Early Literacy: The Foundation for All Learning
There is compelling evidence that high-quality early literacy instruction can lead to significant, long-term improvements in student achievement. Educators, parents, researchers and policymakers alike are developing a growing understanding that early literacy is an investment that yields critical academic and economic gains.
This premier issue of Educator's Voice explores early literacy through a framework that raises questions and provides practical strategies for building literacy skills among young learners. In this journal, you will find research on several developmentally appropriate literacy activities from birth through elementary levels; strategies for helping struggling readers; information on integrating vocabulary instruction with literacy development; and much more.
Please send your comments and feedback about Educator's Voice Vol. 1 to Kathleen Graham Kelly, Publication Coordinator, at kgraham@nysutmail.org. Enjoy Educator's Voice, and we look forward to your feedback.
In this issue:
Welcome and Introduction
By Maria Neira, Vice President, NYSUT
Welcome to the first issue of Educator's Voice, NYSUT's journal of best practices in education. Educator's Voice provides research-based, field-tested strategies that have been used by experienced educators to help schools close achievement gaps and ensure all students have a solid academic foundation.
An Early Childhood Practitioner's Guide: Developmentally Appropriate Literacy Practices for Preschool-Age Children
by Carmelita Lomeo-Smrtic, Ph.D.
Mohawk Valley Community College Professional Association
In her discussion of user-friendly and developmentally appropriate literacy strategies for the early childhood teacher, the author provides a short review of best practices in literacy for young children and a list of developmentally appropriate, research-based literacy instruction strategies for the preschool teacher.
Early Literacy in School: Getting off on the Right Foot
by Kristin Dale
Dover-Wingdale Teachers Association
Because students enter kindergarten in varying states of readiness, meeting the national challenge that every child read by the end of third grade is no easy task for primary teachers. Here, one classroom professional offers a host of proven strategies to help meet this goal.
Vocabulary Instruction for English Language Learners
by Katie Kurjakovic
United Federation of Teachers, New York City
To comprehend a text, readers need to understand up to 95% of the vocabulary. Where does this leave English language learners? With the help of simple, research-based strategies, vocabulary instruction can be less daunting, more successful - and even fun.
Response to Intervention: An Overview: New Hope for Struggling Learners
by Donna M. Scanlon, Ph.D.
United University Professions
- and -
Joan M. Sweeney
North Colonie Teachers Association
Response to Intervention has its roots in research on early literacy development and the prevention of long-term reading difficulties. This research has demonstrated that early and intensive interventions can accelerate the process of young struggling readers and thereby help to avoid inappropriate LD classifications. The current article provides an overview of what implementation of RTI in the primary grades might look like. It also highlights the many unanswered questions and concerns that schools currently confront with regard to RTI.
The Importance of the A in LiterAcy
by Patricia Barbanell, Ph.D.
State University of New York at New Paltz
In this increasingly multimedia and multidisciplinary world, classroom teachers working with visual arts specialists can create the kind of learning environment that will help students develop the literacy skills needed in the 21st century.
How Drawing in Conjunction with Writing Contributes to Literacy
by Joan L. Davidson
United Federation of Teachers, New York City
Long before they learn to read and write, children often express themselves through the simple drawings they create. A veteran art teacher explains how this basic creative outlet, if it is nurtured, can be instrumental in helping youngsters develop - and improve - their reading, writing and speaking skills.
Comprehension Strategies that Enhance Literacy
by Mary Ann Taylor
Shenendehowa Central School District (retired)
When it comes to helping students better understand what they read, there are a number of basic, useful strategies that can be utilized not just by teachers in the classroom but by anyone reading to, or with, a child. Here are 15 of them.
Facilitating Professional Conversations: Data-Driven Planning and Instruction for the Early Childhood Classroom
by Deborah Jones and Leslie Richmond
United Federation of Teachers, New York City
Join a group of early childhood literacy coaches in New York City as they spend two days learning more about data-driven planning and instruction.
Book Reviews
By Kathleen Graham Kelly, Ed.D
NYSUT Research and Educational Services
Glossary/Literacy Concepts
Resources and Web Sites
Call for Proposals for Next Issues
You are invited to submit a proposal for an article for the next two volumes. Authors must be active or retired member of a NYSUT affiliate, including United University Professions, the Professional Staff Congress and all other locals. If there are multiple authors, at least one author must be a current or retired NYSUT member.
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