Ramifications of the National Early Literacy Panel for Early Braille Literacy PART ONE

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Preparatory Findings of the National Early Literacy Panel . Bonnie Lash FreemanDirector

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Ramifications of the National Early Literacy Panel for Early Braille Literacy PART ONE National Center for Family Literacy American Printing House for the Blind Visually Impaired Preschool Services

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Preliminary Findings of the National Early Literacy Panel Update: the last report of the National Early Literacy Panel was discharged January 8, 2009 and can be gotten to at http://www.famlit.org/site/c.gtJWJdMQIsE/b.2133427/k.2623/National_Early_Literacy_Panel.htm Bonnie Lash Freeman Director – Training/Special Projects National Center for Family Literacy

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Purpose of the Family Partnership in Reading Project Instructional methodologies will be distinguished in view of the logical research that will empower staff in family education programs and early youth projects to:

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Purpose of the Family Partnership in Reading Project Help youthful youngsters build up the foundational abilities they have to wind up good perusers Equip guardians to bolster their kids' literacy advancement Improve perusing guideline for guardians in family proficiency programs

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National Early Literacy Panel Members Dr. Anne Cunningham, University of California at Berkeley Dr. Kathy Escamilla, University of Colorado at Boulder Dr. Janet Fischel, State University of New York at Stony Brook Dr. Susan H. Landry, University of Texas—Houston

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National Early Literacy Panel Members Dr. Christopher J. Lonigan, Florida State University Dr. Victoria Molfese, University of Louisville Dr. Chris Schatschneider, Florida State University Dr. Timothy Shanahan (Chair), University of Illinois at Chicago Dr. Dorothy Strickland, Rutgers University

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Purpose of the NELP To: Synthesize the examination on early proficiency improvement including guardian and home program impacts Deliver a last report of their discoveries

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Emergent Literacy Emergent education includes the abilities, information, and states of mind that are formative forerunners to customary types of perusing and composing (Whitehurst & Lonigan, 1998).

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Emergent Literacy Emergent proficiency abilities are the fundamental building obstructs for figuring out how to peruse and compose.

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How to characterize new education Two conditions should be fulfilled for something to be viewed as an emanant proficiency aptitude: Must precede customary literacy abilities. Must be identified with (i.e., prescient of) customary proficiency aptitudes.

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What is a Research Synthesis? An examination combination, additionally alluded to as an exploration mix, look into audit, writing survey, and a meta-investigation is a strategy for request used to get speculations from the aggregate discoveries of an assortment of existing reviews.

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Benefits of a Research Synthesis The conglomeration of research considers a bookkeeping and weighing of research confirmation in support of an exploration address.

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Limits to a Research Synthesis Limited most by the accessibility and nature of research on a specific question. Speculations produced using an exploration blend must remain inside the limits of the examination.

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Four Synthesis Questions

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What are youthful youngsters' (ages birth through five years) aptitudes and capacities that anticipate later perusing, written work and spelling results? 2. What projects and intercessions add to or repress picks up in youngsters' aptitudes and capacities and are connected to later results in perusing, composing and spelling?

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3. What situations and settings add to or hinder picks up in kids' aptitudes and capacities and are connected to later results in perusing, composing and spelling? 4. What youngster attributes add to or restrain picks up in kids' aptitudes and capacities and are connected to later results in perusing, composing and spelling?

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What abilities constitute the space of traditional education aptitudes? Responsively Decoding (exactness and familiarity) Reading Comprehension

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What abilities constitute the area of customary proficiency aptitudes? In spite of the fact that unraveling is not everything to gifted understanding, it is a basic part. You can disentangle what you can't appreciate, yet… you can't understand what you can't decipher.

