Head Start is a national, federally-funded program that provides services to promote school readiness for children from birth to age 5 from predominantly low-income families. These services are provided to both children and their families and include education, health and nutrition, family engagement, and other social services.
Based on the What Works Clearinghouse 2015 intervention report, Head Start met criteria for "strong evidence" for improving student outcomes for general reading or literacy achievement for 3- and 4-year-old children in prekindergarten.
Doors to Discovery™ is a preschool literacy curriculum that uses eight thematic units of activities to help children build fundamental early literacy skills in oral language, phonological awareness, concepts of print, alphabet knowledge, writing, and comprehension.
Based on the What Works Clearinghouse 2013 intervention report, Doors to Discovery™ met criteria for "demonstrates a rationale" that program is likely to improve student outcomes for oral language and foundational skills (i.e., print knowledge) for students in prekindergarten.
Phonological Awareness Training is a general practice aimed at enhancing young children’s phonological awareness abilities. Phonological awareness refers to the ability to detect or manipulate the sounds in words independent of meaning and is considered a precursor to reading.
Based on the What Works Clearinghouse 2012 intervention report that focused on phonological awareness training, phonological awareness training met criteria for "promising evidence" for improving student outcomes for foundational skills (i.e., blending knowledge) for students with disabilities in prekindergarten.
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Literacy Express is a preschool curriculum designed for three- to five-year-old children. It is structured around units on oral language, emergent literacy, basic math, science, general knowledge, and socioemotional development.
Based on the What Works Clearinghouse 2010 intervention report, Literacy Express met criteria for "strong evidence" for improving student outcomes for (a) oral language and (b) foundational skills (i.e., print knowledge and phonological processing) for students in prekindergarten.
See other resources in the SRCL/CLSD database for related evidence:
- the 2009 study of "Effective early literacy skill development for young Spanish-speaking English language learners: An experimental study of two methods." This can be found by searching for "Literacy Express" on the main database search page.
Dialogic Reading is an interactive shared picture book reading practice designed to enhance young children’s language and literacy skills.
Based on the What Works Clearinghouse 2010 intervention report that focused on Dialogic Reading for children with disabilities, Dialogic Reading met criteria for "promising evidence" for improving student outcomes for oral language (i.e., lexical diversity) for children in prekindergarten (i.e., 3-6 years old).
Headsprout® Early Reading is an online supplemental early literacy curriculum consisting of eighty 20-minute animated episodes. The episodes are designed to teach phonemic awareness, phonics, fluency, vocabulary, and comprehension.
Based on the What Works Clearinghouse 2009 intervention report, Headsprout® Early Reading met criteria for "promising evidence" for improving student outcomes for (a) oral language and (b) foundational skills (i.e., print knowledge) for prekindergarten children.
Sound Foundations, a literacy curriculum designed to teach phonological awareness to preliterate children, focuses exclusively on phoneme identity.
Based on the What Works Clearinghouse 2007 intervention report, Sound Foundations met criteria for "promising evidence" for improving student outcomes for (a) foundational skills (i.e., phonological processing), (b) general reading or literacy achievement, and (c) writing for students in PreK.
Dialogic Reading is an interactive shared picture book reading practice designed to enhance young children’s language and literacy skills.
Based on the What Works Clearinghouse 2007 intervention report, Dialogic Reading met criteria for "promising evidence" for improving student outcomes for oral language for students in PreK.
To examine effects of Literacy Express, 96 Spanish-speaking English language learners in a Head Start program were randomly assigned to one of three conditions: (1) the High/Scope curriculum supplemented with small groups using Literacy Express in English only, (2) the High/Scope curriculum supplemented with small groups using Literacy Express beginning in Spanish and transitioning to English, and (3) the High/Scope curriculum only. The intervention consisted of activities in dialogic reading, phonological awareness, and print knowledge. The intervention was delivered to small groups of four to five children that met for 20 minutes, four times a week and were led by trained bilingual graduate students.
Based on the What Works Clearinghouse review of this 2009 study, Literacy Express in English only met criteria for "strong evidence" for improving student outcomes for (a) oral language and (b) foundational skills (i.e., phonological processing and print knowledge) for students in PreK.
See other resources in the SRCL/CLSD database for related evidence:
- the What Works Clearinghouse 2010 intervention report on "Literacy Express." This can be found by searching for "Literacy Express" on the main database search page.
The study looked at the effects of Individualized Student Intervention (ISI). Teachers incorporated the activities, lessons, and materials from Let’s Begin with the Letter People® into their daily classroom instruction, while continuing to follow the High/Scope® curriculum. This randomized controlled study included three groups: Let’s Begin with the Letter People®, the Waterford Early Reading™ Level One, and a comparison group. PreK classrooms in six centers were randomly assigned to one of the two curricular approaches overlaid onto their standard curriculum (High/Scope® Educational Approach), or to a business-as-usual comparison group that used only the High/Scope® Educational Approach over 3 years of the study. Only the effects of Let’s Begin with the Letter People® are discussed in this report.
Based on the What Works Clearinghouse review of this 2007 study, Let’s Begin with the Letter People® met criteria for "promising evidence" for improving student outcomes for foundational skills (i.e., print knowledge) for students in PreK.
This guide for early literacy professional learning communities (PLCs), published in 2019 and produced by IES Regional Educational Laboratory Southeast, was developed to help state education agencies, local education agencies, and early childhood center leaders implement evidence-based emergent literacy instruction. This guide is supported by research studies. However, the guide itself has not been empirically tested for effectiveness and therefore is not categorized by a level of evidence.
This tool is aligned with the IES What Works Clearinghouse (2007) Intervention Report on Dialogic Reading. Dialogic Reading met criteria for "promising evidence" for oral language for students in PreK. However, the resource itself has not been empirically tested for effectiveness and therefore is not categorized by a level of evidence. A description of the full Intervention Report can be found in the SRCL/CLSD database.
This tools offers trainers and coaches a guide in using the Doing What Works visual diagram, Preschool Language and Literacy, as a starting point for discussion of preschool literacy practices.
This self-review is aligned with the IES What Works Clearinghouse (2007) Intervention Report on Dialogic Reading. Dialogic Reading met criteria for "promising evidence" for oral language for students in PreK. However, the resource itself has not been empirically tested for effectiveness and therefore is not categorized by a level of evidence. A description of the full Intervention Report can be found in the SRCL/CLSD database.
