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Early Childhood Literacy

The following organizations and resources have information about literacy and learning in young children.

Federal Agency

*U.S. Department of Education

400 Maryland Avenue SW
Washington, DC 20202
800-USA-LEARN (800-872-5327)
World Wide Web: http://www.ed.gov

The "No Child Left Behind Act" establishes several initiatives to ensure every child can read by the third grade:

The "Reading First" initiative gives States funds and tools to reduce the reading deficit by investing in scientifically based reading instruction programs in the early grades in order to ensure that more children receive effective reading instruction. Reading First classroom reading instruction will use only research-based programs, practices, and assessments. Programs will use classroom-based student assessments to inform instructional decisions and evaluate programs for effectiveness. Awards support Statewide professional development, technical assistance, and other program administration activities. Most of the funds available to each State will be distributed by formula based on States' relative share of children aged 5 to 17 from families with incomes below the poverty line. Subgrants are awarded competitively to eligible Local Education Agencies (LEAs) by the State Education Agency (SEA). In awarding subgrants, the SEA must give priority to eligible LEAs that have at least 15 percent of students from families with incomes below the Census poverty line or at least 6,500 children from families with incomes below the poverty line. Information is available on the Web at http://www.ed.gov/offices/OESE/readingfirst/index.html.

The "Early Reading First" initiative has been designed to create early childhood centers of excellence by improving the instruction and classroom environment. The ultimate goal of Early Reading First is the prevention of later reading difficulties by helping children acquire the necessary language, cognitive, and early reading skills required for continued school success. Eligible Entities include one or more LEAs eligible to receive a subgrant under the Reading First State Grants program and/or one or more public or private organizations located in a community served by an LEA eligible to receive a Reading First State Grants subgrant. Grantees are authorized to use program funds to: (1) provide preschool-age children with high-quality oral language and literature-rich environments; (2) provide professional development that is based on scientifically based reading research knowledge of early language and reading development; (3) identify and provide activities and instructional materials that are based on scientifically based reading research; (4) acquire, provide training for, and implement screening reading assessments or other appropriate measures based on scientifically based reading research; and (5) integrate instructional materials, activities, tools, and measures into the programs offered. In addition, Early Reading First will help align the curriculum and instruction in participating preschool programs with State content and performance standards. Additional information is available on the Web at http://www.ed.gov/offices/OESE/earlyreading.

The following resources related to early literacy are available from the U.S. Department of Education on the Web at http://www.ed.gov/offices/OESE/reading_resources.html:

  • Ready to Read: Ready to Learn: First Lady Laura Bush's Education Initiatives describes some of the educational programs that Laura Bush has supported in the past. This resource is available on the Web at http://www.ed.gov/inits/rrrl/index.html.
  • Put Reading First: The Research Building Blocks for Teaching Children to Read (September 2001) prepared by The Partnership for Reading [National Institute for Literacy (NIFL), National Institute of Child Health and Human Development (NICHD), and U.S. Department of Education], summarizes for teachers what researchers have discovered about how to teach children to read successfully. It describes the findings of Teaching Children to Read: Report of the National Reading Panel and provides analysis and discussion in five areas of reading instruction: phonemic awareness; phonics; fluency; vocabulary; and text comprehension. Each section suggests implications for classroom instruction as well as other information. This resource is available on the Web at http://www.nifl.gov/research/PFRbooklet.pdf. [NCCIC Editor's note (10-30-02): this url no longer exists. The resource is available at http://www.nifl.gov/partnershipforreading/publications/reading_first1.html]
  • Put Reading First: Helping Your Child Learn to Read (September 2001), prepared by The Partnership for Reading, summarizes for parents of young children the kinds of early literacy activities that should take place at school and at home to help children learn to read successfully. This resource is available on the Web at http://www.nifl.gov/nifl/research/PFRbrochure.pdf. [NCCIC Editor's note (10-30-02): this url no longer exists. The resource is available at http://www.nifl.gov/partnershipforreading/publications/reading_first2.html]
  • Teaching Children to Read: Report of the National Reading Panel (NRP) (2000), prepared by the National Institute of Child Health and Human Development (NICHD) in consultation with the Department of Education, provides an overview of the major findings and determinations achieved by the NRP in the areas of alphabetics (phonemic awareness instruction and phonics instruction), fluency, comprehension (vocabulary instruction, text comprehension instruction, and teacher preparation and comprehension strategies instruction), teacher education and reading instruction, computer technology and reading instruction, and next steps. The Report concludes with some reflections on the NRP process and products. The Summary Report is available on the Web at http://www.nichd.nih.gov/publications/nrp/smallbook.pdf. The 480-page, Report of the Subgroups is available on the Web at http://www.nichd.nih.gov/publications/nrp/report.htm.
  • Preventing Reading Difficulties in Young Children (1998), prepared by the National Research Council (NRC), recognizes that some children (in particular children from poor, minority, or non-English-speaking families, and children who have innate predispositions for reading difficulties) need the support of high-quality preschool and school environments and of excellent primary instruction to be sure of reading success. It attempts to identify the characteristics of the preschool and school environments that will be effective for children. This resource is available on the Web at http://www.nap.edu/books/030906418X/html/index.html.