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What aptitudes constitute the space of ordinary proficiency abilities? Expressively Spelling Composition

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Strong Predictors: Alphabet Knowledge Concepts About Print Phonological Awareness Invented Spelling Oral Language Writing Name/Writing RAN (Rapid Automatic Naming)

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Unique indicators from the multivariate examines: Alphabet Knowledge Phonological Awareness Rapid Automatic Naming Writing/Writing Name Phonological STM

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Summary of the #1 Primary Analyses

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Oral Language Subcategories Predicting Decoding & Comprehension

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Oral Language Defined In sets, characterize the oral dialect terms. Graph your definitions. In little gatherings, talk about one system that you can use with kids that matches the term you characterized. Add to your outline

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Components of Oral Language What part of oral dialect is being analyzed matters a great deal. Vocabulary is a feeble indicator of later interpreting and cognizance. More mind boggling parts of oral dialect, similar to punctuation and definitional vocabulary, are exceptionally solid indicators of unraveling and cognizance. Suggestions for early adolescence programs.

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Components of Phonological Awareness Early types of phonological mindfulness are solid indicators of later perusing aptitudes. Measures of rhyme are not the best marker of how well youngsters are procuring this key pre-perusing ability.

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Answering Question 2 (Effects of Interventions) Process & Results

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Category 1 : Helping Children Make Sense of Print- - Cracking the Alphabetic Code and Teaching Letters and Words (PA, Letter Knowledge, Spelling, Phonics, Print Awareness, Visual Perceptual/Perceptual Motor)

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Category 2: Reading to and Sharing Books with Young Children Category 3: Parent and Home Programs for Improving Young Children's Literacy

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Category 4: Preschool and Kindergarten Programs Category 5: Language Enhancement Studies

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Example: Storybooks and Print Awareness Laura M. Equity and Helen K. Ezell 30 Head Start youngsters, local English speakers Pretest-posttest control-amass investigate outline 8 week book-perusing intercession – little gathering perusing sessions Experimental – print center Control – picture center

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Cont. Case: print center prompts Print Conventions – Where is the front of this book? Demonstrate to me the way I have to peruse. Idea of word – Where is the main word on this page? Letter set learning – Does anybody see any letters in their name on this page?

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Cont. Comes about showed that for three of the subtests Print Recognition Words in Print Alphabet Knowledge and as far as the Phonological Awareness composite

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Cont. the youngsters who took part in print centered perusing sessions exhibited essentially more prominent increases from pretest to post test contrasted with the kids in the photo centered perusing bunches.

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Summary: Overall Intervention Findings Evidence for huge impacts of a few (however not all) early youth intercessions in the advancement of education and proficiency related abilities.

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Summary: Overall Intervention Findings Efforts to show code-related aptitudes are exceedingly fruitful. Phonological Awareness Skills Alphabet Knowledge Concepts About Print Shared-book perusing advances oral dialect abilities.

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Summary: Overall Intervention Findings Evidence of a sizable effect of parent and home projects for the advancement of oral dialect aptitudes. Moderately feeble confirmation for the adequacy of undifferentiated preschool programs on perusing accomplishment. Oral dialect mediations work.

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Implications for Early Childhood Education

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Provides confirm for building youngsters' dialect and proficiency aptitudes in the preschool time frame. Distinguishes early aptitudes that give kids the most grounded establishment for figuring out how to peruse.

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Provides rules for expert advancement (e.g., read-out loud practices, PA exercises). Underpins the significance of appraisal of early proficiency aptitudes.

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Informs choices about creating or choosing the most proper educational program (e.g., content, force, grouping). Guides the advancement of objectives and choice of substance for parent programs. Gives solid bearing about future research.

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Implications of the National Early Literacy Panel for Early Braille Literacy PART TWO Suzette Wright APH Emergent Literacy Project Leader Pauletta Feldman VIPS Special Projects Coordinator

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Preliminary discoveries of the National Early Literacy Panel ( NELP ) indicate early aptitudes that foresee positive proficiency results for youthful, ordinarily located print perusers .

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NELP affirms the basic significance of the prior years school and the commitments of: guardians and the home condition educators of preschoolers and preschool programs

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NELP Correlative data with respect to early prescient abilities and later unraveling perception spelling

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NELP Guide for future research address watched holes in existing exploration optional and more itemized investigations of NELP information

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What does NELP demonstrate about: aptitudes required by a preschooler who will read braille? the settings and conditions in which those aptitudes might be learned and created?

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Can NELP discoveries control us as we work to guarantee an establishment for education for kids who will read braille?

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NELP indicators Alphabet knowledge* Concepts about print Phonological awareness* Invented spelling Oral dialect