This self-review can be used by technical assistance or professional development providers to help preschool programs think about the key components necessary to establish effective coaching and mentoring programs and assess their own progress towards putting these components in place. This tool is an aid to determining what guidance and resources are needed to set up or improve an on-site support program for teachers.
This tool is aligned with the IES What Works Clearinghouse (2007) Intervention Report on Dialogic Reading. Dialogic Reading met criteria for "promising evidence" for oral language for students in PreK. However, the resource itself has not been empirically tested for effectiveness and therefore is not categorized by a level of evidence. A description of the full Intervention Report can be found in the SRCL/CLSD database.
Coaches can use this tool to structure their classroom observations and feedback regarding teachers’ reading instruction practices. Teachers can also use this as a self-reflection to examine their current practices.
This tool is aligned with the IES What Works Clearinghouse (2007) Intervention Report on Dialogic Reading. Dialogic Reading met criteria for "promising evidence" for oral language for students in PreK. However, the resource itself has not been empirically tested for effectiveness and therefore is not categorized by a level of evidence. A description of the full Intervention Report can be found in the SRCL/CLSD database.
Administrators and professional development personnel can use this tool to structure staff meetings that examine the school’s current reading practices as they connect to interactive and dialogic reading recommendations.
This video is aligned with the IES What Works Clearinghouse (2007) Intervention Report on Dialogic Reading. Dialogic Reading met criteria for "promising evidence" for oral language for students in PreK. However, the resource itself has not been empirically tested for effectiveness and therefore is not categorized by a level of evidence. A description of the full Intervention Report can be found in the SRCL/CLSD database.
In this video a coach and teacher discuss how they formed a partnership, the coaching conversations that were most helpful, and the ways they worked together to differentiate instruction for bilingual students.
This video is aligned with the IES What Works Clearinghouse (2007) Intervention Report on Dialogic Reading. Dialogic Reading met criteria for "promising evidence" for oral language for students in PreK. However, the resource itself has not been empirically tested for effectiveness and therefore is not categorized by a level of evidence. A description of the full Intervention Report can be found in the SRCL/CLSD database.
In this video a director explains what mentors need to know about modeling, helping teachers develop lesson plans, and providing feedback.
This log tool is aligned with the IES What Works Clearinghouse (2007) Intervention Report on Dialogic Reading. Dialogic Reading met criteria for "promising evidence" for oral language for students in PreK. However, the resource itself has not been empirically tested for effectiveness and therefore is not categorized by a level of evidence. A description of the full Intervention Report can be found in the SRCL/CLSD database.
Tempe School District uses this log to help mentors work with preschool teachers to reflect on the results of classroom observations.
This video is aligned with the IES What Works Clearinghouse (2007) Intervention Report on Dialogic Reading. Dialogic Reading met criteria for "promising evidence" for oral language for students in PreK. However, the resource itself has not been empirically tested for effectiveness and therefore is not categorized by a level of evidence. A description of the full Intervention Report can be found in the SRCL/CLSD database.
In this video a preschool director describes how mentors form reciprocal relationships with teachers, employ observational and assessment data to engage teachers in developing action plans, and use videos to promote reflection.
This video is aligned with the IES What Works Clearinghouse (2007) Intervention Report on Dialogic Reading. Dialogic Reading met criteria for "promising evidence" for oral language for students in PreK. However, the resource itself has not been empirically tested for effectiveness and therefore is not categorized by a level of evidence. A description of the full Intervention Report can be found in the SRCL/CLSD database.
On-site coaching programs are effective in helping teachers implement and sustain good practice. In this video a preschool director and literacy facilitator talk about what coaches need to know and do to be successful.
This tool is aligned with the IES What Works Clearinghouse (2007) Intervention Report on Dialogic Reading. Dialogic Reading met criteria for "promising evidence" for oral language for students in PreK. However, the resource itself has not been empirically tested for effectiveness and therefore is not categorized by a level of evidence. A description of the full Intervention Report can be found in the SRCL/CLSD database.
This tool guides teachers in thinking ahead and developing an explicit plan for teaching vocabulary during interactive or dialogic reading.
This handout is aligned with the IES What Works Clearinghouse (2007) Intervention Report on Dialogic Reading. Dialogic Reading met criteria for "promising evidence" for oral language for students in PreK. However, the resource itself has not been empirically tested for effectiveness and therefore is not categorized by a level of evidence. A description of the full Intervention Report can be found in the SRCL/CLSD database.
This handout shows examples of what teacher-child dialogues might look like using a storybook selected for a dialogic reading lesson.
This lesson plan format is aligned with the IES What Works Clearinghouse (2007) Intervention Report on Dialogic Reading. Dialogic Reading met criteria for "promising evidence" for oral language for students in PreK. However, the resource itself has not been empirically tested for effectiveness and therefore is not categorized by a level of evidence. A description of the full Intervention Report can be found in the SRCL/CLSD database.
Preschool teachers use this lesson plan format to map out a full day of classroom activities. This daily lesson plan format emphasizes activity planning based on instructional objectives, program standards, and desired learning outcomes and includes an example of interactive reading objectives.
These checklists are aligned with the IES What Works Clearinghouse (2007) Intervention Report on Dialogic Reading. Dialogic Reading met criteria for "promising evidence" for oral language for students in PreK. However, the resource itself has not been empirically tested for effectiveness and therefore is not categorized by a level of evidence. A description of the full Intervention Report can be found in the SRCL/CLSD database.
These Observation Checklists were adapted by Syracuse School District to help preschool teachers monitor children’s progress in mastering print awareness and comprehension skills within six thematic units. The Syracuse teachers use these data to differentiate instruction for individual children. These checklists can be adapted to help plan interactive reading and track oral language learning across curriculum.
This planner is aligned with the IES What Works Clearinghouse (2007) Intervention Report on Dialogic Reading. Dialogic Reading met criteria for "promising evidence" for oral language for students in PreK. However, the resource itself has not been empirically tested for effectiveness and therefore is not categorized by a level of evidence. A description of the full Intervention Report can be found in the SRCL/CLSD database.
This planner is designed to help a teacher prepare for an interactive reading lesson using the PEER sequence and prompts that help children engage in discussion. The acronyms PEER and CROWD can help teachers remember the sequence and types of prompts to use.
This list is aligned with the IES What Works Clearinghouse (2007) Intervention Report on Dialogic Reading. Dialogic Reading met criteria for "promising evidence" for oral language for students in PreK. However, the resource itself has not been empirically tested for effectiveness and therefore is not categorized by a level of evidence. A description of the full Intervention Report can be found in the SRCL/CLSD database.
