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ERIC Number: ED455033
Record Type: Non-Journal
Publication Date: 2000
Pages: 27
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
How Young Children Learn To Read in High/Scope Programs: A Series of Position Papers.
High/Scope Educational Research Foundation, Ypsilanti, MI.
Current debates regarding teaching children to read are centered around the most effective way to establish a foundation for literacy in the early years. This document is comprised of a set of three position papers on how the High/Scope Educational Research Foundation teaches young children to read in its infant-toddler, preschool, and early elementary school programs. Papers for each developmental level describe how children acquire closely related and complementary literacy skills. The papers also list the strategies High/Scope-trained teachers and caregivers use to support reading and writing development in their programs and at home, cite scientific research proving that the High/Scope approach is effective, and answer questions frequently asked by educators, families, and policymakers. The introductory summary presents the literacy development principles and strategies common to all three papers and describes the research findings supporting the view that children do learn to read and write in High/Scope programs. Common strategies include creating a print-rich environment, making reading a team effort and part of the daily routine, exploring sounds and language, providing an array of writing materials and reasons to write, introducing early the idea of letters and words as written symbols, and planning for and supporting children's learning by assessing their literacy development. Each position paper contains references. (KB)
High/Scope Educational Research Foundation, 600 North River Street, Ypsilanti, MI 48198-2898. Tel: 734-485-2000; Fax: 734-485-0704; e-mail: reading@highscope.org; Web site: http://www.highscope.org.
Publication Type: Collected Works - General; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: High/Scope Educational Research Foundation, Ypsilanti, MI.