Additional publications developed by the U.S. Department of Education include:

  • Ideas at Work: How to Help Every Child Become A Reader (July 1999) highlights examples of projects and programs to help all children become good readers. This resource is available on the Web at http://www.ed.gov/pubs/ideasatwork.
  • Start Early, Finish Strong: How to Help Every Child Become A Reader (July 1999), by the U.S. Department of Education, lays out what must be done by families, early childhood educators, primary school educators, and communities to ensure that every child is reading at grade level by grade three. This resource is available on the Web at http://www.ed.gov/pubs/startearly.
  • READ*WRITE*NOW! (May 1997) is a summer reading and writing challenge aimed at involving whole communities in helping children from infants through grade six to improve their reading and writing skills. This document is available on the Web at http://www.ed.gov/Family/RWN/Activ97/.
  • READY*SET*READ For Caregivers: Early Childhood Language Activities for Children from Birth through Age Five and READY*SET*READ For Families: Early Childhood Language Activities for Children from Birth through Age Five (1997), developed by the AmeriCorps Early Childhood Technical Assistance Center (ECTAC) for the U.S. Department of Education, the U.S. Department of Health and Human Services, and the Corporation for National Service, are designed to promote literacy activities at home and development of literacy programs in child care centers and homes. READY*SET*READ For Caregivers is available in English on the Web at http://nccic.org/pubs/rsr/rsrcaregivers.pdf and in Spanish on the Web at http://nccic.org/pubs/rsr/rsrcaregivers-sp.pdf. READY*SET* READ For Families is available in English on the Web at http://nccic.org/pubs/rsr/rsrfamilies.pdf and in Spanish on the Web at http://nccic.org/pubs/rsr/rsrfamilies-sp.pdf.
  • Simple Things You Can Do To Help All Children Read Well and Independently by the End of the Third Grade (1997) is a "how-to" manual designed to guide any person or group interested in starting a literacy program in their community. This resource is available on the Web at http://www.ed.gov/PDFDocs/simple.pdf.
  • On the Road to Reading: A Guide for Community Partners (December 1997), a Joint Project of the Corporation for National Service, the U.S. Department of Education, and the U.S. Department of Health and Human Services, is a tutoring resource guide developed to support reading programs and reading tutors. This resource is available on the Web at http://nationalserviceresources.org/resources/online_pubs/literacy/index.php.
  • Reading Helpers: A Handbook for Training Tutors is a companion volume to On the Road to Reading: A Guide for Community Partners. This resource is available on the Web at http://www.nationalserviceresources.org/resources/online_pubs/literacy/reading_helpers_a.php.

National Organizations

* American Library Association (ALA)

50 East Huron Street
Chicago, IL 60611
800-545-2433 ext. 2163
World Wide Web: http://www.ala.org

ALA assists and promotes libraries in helping children and adults develop the skills they need. The Association for Library Service to Children (ALSC) provides leadership through its programs and publications on behalf of high quality library services that support children becoming lifelong learners. Additional information about ALSC is available on the Web at http://www.ala.org/alsc/index.html.

The Public Library Association (PLA) is a division of the ALA. PLA's Preschool Literacy Initiative includes information on the following topics:

Additional information about the PLA's Preschool Literacy Project is available on the Web at http://www.ala.org/ala/pla/committeework/taskforcepreschool.htm.