This list includes storybooks that lend themselves to interactive reading strategies.
This video is aligned with the IES What Works Clearinghouse (2007) Intervention Report on Dialogic Reading. Dialogic Reading met criteria for "promising evidence" for oral language for students in PreK. However, the resource itself has not been empirically tested for effectiveness and therefore is not categorized by a level of evidence. A description of the full Intervention Report can be found in the SRCL/CLSD database.
Teachers need to know what to look for when selecting books for interactive reading. In this video an administrator describes how she trains teachers to make book selections.
This tool is aligned with the IES What Works Clearinghouse (2012) Intervention Report on phonological awareness training. Phonological awareness training met criteria for "promising evidence" for foundational skills (i.e., blending knowledge) for students in PreK. However, the resource itself has not been empirically tested for effectiveness and therefore is not categorized by a level of evidence. A description of the full Intervention Report can be found in the SRCL/CLSD database.
Preschool administrators, coaches and teachers can use this tool to guide a training session to reflect on current practices in teaching phonological awareness.
This activity planner is aligned with the IES What Works Clearinghouse (2012) Intervention Report on phonological awareness training. Phonological awareness training met criteria for "promising evidence" for foundational skills (i.e., blending knowledge) for students in PreK. However, the resource itself has not been empirically tested for effectiveness and therefore is not categorized by a level of evidence. A description of the full Intervention Report can be found in the SRCL/CLSD database.
Coaches and mentors can use this activity planner to help teachers understand how to plan small-group instruction in phonological awareness and integrate phonological instruction into thematic units and daily activities. Teachers can use the included planner to structure activities in their own classrooms.
This tool is aligned with the IES What Works Clearinghouse (2012) Intervention Report on phonological awareness training. Phonological awareness training met criteria for "promising evidence" for foundational skills (i.e., blending knowledge) for students in PreK. However, the resource itself has not been empirically tested for effectiveness and therefore is not categorized by a level of evidence. A description of the full Intervention Report can be found in the SRCL/CLSD database.
Using this tool, teachers and coaches can work together to pinpoint the individualized professional supports needed to improve a teacher’s phonological awareness instruction in the classroom.
This checklist is aligned with the IES What Works Clearinghouse (2012) Intervention Report on phonological awareness training. Phonological awareness training met criteria for "promising evidence" for foundational skills (i.e., blending knowledge) for students in PreK. However, the resource itself has not been empirically tested for effectiveness and therefore is not categorized by a level of evidence. A description of the full Intervention Report can be found in the SRCL/CLSD database.
Preschool teachers and coaches can use this checklist to reflect on current practices in phonological awareness instruction and identify areas for improvement.
This tool is aligned with the IES What Works Clearinghouse (2012) Intervention Report on phonological awareness training. Phonological awareness training met criteria for "promising evidence" for foundational skills (i.e., blending knowledge) for students in PreK. However, the resource itself has not been empirically tested for effectiveness and therefore is not categorized by a level of evidence. A description of the full Intervention Report can be found in the SRCL/CLSD database.
Teachers and coaches can use this tool to develop strategies for integrating phonological awareness instruction into the classroom routine.
This framework is aligned with the IES What Works Clearinghouse (2012) Intervention Report on phonological awareness training. Phonological awareness training met criteria for "promising evidence" for foundational skills (i.e., blending knowledge) for students in PreK. However, the resource itself has not been empirically tested for effectiveness and therefore is not categorized by a level of evidence. A description of the full Intervention Report can be found in the SRCL/CLSD database.
The Portales preschool program uses this framework to sequence instruction of phonological awareness skills. Teachers can use the sequence and think about how they might use this approach to guide their lesson planning and individualize instruction.
This PowerPoint presentation is aligned with the IES What Works Clearinghouse (2012) Intervention Report on phonological awareness training. Phonological awareness training met criteria for "promising evidence" for foundational skills (i.e., blending knowledge) for students in PreK. However, the resource itself has not been empirically tested for effectiveness and therefore is not categorized by a level of evidence. A description of the full Intervention Report can be found in the SRCL/CLSD database.
This PowerPoint presentation shows how administrators use evaluation data to identify program areas needing improvement, plan actions to bring about change, and assess the effectiveness of these actions.
This video is aligned with the IES What Works Clearinghouse (2012) Intervention Report on phonological awareness training. Phonological awareness training met criteria for "promising evidence" for foundational skills (i.e., blending knowledge) for students in PreK. However, the resource itself has not been empirically tested for effectiveness and therefore is not categorized by a level of evidence. A description of the full Intervention Report can be found in the SRCL/CLSD database.
This video discusses how a program director called on external evaluators to help staff interpret and use data to support children's learning.
This video is aligned with the IES What Works Clearinghouse (2012) Intervention Report on phonological awareness training. Phonological awareness training met criteria for "promising evidence" for foundational skills (i.e., blending knowledge) for students in PreK. However, the resource itself has not been empirically tested for effectiveness and therefore is not categorized by a level of evidence. A description of the full Intervention Report can be found in the SRCL/CLSD database.
In this video a coach describes using the Personal Literacy Plan (PLP) to track student progress and plan instruction. The PLP has two purposes: to assist teachers in their understanding of data created from formal assessments and to guide teachers in monitoring students' progress.
This tool is aligned with the IES What Works Clearinghouse (2012) Intervention Report on phonological awareness training. Phonological awareness training met criteria for "promising evidence" for foundational skills (i.e., blending knowledge) for students in PreK. However, the resource itself has not been empirically tested for effectiveness and therefore is not categorized by a level of evidence. A description of the full Intervention Report can be found in the SRCL/CLSD database.
The Personal Literacy Plan (PLP) provides a framework for organizing assessment data to identify individual literacy strengths and needs and plan differentiated language instruction. Teachers, coaches, and mentors use PLPs to record literacy activities and children’s learning, including supporting documentation.
This video is aligned with the IES What Works Clearinghouse (2012) Intervention Report on phonological awareness training. Phonological awareness training met criteria for "promising evidence" for foundational skills (i.e., blending knowledge) for students in PreK. However, the resource itself has not been empirically tested for effectiveness and therefore is not categorized by a level of evidence. A description of the full Intervention Report can be found in the SRCL/CLSD database.
In this video a preschool director discusses the importance of teaching phonological awareness skills along a continuum and how to help teachers implement this practice and reinforce auditory work in preschool classrooms.
