Scope education partner, or a period of sustained silent reading gives children specific advantages in literacy. when children read a book from the class or school library that is of interest to them and is How teachers promote reading and at their current reading level. Teachers use this overall literacy in High/Scope time for one-on-one guided reading and for Classrooms individual assessment of reading development. 1. Conduct large-group sessions (which 4. Use computers and computer-based may be called circle time, gathering, or learning materials, when available, to sup- story time) that include activities such as port reading and writing activities. Com- studying phonemes and words, identifying puter programs provide language- and read- and creating rhymes, reading stories aloud, ing-based activities for small-group workshops singing, and engaging in dramatic play and and for child-initiated activities. Programs offer other productions. New concepts and skills multimedia games and creative activities that are introduced, and previously introduced skills encourage practice with letters, letter sounds, are briefly reviewed and practiced. For exam- rhymes, word recognition, and comprehension. ple, teachers may use a large-group setting to Children also use computers in writing and draw children’s attention to the letter patterns for publishing projects and in exchanging e-mail sound blends from a recent story they’ve heard, with teachers, friends, classes at other schools, such as /br/ and /tr/. In the same session, chil- and experts in various subjects being studied. dren might practice these letter-sound patterns High/Scope makes computer software recom- by thinking of additional words with these mendations to help teachers identify programs sounds to add to a word wall. that provide user choice, link sight and sound to build phonics connections, provide support- 2. Organize daily, small-group instruc- ive feedback, and monitor student progress. tional workshops involving word study, writing, guided reading, and application 5. Use periodic assessment of individ- or representation of text. Each small group ual reading levels to guide the choice of involves a language arts or reading task assigned reading selections and instruction for each by the teacher. Small-group activities are child. Teachers keep running records of chil- planned around printed curriculum materials or dren’s oral reading in graded materials; they teacher-designed activities based on language use these records along with other reading- arts and reading standards. A language work- level measures to determine children’s inde- shop, for example, might consist of four small- pendent reading level and instructional needs. group stations: a guided reading from a trade or Using observations, anecdotal notes, and port- other graded storybook; a word- and picture- folios to assess children’s letter-sound skills, matching activity based on beginning, ending, phonemic awareness, word recognition, and or vowel sounds; buddy reading; and journal comprehension skills, teachers track individual writing. The small groups rotate through all the literacy progress and plan suitable instructional stations until each group has completed all the activities.

24 Reproducible page, permission not required. www.highscope.org [email protected] 6. Work with parents and families to instructional initiatives with children’s initiatives develop a print-rich environment at home by providing choices, asking children to plan that will develop children’s skills and instill learning projects of their own, and encouraging a love of reading and writing. Activities may children to use creative thinking and problem include borrowing books from community or solving in teacher-assigned tasks and activities. school libraries, keeping a parent-child journal, Teachers plan large-group activities and small- doing family histories and interviews, and play- group workshops, while children plan their ing literacy-related games such as word scaven- own learning activities during the plan-do- ger hunts. Teachers also keep parents informed review segment of the daily routine. Teachers about children’s reading and writing progress maintain a consistent schedule and set high at school. expectations for children’s work and for children’s care and support of one another. Frequently asked questions: What is Meeting local and state standards? The High/Scope’s position on ... High/Scope elementary key experiences in child development provide a core of develop- Using phonics? Learning letter-sound mentally sequenced curriculum objectives and patterns and the relationships between speech performance indicators around which the sounds and written words is a fundamental part High/Scope approach is built. The key experi- of learning to read in High/Scope classrooms. ences have been cross-referenced with both Teachers first emphasize children’s awareness state and national standards in the major of the individual sounds in words through curriculum areas, including language arts and activities involving rhyming; matching words reading. Although such matches can never be with similar beginning and ending sounds; exact (the standards differ somewhat from one breaking words into sound units; combining, another), the key experiences are highly com- deleting, and changing sounds to create new patible with most state and local standards and words; and synthesizing words from individual indicators for language arts and reading. sounds. Along with these phonemic awareness activities, teachers give children experiences Supporting English language acquisi- connecting speech sounds with letters and let- tion? When English is a second language, the ter patterns in printed words. Children apply extent of the child’s literacy development in these phonics skills as they read and/or write the first language is seen as a bridge to literacy stories and other kinds of texts. in English. When possible, teachers use pictures, gestures, peer translators, and words Using direct instruction? High/Scope and phrases from children’s first language to teachers present some concepts and skills establish communication as they help children directly (for example, letter sounds, vocabulary, acquire sounds, words, and reading/writing handwriting, punctuation) by describing them fluency in English. and presenting examples orally and in print. High/Scope teachers also engage children with Conclusions content by asking them to recall facts or skills, and by practicing it in application activities. Reading is a central focus of High/Scope’s High/Scope teachers do not rely on verbal comprehensive approach to K–3 classrooms transmission or scripted lessons to convey and curriculum. Because of its roots in cogni- information that can be learned inductively, tive psychology, the High/Scope approach nor do they rely on repeated practice of skills emphasizes children’s active involvement in the in isolation when these skills can be acquired learning process. Reading instruction integrates more effectively through use in practical con- phonologic skills and vocabulary development texts. High/Scope teachers balance their with work in connected text—reading for