* Center for the Improvement of Early Reading Achievement (CIERA)

University of Michigan School of Education
610 E University Ave, Room 1600 SEB
Ann Arbor, MI 48109-1259
World Wide Web: http://www.ciera.org

CIERA is a national center for research on early reading. Its mission is to improve the reading achievement of America's youth by generating and disseminating theoretical, empirical, and practical solutions to the learning and teaching of beginning reading. Literary resources include:

*HeadsUp! Reading (HUR)

1651 Prince Street,
Alexandria, VA 22314
800-438-4888
World Wide Web: http://www.huronline.org

HUR is a distance-learning college course designed to improve early literacy outcomes for young children by improving teaching practices. Students take the course via distance-learning satellite and are supported by on-site facilitators and a Web site. The topics for the eight week curriculum include: Orientation, Curriculum, Assessment, Talking, Playing, Reading, Writing, and Learning the Code. The site provides resources and class materials to students, faculty and facilitators. Over 60 colleges and universities are expected to offer credit for the course this year. Participating States include California, District of Columbia, Florida, Illinois, Missouri, Nebraska, Ohio, and Pennsylvania. HeadsUp! Reading is presented by the National Head Start Association in collaboration with RISE Learning Solutions and the Council for Professional Recognition. Additional information is available on the Web at http://www.huronline.org

* National Association for the Education of Young Children (NAEYC)

1509 16th Street NW
Washington, DC 20036
800-424-2460 or 202-232-8777
World Wide Web: http://www.naeyc.org

NAEYC is a nonprofit professional organization of more than 103,000 members dedicated to improving the quality of care and education provided to our nation's young children.

Early Years are Learning Years news releases are part of NAEYC's public awareness campaign to build parents' and the public's understanding of the importance of high-quality early childhood programs to promote children's development and learning. Releases that relate to literacy include:

NAEYC has also produced the following resources:

  • Much More than the ABC's: The Early Stages of Reading and Writing (1999);
  • Raising a Reader, Raising A Writer: How Parents Can Help (1998);
  • Learning to Read and Write: Developmentally Appropriate Practices for Young Children (1998), a joint position statement of the International Reading Association (IRA) and NAEYC, is available on the Web at http://www.naeyc.org/resources/position_statements/psread0.htm;
  • The Living Classroom: Writing, Reading, and Beyond (1997);
  • Language in Early Childhood Education (1997);
  • Responding to Linguistic and Cultural Diversity: Recommendations for Early Childhood Education (1995) is available on the Web at http://www.naeyc.org/resources/position_statements/psdiv98.htm;
  • Young Children and Picture Books: Literature from Infancy to Six (1993); and
  • "Young Children and African American Literature" (#568) is a brochure that provides an annotated booklist.

Numerous articles on supporting emerging literacy skills also appear in Young Children, NAEYC's bi-monthly journal for early childhood educators. Additional information is available on the Web at http://www.naeyc.org/resources/journal/search.htm.

* National Center for Family Literacy (NCFL)

325 West Main Street, Suite 200
Louisville KY 40202-4251
502-584-1133
World Wide Web: http://www.famlit.org/

NCFL is a nonprofit organization supporting family literacy services for families across the United States through programming, training, research, advocacy, and dissemination. NCFL sponsors the The Family Literacy Policy Project (FLPP). FLPP is an information resource on Federal- and State-level family literacy policy and funding. This site functions as an on-line bibliography of resources compiling information on Federal policies and funding and State family literacy initiatives, including contact information. Information about FLPP is available on the Web at http://www.famlit.org/PolicyandAdvocacy/FLPP/index.cfm.

* National Early Childhood Technical Assistance Center (NECTAC)
     Formerly the National Early Childhood Technical Assistance Center (NECTAS)

Frank Porter Graham Child Development Center (FPG)
University of North Carolina
137 E. Franklin Street
Chapel Hill, NC 27514
919-962-2001
World Wide Web: http://www.nectac.org/

NECTAC is a national technical assistance effort that supports programs for young children with special needs and their families under the Individuals with Disabilities Education Act (IDEA). Its Web site on literacy lists programs and projects that are sources of information on communication and literacy in infancy through adulthood. This information is available on the Web at http://www.nectas.unc.edu/literacy/literacy.asp. [NCCIC Editor's note (10-30-02): this url has changed: http://www.nectac.org/topics/literacy/literacy.asp]

* National Even Start Association (NESA)

23 Camino de la Reina, Suite 202
South San Diego, CA 92108
800-977-3731
World Wide Web: http://www.evenstart.org/

The mission of NESA is to provide a national voice and vision for Even Start Family Literacy programs. Even Start supports family-centered educational programs that involve parents and children in a cooperative effort to help parents become full partners in the education of their children and to assist children in reaching their full potential as learners.

To be eligible for Even Start, a family must have a parent who is eligible to participate in an adult education program under the Adult Education Act, and one or more children younger than 8 years of age. Even Start projects must provide participating families with an integrated program of early childhood education, adult basic education, and parenting education. The program's design is based on the notion that these components build on each other and that families need to receive all three services, not just one or two, in order to affect lasting change and improve children's school success.