This rubric is aligned with the IES What Works Clearinghouse (2012) Intervention Report on phonological awareness training. Phonological awareness training met criteria for "promising evidence" for foundational skills (i.e., blending knowledge) for students in PreK. However, the resource itself has not been empirically tested for effectiveness and therefore is not categorized by a level of evidence. A description of the full Intervention Report can be found in the SRCL/CLSD database.
Janesville developed this pictorial progress-monitoring rubric to help teachers talk with children about their progress in oral language and print awareness. Similar rubrics can be used for tracking development of phonological awareness, including the connection between sounds and letters. The rubric helps teachers document children’s performance and determine what additional scaffolded supports they need to perform at the highest level.
This list is aligned with the IES What Works Clearinghouse (2012) Intervention Report on phonological awareness training. Phonological awareness training met criteria for "promising evidence" for foundational skills (i.e., blending knowledge) for students in PreK. However, the resource itself has not been empirically tested for effectiveness and therefore is not categorized by a level of evidence. A description of the full Intervention Report can be found in the SRCL/CLSD database.
Syracuse compiled this list of resource books on phonological skill development to give teachers a broad source of information to support lesson planning. The list is given to teachers and used in staff development.
This lesson plan format is aligned with the IES What Works Clearinghouse (2012) Intervention Report on phonological awareness training. Phonological awareness training met criteria for "promising evidence" for foundational skills (i.e., blending knowledge) for students in PreK. However, the resource itself has not been empirically tested for effectiveness and therefore is not categorized by a level of evidence. A description of the full Intervention Report can be found in the SRCL/CLSD database.
Syracuse preschool teachers use this lesson plan format to map out a full day of classroom activities. The teacher first identifies instructional objectives and learning outcomes, then links activities to these objectives and program standards.
This video is aligned with the IES What Works Clearinghouse (2012) Intervention Report on phonological awareness training. Phonological awareness training met criteria for "promising evidence" for foundational skills (i.e., blending knowledge) for students in PreK. However, the resource itself has not been empirically tested for effectiveness and therefore is not categorized by a level of evidence. A description of the full Intervention Report can be found in the SRCL/CLSD database.
In this video a kindergarten teacher demonstrates an effective classroom activity for teaching phonemic awareness, including a brief lesson on letter-sound correspondence.
This video is aligned with the IES What Works Clearinghouse (2012) Intervention Report on phonological awareness training. Phonological awareness training met criteria for "promising evidence" for foundational skills (i.e., blending knowledge) for students in PreK. However, the resource itself has not been empirically tested for effectiveness and therefore is not categorized by a level of evidence. A description of the full Intervention Report can be found in the SRCL/CLSD database.
In this video Dr. Louisa Moats, reading expert and consultant, demonstrates activities for teaching segmentation and connecting sounds to letters.
This video is aligned with the IES What Works Clearinghouse (2012) Intervention Report on phonological awareness training. Phonological awareness training met criteria for "promising evidence" for foundational skills (i.e., blending knowledge) for students in PreK. However, the resource itself has not been empirically tested for effectiveness and therefore is not categorized by a level of evidence. A description of the full Intervention Report can be found in the SRCL/CLSD database.
In this video Dr. Louisa Moats, reading expert and consultant, illustrates the difference between a phoneme and a letter and explains why it is important to teach phonological awareness skills in addition to letter knowledge.
This video is aligned with the IES What Works Clearinghouse (2012) Intervention Report on phonological awareness training. Phonological awareness training met criteria for "promising evidence" for foundational skills (i.e., blending knowledge) for students in PreK. However, the resource itself has not been empirically tested for effectiveness and therefore is not categorized by a level of evidence. A description of the full Intervention Report can be found in the SRCL/CLSD database.
In this video a preschool teacher discusses how she plans early literacy and language instruction, extends learning through teachable moments, and monitors student learning using a thematic unit on oceans.
This video is aligned with the IES What Works Clearinghouse (2007) Intervention Report on Dialogic Reading. Dialogic Reading met criteria for "promising evidence" for oral language for students in PreK. However, the resource itself has not been empirically tested for effectiveness and therefore is not categorized by a level of evidence. A description of the full Intervention Report can be found in the SRCL/CLSD database.
In this video Dr. Lonigan discusses dialogic reading, its importance to children's learning, key features, questioning techniques, lesson planning, and teacher support.
This video is aligned with the IES What Works Clearinghouse (2007) Intervention Report on Dialogic Reading. Dialogic Reading met criteria for "promising evidence" for oral language for students in PreK. However, the resource itself has not been empirically tested for effectiveness and therefore is not categorized by a level of evidence. A description of the full Intervention Report can be found in the SRCL/CLSD database.
This video explains interactive and dialogic reading, its importance to children's language development, and how teachers can implement this practice. It highlights the teacher's use of questioning techniques to engage children in a story and the features that distinguish dialogic reading from other interactive approaches.
This video is aligned with the IES What Works Clearinghouse (2012) Intervention Report on phonological awareness training. Phonological awareness training met criteria for "promising evidence" for foundational skills (i.e., blending knowledge) for students in PreK. However, the resource itself has not been empirically tested for effectiveness and therefore is not categorized by a level of evidence. A description of the full Intervention Report can be found in the SRCL/CLSD database.
In this video Dr. Landry describes the developmental continuum of phonological awareness and why it is important to address skills at the highest level of the continuum, including linking letters and sounds.
This video is aligned with the IES What Works Clearinghouse (2012) Intervention Report on phonological awareness training. Phonological awareness training met criteria for "promising evidence" for foundational skills (i.e., blending knowledge) for students in PreK. However, the resource itself has not been empirically tested for effectiveness and therefore is not categorized by a level of evidence. A description of the full Intervention Report can be found in the SRCL/CLSD database.
This video describes phonological awareness and its importance. It emphasizes planning instruction along a sequential developmental continuum of skills, scaffolding instruction, and providing teachers with support through modeling, practice, and reflection.
This planning template is aligned with the IES What Works Clearinghouse (2007) Intervention Report on Dialogic Reading. Dialogic Reading met criteria for "promising evidence" for oral language for students in PreK. This tool is also aligned with the IES What Works Clearinghouse (2012) Intervention Report on phonological awareness training. Phonological awareness training met criteria for "promising evidence" for foundational skills (i.e., blending knowledge) for students in PreK. However, the resource itself has not been empirically tested for effectiveness and therefore is not categorized by a level of evidence. A description of the full Intervention Report can be found in the SRCL/CLSD database.
