CoverLayout1ac.pdf 11/25/08 1:33:36 PM 2 Canadian Language and Literacy Research Network • Foundations for Literacy Acknowledgements Many thanks go to the members of the Advisory Committee for their time, their advice and their input into this kit. Thank you to the principals, Mary Lou Vernon of the University Laboratory School at the University of Western Ontario, Elizabeth Morley of the Institute of Child Study at the University of Toronto, Daniel Ducharme at École L’Aquarelle de Laval and Lucie Perelman of École Saint-Pierre Claver for their collaboration in the production of classroom demonstration videos for the kit. As well, thank you to all the teaching staff at those schools that cooperated in these demonstrations. Their willingness and their efforts are much appreciated. Thank you to the Canadian researchers, experts in language and literacy, for agreeing to participate in many video clips: Linda Siegel of the University of British Columbia; Dale Willows, Janette Pelletier, Esther Geva, and Andrew Biemiller of the University of Toronto; Eileen Wood of Wilfrid Laurier University; Jacqueline Specht of the University of Western Ontario; Robert Savage and Fred Genesee of McGill University; Monique Brodeur of the Université de Québec à Montréal; Alain Desrochers of the University of Ottawa; and Dr. Monique Sénéchal of Carleton University. The French adaptation of this project would not have been possible without the efforts of Line Laplante and Monique Brodeur, both of the Université du Québec à Montréal. Foundations for Literacy • Canadian Language and Literacy Research Network 3 Advisory Committee: Monique Brodeur, Education, Université du Québec à Montréal Line Laplante, Education, Université du Québec à Montréal Rhonda Martinussen, OISE/UT, The Institute of Child Study Malisa Mezenberg, Ontario Teachers’ Federation Robert Savage, Faculty of Education, McGill University Sally Shearman, International Dyslexia Association, Ontario Branch Linda Siegel, University of British Columbia Susan Smethurst, Methods & Resource Teacher, The Elms Junior Middle School Lesly Wade-Woolley, Faculty of Education, Queen’s University Dale Willows, OISE/UT, The Institute of Child Study Developed and written by: Jill Hawken Research assistant: Kristen Wood French adaptation: Line Laplante, Monique Brodeur French adaptation assistant: Mélanie Lepage Communications specialists: Andrea Legato and Melanie Slade Layout and design: Philip Wong, Si Design Inc. Copy editor: Simone Graham, Graham Communication Strategies Editors: Jeren Balayeva, Rachael Millard, Jackie Reid Preliminary research: Marni Harrington; assistant: Rachael Millard © Canadian Language and Literacy Research Network 4 Canadian Language and Literacy Research Network • Foundations for Literacy Primary Blue: pantone 648 CMYK: 100, 88, 38, 34 Primary Orange: Pantone 151 CMYK: 0, 51, 98, 0 Secondary Red: Pantone 710 Secondary Orange: Pantone 7408C Secondary Blue: Pantone 631 Secondary Green: Pantone 376 Table of Contents Introduction ..............................................................................................................9 What you will find in this kit .......................................................................................10 How the print resource is organized ...........................................................................10 The importance of teaching reading and writing ......................................................11 Exploding reading myths .............................................................................................12 Summary .......................................................................................................................14 Getting ready .........................................................................................................15 Effective reading and writing instruction K-W chart .................................................16 Becoming an informed consumer of research knowledge ........................................17 Keeping up to date with research ..............................................................................17 Evidence-based practice .............................................................................................18 Recognizing good research ..............................................................................................19 Levels of research ......................................................................................................19 Key sources of evidence-based research ...........................................................................20 Summary .......................................................................................................................21 Being knowledgeable about language ......................................................................23 Research findings on teachers’ knowledge of language ..............................................23 Table of core language competencies for teachers ......................................................25 Chart of phonetic symbols for 43 phonemes in English ..............................................27 Chart of morphemic layers of the English language ....................................................28 Articulation .....................................................................................................................29 Articulation chart for consonants ...............................................................................29 Summary .......................................................................................................................30 Foundations for Literacy • Canadian Language and Literacy Research Network 5 Reading and writing development: Model of reading development ........................................................................................31 The goal of literacy ..........................................................................................................31 The cognitive “Framework A” .........................................................................................32 Components in the development of literacy ...................................................................35 1. Concepts about print / print awareness .................................................................36 The evidence ........................................................................................................36 Explicit instruction of print awareness ...................................................................37 2. Connecting speech sounds to print / decoding .....................................................39 The evidence ........................................................................................................39 2a) Letter knowledge .................................................................................................39 The evidence ........................................................................................................40 Explicit instruction of letter knowledge .................................................................40 Assessment of letter knowledge ...........................................................................41 2b) Phonological awareness .......................................................................................41 The evidence ........................................................................................................42 Explicit instruction of phonological awareness ......................................................42 Assessment of phonological awareness ................................................................43 2c) Phonemic awareness ............................................................................................43 The evidence ........................................................................................................44 Explicit instruction of phonemic awareness ...........................................................44 Sample phoneme manipulations ...........................................................................45 Assessment of phonemic awareness .....................................................................45 2d) Understanding the alphabetic principle ...............................................................46 The evidence ........................................................................................................46 Explicit systematic phonics instruction ..................................................................47 Synthetic phonics instruction ...............................................................................47 Examples of phonics assessment ..........................................................................49 3. Vocabulary building .................................................................................................51 The evidence ........................................................................................................52 Implications for teaching vocabulary: indirect learning .........................................52 Implications for teaching vocabulary: explicit, direct instruction ............................53 Sample vocabulary-enriching activities ..................................................................54 Examples of vocabulary assessment ......................................................................54 6 Canadian Language and Literacy Research Network • Foundations for Literacy 4. Reading