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Adopted by the Board of Directors January 2005 development teachers The International Reading Association Board of Directors at Time of Adoption instruction Preschool Literacy Collection MaryEllen Vogt, President Richard Allington, President-Elect Literacy Timothy Shanahan, Vice President Editor: Lesley Mandel Morrow Development Alan E. Farstrup, Executive Director in the 2004 Preschool Cathy Collins Block Building a Foundation for Preschool Literacy: James Flood cultural Years Effective Instruction for Children’s Reading Victoria J. Risko Charline J. Barnes and Writing Development Rita M. Bean Carol Vukelich, James Christie Carrice L. Cummins literacy David Hernandez, III Oral Language and Early Literacy Susan Davis Lenski Jill Lewis story in Preschool: Talking, Reading, and Writing reading Kathleen A. Roskos, Patton O. Tabors, Lisa A. Lenhart This brochure may be purchased standards Learning About Print in Preschool: from the International Reading Association Working With Letters, Words, and Beginning in bulk quantities, prepaid only. Links With Phonemic Awareness (Please contact the Association for pricing information.) Single copies can be downloaded free for personal phonemic Dorothy S. Strickland, Judith A. Schickedanz use through the Association’s website: www.reading.org oral Writing in Preschool: Learning to Orchestrate (requires Adobe’s Acrobat Reader). language Meaning and Marks © 2005 International Reading Association Brochure design by Linda Steere Judith A. Schickedanz, Renée M. Casbergue Cover photo by Photodisc and Adobe Image Library/Early Education reading Using Children’s Literature in Preschool: A POSITION Comprehending and Enjoying Books STATEMENT Lesley Mandel Morrow, Linda B. Gambrell dramatic play OF THE

800 Barksdale Road storytelling INTERNATIONAL PON Box 8139 Newark, Delaware 19714-8139, USA READING Telephone 302-731-1600 Fax 302-731-1057 www.reading.org curriculum ASSOCIATION teachers 1066 3/05 SW comprehending he preschool years, ages 3 and 4, are extremely important for children’s T social, emotional, physical, cognitive, and language and literacy development. Children’s development can be affected by high-quality preschool experiences that can improve later academic and social competence (Barnett, 1995; Morrow, 2004; Neuman & Dickinson, 2001). Preschools make a difference in children’s lives; therefore, every 3- and 4-year-old child should have access to free, high-quality, public preschools. High-quality preschools embrace appropriate early literacy experiences delivered by well-prepared, knowledgeable, caring preschool teachers. High-quality preschools can ensure that all children are prepared for school and are developing literacy skills.