Technical assistance providers who work directly with state education agencies will find strategies in this planning template to facilitate conversations with state staff about setting a policy climate for improving preschool language and literacy instruction at the district, school, or preschool center level.
This planning template is aligned with the IES What Works Clearinghouse (2007) Intervention Report on Dialogic Reading. Dialogic Reading met criteria for "promising evidence" for oral language for students in PreK. This tool is also aligned with the IES What Works Clearinghouse (2012) Intervention Report on phonological awareness training. Phonological awareness training met criteria for "promising evidence" for foundational skills (i.e., blending knowledge) for students in PreK. However, the resource itself has not been empirically tested for effectiveness and therefore is not categorized by a level of evidence. A description of the full Intervention Report can be found in the SRCL/CLSD database.
State-level staff who work directly with local education agencies (districts) and communities will find ideas in this planning template for incorporating these research-based practices into practical policies and activities that can facilitate improvements in preschool education.
This template is aligned with the IES What Works Clearinghouse (2007) Intervention Report on Dialogic Reading. Dialogic Reading met criteria for "promising evidence" for oral language for students in PreK. This tool is also aligned with the IES What Works Clearinghouse (2012) Intervention Report on phonological awareness training. Phonological awareness training met criteria for "promising evidence" for foundational skills (i.e., blending knowledge) for students in PreK. However, the resource itself has not been empirically tested for effectiveness and therefore is not categorized by a level of evidence. A description of the full Intervention Report can be found in the SRCL/CLSD database.
District and community staff who work with school administrators and preschool staff can use the template to work through a comprehensive set of options that can be implemented at the school or program level for improving practice in preschool language and literacy, including standards, assessments, coaching supports, professional development, curriculum planning, supervision policies, and so forth.
This video is aligned with the IES What Works Clearinghouse (2007) Intervention Report on Dialogic Reading. Dialogic Reading met criteria for "promising evidence" for oral language for students in PreK. This video is also aligned with the IES What Works Clearinghouse (2012) Intervention Report on phonological awareness training. Phonological awareness training met criteria for "promising evidence" for foundational skills (i.e., blending knowledge) for students in PreK. However, the resource itself has not been empirically tested for effectiveness and therefore is not categorized by a level of evidence. A description of the full Intervention Report can be found in the SRCL/CLSD database.
This video discusses the importance of preschool education to a child's long-term success. The overview explains how to use two research-based practices to improve instruction in foundational pre-reading skills and suggests how the website can be used to support and train teachers in learning these practices to improve the quality of preschool instruction.
This diagram is aligned with the IES What Works Clearinghouse (2007) Intervention Report on Dialogic Reading. Dialogic Reading met criteria for "promising evidence" for oral language for students in PreK. This tool is also aligned with the IES What Works Clearinghouse (2012) Intervention Report on phonological awareness training. Phonological awareness training met criteria for "promising evidence" for foundational skills (i.e., blending knowledge) for students in PreK. However, the resource itself has not been empirically tested for effectiveness and therefore is not categorized by a level of evidence. A description of the full Intervention Report can be found in the SRCL/CLSD database.
This visual diagram illustrates the "big picture" of the practices and can be used to engage preschool teachers in discussion about their instruction. The diagram can help elicit teachers' ideas about how to integrate these skills into classroom activities.
This participant guide, published in 2020 and produced by IES and the Regional Educational Laboratory Southeast, was developed to guide preschool teachers as they participate in a professional learning community (PLC) on emergent literacy. As preschool teachers participate in the PLC (a small group of educators with shared interests working and learning together), they can, in turn, provide 3- to 5-year-old children with evidence-based language and literacy instruction. Through their collaborative learning, preschool teachers expand their knowledge base as they read, discuss, share, and apply evidence-based ideas and strategies. This guide covers a print knowledge module. While the print knowledge strategies reflect findings of research on the effectiveness of educational practices, the guide itself has not been empirically tested for effectiveness and therefore is not categorized by a level of evidence.
This facilitator guide, published in 2020 and produced by IES and the Regional Educational Laboratory Southeast, was prepared for facilitators to lead a team of preschool teachers as they participate in a professional learning community (PLC) on emergent literacy. As preschool teachers participate in the PLC (a small group of educators with shared interests working and learning together), they will learn evidence-based instructional practices that can enhance their emergent literacy instruction and, in turn, benefit children in their classrooms. This guide covers a print knowledge module. While the print knowledge strategies reflect findings of research on the effectiveness of educational practices, the guide itself has not been empirically tested for effectiveness and therefore is not categorized by a level of evidence.
This PowerPoint presentation is aligned with the IES and Regional Educational Laboratory Southeast (2020) guide: Professional Learning Community: Emergent Literacy: Facilitator Guide—Module 1: Print Knowledge (Sessions 1–3). The resource includes slides to project during the print knowledge module, as well as speaker notes. While the print knowledge strategies reflect findings of research on the effectiveness of educational practices, the resource itself has not been empirically tested for effectiveness and therefore is not categorized by a level of evidence.
This video is aligned with the IES and Regional Educational Laboratory Southeast (2020) guide: Professional Learning Community: Emergent Literacy: Participant Guide—Module 1: Print Knowledge (Sessions 1–3). The video resource shows the importance of print knowledge as a precursor to reading. Children need to learn the alphabetic principle, the understanding that there is a predictable relationship between written letters and spoken sounds. While the print knowledge strategies reflect findings of research on the effectiveness of educational practices, the video itself has not been empirically tested for effectiveness and therefore is not categorized by a level of evidence.
This video is aligned with the IES and Regional Educational Laboratory Southeast (2020) guide: Professional Learning Community: Emergent Literacy: Participant Guide—Module 1: Print Knowledge (Sessions 1–3). The video resource shows small group explicit instruction on letters S and M, using sound bags. While the print knowledge strategies reflect findings of research on the effectiveness of educational practices, the video itself has not been empirically tested for effectiveness and therefore is not categorized by a level of evidence.
This video is aligned with the IES and Regional Educational Laboratory Southeast (2020) guide: Professional Learning Community: Emergent Literacy: Participant Guide—Module 1: Print Knowledge (Sessions 1–3). The video resource shows children practicing print knowledge skills during both explicit and implicit instruction. While the print knowledge strategies reflect findings of research on the effectiveness of educational practices, the video itself has not been empirically tested for effectiveness and therefore is not categorized by a level of evidence.
