ERIC Number: ED419227
Record Type: Non-Journal
Publication Date: 1998-Jun
Reference Count: N/A
In the Beginning: Helping All Children Achieve Early Literacy.
Liebling, Cheryl Rappaport
Noting an emerging consensus of opinion on the need for balance in early literacy instruction, this paper examines three overlapping phases of early literacy: novice (ages 5-7; prekindergarten, kindergarten, and grade 1); beginning (ages 6-8, kindergarten-grade 2); and advanced beginning (ages 7-9, grades 1-3). The first section describes young children's developing knowledge of written language during the progression from novice to advanced beginning literacy. Given this foundation, the second section describes the elements of balanced early literacy instruction and offers a set of indicators that educators can use to evaluate the extent to which the classroom early literacy program is balanced. The final section suggests several alternatives for adopting, adapting, or designing a core early literacy program. The paper concludes by noting that regardless of the option that is selected, it is important for every district to align its early literacy curriculum with state or national standards. It is also important for every school to implement an early literacy curriculum that is consistent with developmentally-sound standards and reflective of data from performance-driven assessments. Contains 76 references and a table listing the indicators of balanced programs; appendixes contain a list of entire-school reform models and a list of English language arts skill- and content-based reform models. (Author/RS)
Publication Type: Guides - Non-Classroom
Education Level: N/A
Sponsor: New York Technical Assistance Center, New York, NY.
Authoring Institution: RMC Research Corp., Portsmouth, NH.