Reproducible page, permission not required. www.highscope.org [email protected] 25 meaning and writing to express it—a principle References emphasized repeatedly in the report of the Hohmann, C. F. (1996). Foundations in elementary education: Overview. Ypsilanti, MI: High/Scope Press. National Reading Panel (2000). The High/Scope National Reading Panel. (2000). Teaching children to read: elementary approach can give schools and An evidence-based assessment of the scientific research teachers the tools to prepare children for future literature on reading and its implications for reading instruction (Report of the National Reading Panel). literacy learning and enable them to take Washington, DC: National Institutes of Child Health responsibility for setting and achieving person- and Human Development, National Institutes of Health. ally meaningful goals. High/Scope teaches Schweinhart, L. J. (1991). Validity of the High/Scope K–3 Curricu- children not only how to read and write but lum (Proposal to the Program Effectiveness Panel, U. S. Department of Education). Ypsilanti, MI: High/Scope also how to use and enjoy these skills through- Educational Research Foundation. out life. Schweinhart, L. J., & Wallgren, C. (1993). Effects of a Follow Through program on school achievement. Journal of Research in Childhood Education 8 (1), 43–56.

For more information about the High/Scope educational approach to reading and writing, visit the Foundation’s Web site at www.highscope.org or send an e-mail to [email protected].

26 Reproducible page, permission not required. www.highscope.org [email protected] High/Scope Reading Content

The goal of High/Scope’s reading curriculum? Children who love to read!

PreK Prereading K-3 Reading Oral Language Phonemic Awareness Talking with others about personally meaningful experiences Identifying and creating rhymes Building vocabulary: describing objects, events, and relations Finding words with the same beginning, middle, and end- Pretending, telling stories, resolving conflicts ing sounds Having fun with language Separating and blending syllables and phonemes Enjoying stories, rhymes, and songs Phonics Building a rhyme and alliteration repertoire Sounding out regularly spelled, unfamiliar words in text Phonological Awareness and when writing Making sound-letter correspondences Speaking and listening Working with blends, vowel combinations, silent e’s Attending to and experimenting with sounds that make up words Seeing letter patterns in multisyllable words Generating rhymes and alliterations Identifying suffixes, prefixes, and root words Phonemic awareness—Distinguishing letter sounds Fluency Print Awareness Reading rapidly and accurately Working with print-bearing materials Recognizing words automatically Handling and learning about books Reading orally with inflection, phrasing, and attention to punctuation Being read aloud to from books Generating print Vocabulary Dictating stories Identifying and reading high-frequency, nonphonetic Reading signs and symbols, storybooks, one’s own writing words Sorting and matching words Alphabet Knowledge Reading a variety of texts Seeing and handling letters Making plans, carrying them out, talking and writing Recognizing letters and words about them Writing in various ways Text Comprehension Using three-dimensional letters, keyboards, and moveable type Listening Making sound-letter connections Predicting, asking and answering questions, retelling Relating text to experience Reading alone, in pairs, and in guided small groups Analyzing narrative texts for character, setting, problems and resolutions Comparing texts Writing Generating texts: stories, poems, journals, reports, books Drafting, rewriting, editing, proofreading, publishing and reviewing

For more information about the High/Scope educational approach to reading and writing, visit the Foundation’s Web site at www.highscope.org or send an e-mail to [email protected]. The High/Scope Early Childhood Reading Institute

Mission To conduct research and promote practices that support the development of reading and writing skills in young children.

Guiding Principles • Learning to read and write begins at birth and builds on children’s basic need to communicate. • Children learn to read and write at different rates and in different ways. • Children acquire literacy through key experiences in speaking, listening, reading, and writing • Reading and writing are best learned in contexts in which literacy skills are embedded in meaning and comprehension.

Leadership in education since 1970

High/Scope Educational Research Foundation, an independent nonprofit research, development, training, and public advocacy organization, was founded in 1970 in Ypsilanti, Michigan. The Foundation’s principal goals are to promote the learning and development of children worldwide from infancy through adolescence and to support and train educators and parents as they help children learn. In High/Scope programs, students learn through active involvement with people, materials, events, and ideas.

Dr. Arthur W. Stellar, President and CEO