This video is aligned with the IES and Regional Educational Laboratory Southeast (2020) guide: Professional Learning Community: Emergent Literacy: Participant Guide—Module 1: Print Knowledge (Sessions 1–3). The video resource shows small group explicit instruction on letter sounds using a spinner. While the print knowledge strategies reflect findings of research on the effectiveness of educational practices, the video itself has not been empirically tested for effectiveness and therefore is not categorized by a level of evidence.
This video is aligned with the IES and Regional Educational Laboratory Southeast (2020) guide: Professional Learning Community: Emergent Literacy: Participant Guide—Module 1: Print Knowledge (Sessions 1–3). The video resource shows whole group instruction on letter sounds using a spinner. While the print knowledge strategies reflect findings of research on the effectiveness of educational practices, the video itself has not been empirically tested for effectiveness and therefore is not categorized by a level of evidence.
This video is aligned with the IES and Regional Educational Laboratory Southeast (2020) guide: Professional Learning Community: Emergent Literacy: Participant Guide—Module 1: Print Knowledge (Sessions 1–3). The video resource shows scaffolding practices during small group explicit instruction on the letter M. While the print knowledge strategies reflect findings of research on the effectiveness of educational practices, the video itself has not been empirically tested for effectiveness and therefore is not categorized by a level of evidence.
This video is aligned with the IES and Regional Educational Laboratory Southeast (2020) guide: Professional Learning Community: Emergent Literacy: Participant Guide—Module 1: Print Knowledge (Sessions 1–3). The video resource shows a teacher print referencing through nonverbal pointing during a read aloud. While the print knowledge strategies reflect findings of research on the effectiveness of educational practices, the video itself has not been empirically tested for effectiveness and therefore is not categorized by a level of evidence.
This video is aligned with the IES and Regional Educational Laboratory Southeast (2020) guide: Professional Learning Community: Emergent Literacy: Participant Guide—Module 1: Print Knowledge (Sessions 1–3). The video resource shows small group explicit instruction on the letter M. While the print knowledge strategies reflect findings of research on the effectiveness of educational practices, the video itself has not been empirically tested for effectiveness and therefore is not categorized by a level of evidence.
This participant guide, published in 2020 and produced by IES and the Regional Educational Laboratory Southeast, was developed to guide preschool teachers as they participate in a professional learning community (PLC) on emergent literacy. As preschool teachers participate in the PLC (a small group of educators with shared interests working and learning together), they can, in turn, provide 3- to 5-year-old children with evidence-based language and literacy instruction. Through their collaborative learning, preschool teachers expand their knowledge base as they read, discuss, share, and apply evidence-based key ideas and strategies. This guide covers a phonological awareness module. While the phonological awareness strategies reflect findings of research on the effectiveness of educational practices, the guide itself has not been empirically tested for effectiveness and therefore is not categorized by a level of evidence.
This facilitator guide, published in 2020 and produced by IES and the Regional Educational Laboratory Southeast, was prepared for facilitators to lead a team of preschool teachers as they participate in a professional learning community (PLC) on emergent literacy. As preschool teachers participate in the PLC (a small group of educators with shared interests working and learning together), they will learn evidence-based instructional practices that can enhance their emergent literacy instruction and, in turn, benefit children in their classrooms. This guide covers a phonological awareness module. While the phonological awareness strategies reflect findings of research on the effectiveness of educational practices, the guide itself has not been empirically tested for effectiveness and therefore is not categorized by a level of evidence.
This PowerPoint presentation is aligned with the IES and Regional Educational Laboratory Southeast (2020) guide: Professional Learning Community: Emergent Literacy: Facilitator Guide—Module 2: Phonological Awareness (Sessions 4–6). The resource includes slides to project during the phonological awareness module, as well as speaker notes. While the phonological awareness strategies reflect findings of research on the effectiveness of educational practices, the resource itself has not been empirically tested for effectiveness and therefore is not categorized by a level of evidence.
This video is aligned with the IES and Regional Educational Laboratory Southeast (2020) guide: Professional Learning Community: Emergent Literacy: Participant Guide—Module 2: Phonological Awareness (Sessions 4–6). The video resource shows the importance of phonological awareness as a foundational reading skill. While the phonological awareness strategies reflect findings of research on the effectiveness of educational practices, the video itself has not been empirically tested for effectiveness and therefore is not categorized by a level of evidence.
This video is aligned with the IES and Regional Educational Laboratory Southeast (2020) guide: Professional Learning Community: Emergent Literacy: Participant Guide—Module 2: Phonological Awareness (Sessions 4–6). The video resource shows the importance of understanding the entire phonological awareness continuum. While the phonological awareness strategies reflect findings of research on the effectiveness of educational practices, the video itself has not been empirically tested for effectiveness and therefore is not categorized by a level of evidence.
This video is aligned with the IES and Regional Educational Laboratory Southeast (2020) guide: Professional Learning Community: Emergent Literacy: Participant Guide—Module 2: Phonological Awareness (Sessions 4–6). The video resource shows small groups in action, including a teacher working with a small group on a phonological awareness lesson. While the phonological awareness strategies reflect findings of research on the effectiveness of educational practices, the video itself has not been empirically tested for effectiveness and therefore is not categorized by a level of evidence.
This video is aligned with the IES and Regional Educational Laboratory Southeast (2020) guide: Professional Learning Community: Emergent Literacy: Participant Guide—Module 2: Phonological Awareness (Sessions 4–6). The video resource shows a word level phonological awareness lesson in a small group setting. While the phonological awareness strategies reflect findings of research on the effectiveness of educational practices, the video itself has not been empirically tested for effectiveness and therefore is not categorized by a level of evidence.
This video is aligned with the IES and Regional Educational Laboratory Southeast (2020) guide: Professional Learning Community: Emergent Literacy: Participant Guide—Module 2: Phonological Awareness (Sessions 4–6). The video resource shows a syllable level phonological awareness lesson in a small group setting. While the phonological awareness strategies reflect findings of research on the effectiveness of educational practices, the video itself has not been empirically tested for effectiveness and therefore is not categorized by a level of evidence.
This video is aligned with the IES and Regional Educational Laboratory Southeast (2020) guide: Professional Learning Community: Emergent Literacy: Participant Guide—Module 2: Phonological Awareness (Sessions 4–6). The video resource shows an onset-rime level phonological awareness lesson in a small group setting. While the phonological awareness strategies reflect findings of research on the effectiveness of educational practices, the video itself has not been empirically tested for effectiveness and therefore is not categorized by a level of evidence.