The Importance of Preschool writing activities. And differential early literacy High-quality preschool experiences that successfully development by gender is affected positively when foster early language and literacy skills are laying a the school literacy curriculum is aligned with Based on the best research evidence, access to critical foundation for children’s successful future. children’s reading and writing interests and out-of- appropriate, high-quality early language and literacy Children who attend high-quality preschools are less school experiences (Alloway & Gilbert, 1997). experiences will enhance young children’s likely to be retained in the primary grades, have development. The preschool curriculum, therefore, higher graduation rates from high school, and have Language and Literacy-Based should emphasize a wide range of language and fewer behavior problems (Barnett, 1995; Campbell & Instruction in Quality Preschools literacy experiences including, but not limited to, Raney, 1995; Cunningham & Stanovich, 1997; The National Early Literacy Panel (Strickland & story reading, dramatic play, storytelling, and Huttenlocher, Vasilyeva, Cymerman, & Levine, 2002; Shanahan, 2004) identified, on the basis of an retelling. There are many resources describing how Peisner-Feinberg & Burchinal, 1997). Preschool extensive review of research, those characteristics of this can be achieved, including the joint position education is beneficial to all children across all children from birth through age 5 that are most statement of the International Reading Association economic backgrounds, although children whose closely linked to later achievement in literacy: oral (IRA) and National Association for the Education of parents have the least formal education and lowest language development, phonological/phonemic Young Children (NAEYC) (1998), Learning to Read incomes appear to benefit most (Barnett, 1995, 2001; awareness, alphabetic knowledge, print knowledge, and Write: Developmentally Appropriate Practices Fuerst & Fuerst, 1993; Schweinhart, Barnes, Weikart, and invented spelling. Researchers have found that for Young Children, and IRA’s Preschool Literacy Barnett, & Epstein, 1993). Researchers (Cairney, experiences with storybook reading, discussions Collection (Morrow, 2004). These resources describe 2002; Makin, 2003) indicate that early success with about books, listening comprehension, and writing the rich oral language and early literacy experiences literacy learning depends on the degree of are crucial in early literacy development (Bus, Van that should be a central part of the preschool congruence between home and school reading and IJzendoorn, & Pellegrini, 1995; Wells, 1985). curriculum. • Are responsive to students’ thinking and are Effective teacher educators interactive (Wilkinson & Townsend, 2000). • Create standards for strong undergraduate and • Incorporate multiple literacy goals into single lessons graduate preparation of preschool teachers, (Wharton-McDonald, Pressley, & Hampston, 1998). emphasizing language and literacy development. • Contextualize language and literacy conventions and • Encourage interactions between university, college, skills and demonstrate learning goals (Wray, and community college faculty to discuss strong Medwell, Fox, & Poulson, 2001). preparation programs for preschool teachers. • Provide coaching and repeated use of conventions • Develop professional partnerships with preschool with authentic texts (Taylor et al., 2000). personnel. Preschool teachers’ preparation should include strong Effective parents attention to literacy development. To be on the cutting • Participate in home and school activities that deal edge of language and literacy instruction, preschool with their child’s literacy development. teachers and directors need to engage in continual • Are alert to routine activities that can help their professional development (Anders, Hoffman, & Duffy, children with language and literacy development. 2000; Showers & Joyce, 1996; Shulman, 1998; Sparks & Loucks-Horsley, 1990; Taylor et al., 2000). Effective policymakers and community leaders • Build support for quality preschool programs that Recommendations provide standards for integrating language and literacy experiences. Effective preschool educators • Recognize the importance of language and literacy • Provide resources to establish quality public experiences in preschool to subsequent school preschool. achievement. • Require excellent teacher preparation, which • Integrate early literacy experiences into the preschool includes an emphasis on language and literacy. curriculum. • Identify and provide support for promising preschool • Connect physical, emotional, and social goals in the programs that can be used as models for others. Teacher Preparation language and literacy curriculum when appropriate. • Fund research to enlist teachers and other and Professional Development • Develop appropriate language and literacy standards educators as researchers who will develop additional best-practice programs to address the Teachers in early childhood programs are better able for preschool. unique needs of the populations in their schools. to provide quality programs in language and literacy • Create a language and literacy program that is when they understand the continuum of reading and culturally competent. writing development (IRA & NAEYC, 1998) and its • Participate in professional development opportunities integration in the preschool curriculum. Teachers of to remain up-to-date about evidence-based practice. young children should know about the individual needs of children, taking into consideration social, Effective early childhood and elementary educators cultural, emotional, physical, cognitive, and language • Build relationships with preschool, primary, and abilities. Teachers also should be sensitive to children elementary educators to learn more about language from different language and cultural backgrounds. and literacy at the different grade levels. Teachers who enhance the early literacy of children • Build a continuum of reading and writing from diverse cultural and language groups use development from preschool through the elementary culturally appropriate instruction that is congruent grades to ensure continuity and ongoing attention. with the children’s home and community language • Participate in professional development opportunities and literacies (Heath, 1983; Hohepa & McNaughton, to remain up-to-date about early literacy evidence- 2002; McNaughton, 2001). based practice. Based on research on the preparation of exemplary teachers in the early childhood years, Effective public school boards preschool teachers do best when they have college • Provide access to quality preschools for 3- and 4- degrees and early childhood teaching certifications year-olds. (Taylor, Pearson, Clark, & Walpole, 2000). Effective • Ensure that the preschool curriculum includes an preschool teachers emphasis on language and literacy experiences. • Are intentional and draw children’s attention to • Ensure that preschool educators receive appropriate print and print conventions (Makin, 2003). preparation, certification, and continual professional development concerning literacy instruction.

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