The program is sponsored by the U.S. Department of Education, which distributes funds to grantees through State Educational Agencies. For more information about starting an Even Start Program, contact the State Department of Education and ask to speak with the State Even Start Coordinator or call the County Office of Education.

* National Governors Association (NGA)
     Early Childhood Issues

444 N. Capitol Street, Hall of States
Washington, D.C. 20001-1512
202-624-5300
World Wide Web: http://www.nga.org/center/topics/1,1188,D_1480,00.html

NGA is the collective voice of the nation's governors. The NGA Center for Best Practices: Early Childhood focuses on State innovations and best practices on early care and education issues. Publications by NGA on literacy include:

  • "Improving Early Literacy Skills to Reduce Special Education Referrals" Issue Brief (February 24, 2001) identifies States seeking to improve early literacy skills and recommends strategies for State policy-makers This resource is available on the Web at http://www.nga.org/cda/files/022401SPECIALED.pdf.
  • Read to Children: Open Young Minds includes helpful tips for parents and caregivers. This resource is available on the Web at http://www.nga.org/cda/files/READ.pdf.

* National Institute for Literacy (NIFL)

1775 I Street NW, Suite 730
Washington, DC 20006
202-233-2025
800-228-8813
World Wide Web: http://www.nifl.gov

NIFL serves as a hub for national literacy efforts and as a resource for linking with programs and services in the literacy community. NIFL provides State literacy program contact information.

* Sesame Street Beginnings: Language to Literacy

Children's Television Workshop
1 Lincoln Plaza
New York, NY 10023
World Wide Web: http://ctw.netscape.com/parents/advice/article/0,4125,97920,00.html

Sesame Street Beginnings provides activities, songs, and the idea that the simple things you do with your children every day will get them on the road to language. Their material is available in English and Spanish.

*WGBH Interactive
    Between the Lions Web Site

125 Western Avenue
Boston, MA 02134
World Wide Web: http://pbskids.org/lions/index.html

Between the Lions, a PBS children's series, combines puppetry, animation, live action, and music to achieve its educational mission of helping young children learn to read. The main goals of this curriculum are to: model reading, writing, speaking, and listening behaviors; motivate children to read and write; introduce viewers to the foundational skills that enable literacy acquisition-phonemic awareness, letter-sound knowledge, and basic concepts about print; and acquaint children with a wide variety of discourse styles and texts. Summative Evaluation of Between the Lions (July 2000) is available on the Web at http://pbskids.org/lions/about/report/BTL_Report.pdf.

Additional National Literacy Organizations

* International Reading Association (IRA)

Public Information Office
800 Barksdale Road
PO Box 8139
Newark, DE 19714-8139
302-731-1600
World Wide Web: http://www.reading.org

IRA works to improve reading instruction and promote literacy worldwide. It provides valuable resources for teachers, reading specialists, tutors, researchers, parents, and others concerned about literacy. Topics range from performance based assessment to classroom discussion strategies, integrated instruction, motivation for reading, and teaching English as a second language.

*Literacy Volunteers of America, Inc. (LVA)

635 James Street
Syracuse, NY 13203-2214
315-472-0001
World Wide Web: http://www.literacyvolunteers.org

LVA is a national, not-for-profit educational organization that delivers tutoring services through a network of more than 50,000 volunteers nationwide. LVA provides the professional training, materials, and support that enable volunteers to be effective tutors.

* Verizon Reads

World Wide Web: http://www.verizonreads.net/about_verizon.asp

Verizon Reads supports programs that create awareness, raise funds, and encourage collaboration among literacy providers. The Verizon Literacy Network is a collaboration among the leading literacy organizations.

Additional Publications

*Family Literacy: An Annotated Bibliography (August 2000), prepared by the National Center for Early Development & Learning (NCEDL), identifies conceptual issues, studies related to family literacy programs and practices, program development, assessment, and curriculum. This resource is available on the Web at http://www.fpg.unc.edu/~ncedl/pages/famlitbib.cfm.

*Starting Out Right: A Guide to Promoting Children's Reading Success (1998), published by the National Academy Press, based upon Preventing Reading Difficulties in Young Children, presents an approach that integrates specific strategies, activities, and resources to use in everyday life with young children to prepare them for reading. This resource is available at http://books.nap.edu/books/0309064104/html/index.html.

The National Child Care Information Center does not endorse any organization, publication or resource.

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      of Literacy in Early Care and Education Settings: National Leadership Forum Summary Materials