This video is aligned with the IES and Regional Educational Laboratory Southeast (2020) guide: Professional Learning Community: Emergent Literacy: Participant Guide—Module 2: Phonological Awareness (Sessions 4–6). The video resource shows a phoneme level phonological awareness lesson in a small group setting. While the phonological awareness strategies reflect findings of research on the effectiveness of educational practices, the video itself has not been empirically tested for effectiveness and therefore is not categorized by a level of evidence.
This video is aligned with the IES and Regional Educational Laboratory Southeast (2020) guide: Professional Learning Community: Emergent Literacy: Participant Guide—Module 2: Phonological Awareness (Sessions 4–6). The video resource shows a teacher reinforcing phonological awareness at the syllable and word levels throughout the day. While the phonological awareness strategies reflect findings of research on the effectiveness of educational practices, the video itself has not been empirically tested for effectiveness and therefore is not categorized by a level of evidence.
This video is aligned with the IES and Regional Educational Laboratory Southeast (2020) guide: Professional Learning Community: Emergent Literacy: Participant Guide—Module 2: Phonological Awareness (Sessions 4–6). The video resource shows small group intensive instruction on phonological awareness. While the phonological awareness strategies reflect findings of research on the effectiveness of educational practices, the video itself has not been empirically tested for effectiveness and therefore is not categorized by a level of evidence.
This participant guide, published in 2020 and produced by IES and the Regional Educational Laboratory Southeast, was developed to guide preschool teachers as they participate in a professional learning community (PLC) on emergent literacy. As preschool teachers participate in the PLC (a small group of educators with shared interests working and learning together), they can, in turn, provide 3- to 5-year-old children with evidence-based language and literacy instruction. Through their collaborative learning, preschool teachers expand their knowledge base as they read, discuss, share, and apply evidence-based key ideas and strategies. This guide covers a vocabulary module. While the vocabulary strategies reflect findings of research on the effectiveness of educational practices, the guide itself has not been empirically tested for effectiveness and therefore is not categorized by a level of evidence.
This facilitator guide, published in 2020 and produced by IES and the Regional Educational Laboratory Southeast, was prepared for facilitators to lead a team of preschool teachers as they participate in a professional learning community (PLC) on emergent literacy. As preschool teachers participate in the PLC (a small group of educators with shared interests working and learning together), they will learn evidence-based instructional practices that can enhance their emergent literacy instruction and, in turn, benefit children in their classrooms. This guide covers a vocabulary module. While the vocabulary strategies reflect findings of research on the effectiveness of educational practices, the guide itself has not been empirically tested for effectiveness and therefore is not categorized by a level of evidence.
This PowerPoint presentation is aligned with the IES and Regional Educational Laboratory Southeast (2020) guide: Professional Learning Community: Emergent Literacy: Facilitator Guide—Module 3: Vocabulary (Sessions 7–9). The resource includes slides to project during the vocabulary module, as well as speaker notes. While the vocabulary strategies reflect findings of research on the effectiveness of educational practices, the resource itself has not been empirically tested for effectiveness and therefore is not categorized by a level of evidence.
This video is aligned with the IES and Regional Educational Laboratory Southeast (2020) guide: Professional Learning Community: Emergent Literacy: Participant Guide—Module 3: Vocabulary (Sessions 7–9). The video resource shows the importance of building a network of words in order to teach vocabulary. While the vocabulary strategies reflect findings of research on the effectiveness of educational practices, the video itself has not been empirically tested for effectiveness and therefore is not categorized by a level of evidence.
This video is aligned with the IES and Regional Educational Laboratory Southeast (2020) guide: Professional Learning Community: Emergent Literacy: Participant Guide—Module 3: Vocabulary (Sessions 7–9). The video resource shows a teacher practicing dialogic reading with narrative text in a small group setting. While the vocabulary strategies reflect findings of research on the effectiveness of educational practices, the video itself has not been empirically tested for effectiveness and therefore is not categorized by a level of evidence.
This video is aligned with the IES and Regional Educational Laboratory Southeast (2020) guide: Professional Learning Community: Emergent Literacy: Participant Guide—Module 3: Vocabulary (Sessions 7–9). The video resource shows a teacher practicing dialogic reading with expository text in a small group setting. While the vocabulary strategies reflect findings of research on the effectiveness of educational practices, the video itself has not been empirically tested for effectiveness and therefore is not categorized by a level of evidence.
This video is aligned with the IES and Regional Educational Laboratory Southeast (2020) guide: Professional Learning Community: Emergent Literacy: Participant Guide—Module 3: Vocabulary (Sessions 7–9). The video resource shows play-based interactions with teacher guidance to encourage the use of target words. While the vocabulary strategies reflect findings of research on the effectiveness of educational practices, the video itself has not been empirically tested for effectiveness and therefore is not categorized by a level of evidence.
This video is aligned with the IES and Regional Educational Laboratory Southeast (2020) guide: Professional Learning Community: Emergent Literacy: Participant Guide—Module 3: Vocabulary (Sessions 7–9). The video resource shows explicit instruction for specific words. While the vocabulary strategies reflect findings of research on the effectiveness of educational practices, the video itself has not been empirically tested for effectiveness and therefore is not categorized by a level of evidence.
This participant guide, published in 2020 and produced by IES and the Regional Educational Laboratory Southeast, was developed to guide preschool teachers as they participate in a professional learning community (PLC) on emergent literacy. As preschool teachers participate in the PLC (a small group of educators with shared interests working and learning together), they can, in turn, provide 3- to 5-year-old children with evidence-based language and literacy instruction. Through their collaborative learning, preschool teachers expand their knowledge base as they read, discuss, share, and apply evidence-based key ideas and strategies. This guide covers an oral language module. While the oral language strategies reflect findings of research on the effectiveness of educational practices, the guide itself has not been empirically tested for effectiveness and therefore is not categorized by a level of evidence.
This facilitator guide, published in 2020 and produced by IES and the Regional Educational Laboratory Southeast, was prepared for facilitators to lead a team of preschool teachers as they participate in a professional learning community (PLC) on emergent literacy. As preschool teachers participate in the PLC (a small group of educators with shared interests working and learning together), they will learn evidence-based instructional practices that can enhance their emergent literacy instruction and, in turn, benefit children in their classrooms. This guide covers an oral language module. While the oral language strategies reflect findings of research on the effectiveness of educational practices, the guide itself has not been empirically tested for effectiveness and therefore is not categorized by a level of evidence.
