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ERIC Number: ED508381
Record Type: Non-Journal
Publication Date: 2009-Jan
Pages: 11
Abstractor: ERIC
Reference Count: 4
ISBN: N/A
ISSN: N/A
Developing Early Literacy: Report of the National Early Literacy Panel. Executive Summary. A Scientific Synthesis of Early Literacy Development and Implications for Intervention
Lonigan, Christopher J.; Shanahan, Timothy
National Institute for Literacy
The National Assessment of Educational Progress reveals that 37 percent of U.S. fourth graders fail to achieve basic levels of reading achievement. In 1997, the U.S. Congress asked that a review of research be conducted to determine what could be done to improve reading and writing achievement. The resulting "Report of the National Reading Panel: Teaching Children to Read" (NICHD, 2000) has been influential in helping to guide reading-education policy and practice in the United States. However, that report did not examine the implications of instructional practices used with children from birth through age 5. To address this gap in the knowledge base, the National Early Literacy Panel (NELP) was convened. The panel was asked to apply a similar methodological review process to that used by the National Reading Panel (NRP) to issues of instructional practices for young children so that parents and teachers could better support their emerging literacy skills. The NELP report represents a systematic and extensive synthesis of the published research literature concerning children's early literacy skills. It provides educators and policymakers with important information about the early skills that are implicated in later literacy learning, as well as information about the type of instruction that can enhance these skills. The results also identify areas in which additional research is needed. The meta-analyses conducted by the panel showed that a wide range of interventions had a positive impact on children's early literacy learning.
National Institute for Literacy. 1775 I Street NW Suite 730, Washington, DC 20006-2401. Tel: 800-228-8813; Tel: 202-233-2025; Fax: 301-470-1244; e-mail: edpubs@inet.ed.gov; Web site: http://www.nifl.gov
Publication Type: Reports - Research
Education Level: Early Childhood Education; Grade 4; Kindergarten
Audience: Teachers; Policymakers
Language: English
Sponsor: N/A
Authoring Institution: National Institute for Literacy
Identifiers - Location: United States
Identifiers - Assessments and Surveys: National Assessment of Educational Progress