This PowerPoint presentation is aligned with the IES and Regional Educational Laboratory Southeast (2020) guide: Professional Learning Community: Emergent Literacy: Facilitator Guide—Module 4: Oral Language (Sessions 10–12). The resource includes slides to project during the oral language module, as well as speaker notes. While the oral language strategies reflect findings of research on the effectiveness of educational practices, the resource itself has not been empirically tested for effectiveness and therefore is not categorized by a level of evidence.
This video is aligned with the IES and Regional Educational Laboratory Southeast (2020) guide: Professional Learning Community: Emergent Literacy: Participant Guide—Module 4: Oral Language (Sessions 10–12). The video resource shows play-based interactions with teacher guidance to encourage oral language. While the oral language strategies reflect findings of research on the effectiveness of educational practices, the video itself has not been empirically tested for effectiveness and therefore is not categorized by a level of evidence.
This video is aligned with the IES and Regional Educational Laboratory Southeast (2020) guide: Professional Learning Community: Emergent Literacy: Participant Guide—Module 4: Oral Language (Sessions 10–12). The video resource shows small-group explicit syntax instruction. While the oral language strategies reflect findings of research on the effectiveness of educational practices, the video itself has not been empirically tested for effectiveness and therefore is not categorized by a level of evidence.
This video is aligned with the IES and Regional Educational Laboratory Southeast (2020) guide: Professional Learning Community: Emergent Literacy: Participant Guide—Module 4: Oral Language (Sessions 10–12). The video resource shows a teacher engaging children in multiturn conversations. While the oral language strategies reflect findings of research on the effectiveness of educational practices, the video itself has not been empirically tested for effectiveness and therefore is not categorized by a level of evidence.
This video is aligned with the IES and Regional Educational Laboratory Southeast (2020) guide: Professional Learning Community: Emergent Literacy: Participant Guide—Module 4: Oral Language (Sessions 10–12). The video resource shows a teacher preparing, conducting, and evaluating how children responded to an interactive reading lesson. While the oral language strategies reflect findings of research on the effectiveness of educational practices, the video itself has not been empirically tested for effectiveness and therefore is not categorized by a level of evidence.
This video is aligned with the IES and Regional Educational Laboratory Southeast (2020) guide: Professional Learning Community: Emergent Literacy: Participant Guide—Module 4: Oral Language (Sessions 10–12). The video resource shows a listening comprehension lesson using a story circle. While the oral language strategies reflect findings of research on the effectiveness of educational practices, the video itself has not been empirically tested for effectiveness and therefore is not categorized by a level of evidence.
Notes
This resource is not aligned with any particular study but its recommendations/guidelines are aligned with other research (see the reference list) in the topic areas of dual language. This is rated as tier 4 because it is more aligned with theory of action rather than a particular study or studies with proven results.
This resource (a strategy tip sheet) was produced by the National Center on Cultural and Linguistic Responsiveness, supported by the Office of Head Start. It provides tips for caregivers and teachers to plan and organize thematic structure. These tips aim to support the language development of English language learners in PreK.
The rationale behind the tip sheet for building oral proficiency are aligned with the National Literacy Panel on Language-Minority Children and Youth finding (2006) that "instruction in the key components of reading is necessary—but not sufficient—for teaching language-minority students to read and write proficiently in English. Oral proficiency in English is critical as well." However, the tip sheet itself has not been empirically tested for effectiveness and therefore is not categorized by a level of evidence.
Notes
This resource is not aligned with any particular study but its recommendations/guidelines are aligned with other research (see the reference list) in the topic areas of dual language. This is rated as tier 4 because it is more aligned with theory of action rather than a particular study or studies with proven results.
This resource (a strategy tip sheet) was produced by the National Center on Cultural and Linguistic Responsiveness, supported by the Office of Head Start. It provides tips for caregivers and teachers to support English language development when children (e.g., PreK) have little experience with English.
The rationale for building English language development is aligned with the National Literacy Panel on Language-Minority Children and Youth finding (2006) that "instruction in the key components of reading is necessary—but not sufficient—for teaching language-minority students to read and write proficiently in English. Oral proficiency in English is critical as well." However, the tip sheet itself has not been empirically tested for effectiveness and therefore is not categorized by a level of evidence.
Notes
This resource is not aligned with any particular study but its recommendations/guidelines are aligned with other research (see the reference list) in the topic areas of dual language. This is rated as tier 4 because it is more aligned with theory of action rather than a particular study or studies with proven results.
This resource (a workbook) was produced by the National Center on Cultural and Linguistic Responsiveness, supported by the Office of Head Start. It is designed to assist teaching staff at PreK centers to understand code switching and identify and implement effective policies and practices to promote children's learning. These policies and practices aim to support the language development of English language learners in PreK.
The rationale for using code switching are aligned with the National Literacy Panel on Language-Minority Children and Youth finding (2006) that "instruction in the key components of reading is necessary—but not sufficient—for teaching language-minority students to read and write proficiently in English. Oral proficiency in English is critical as well." However, the workbook itself has not been empirically tested for effectiveness and therefore is not categorized by a level of evidence.
Notes
This resource is not aligned with any particular study but its recommendations/guidelines are aligned with other research (see the reference list) in the topic areas of dual language. This is rated as tier 4 because it is more aligned with theory of action rather than a particular study or studies with proven results.
This resource (a practical guide) was produced by the National Center on Cultural and Linguistic Responsiveness, supported by the Office of Head Start. It provides practical, manageable ideas on how to use bilingual books in the classroom and at home. These ideas aim to support the language development of English language learners in PreK.
The rationale for using bilingual books are aligned with the National Literacy Panel on Language-Minority Children and Youth finding (2006) that "oral proficiency and literacy in the first language can be used to facilitate literacy development in English." However, the guide itself has not been empirically tested for effectiveness and therefore is not categorized by a level of evidence.
Notes
This resource is not aligned with any particular study but its recommendations/guidelines are aligned with other research (see the reference list) in the topic areas of language development. This is rated as tier 4 because it is more aligned with theory of action rather than a particular study or studies with proven results.
This resource (a manual) was produced by the National Center on Cultural and Linguistic Responsiveness, supported by the Office of Head Start. It helps leaders determine the right language model for their school. These models aim to support the language development of English language learners in PreK.
The rationale for the manual is aligned with the National Literacy Panel on Language-Minority Children and Youth finding (2006) that "instruction in the key components of reading is necessary—but not sufficient—for teaching language-minority students to read and write proficiently in English. Oral proficiency in English is critical as well." However, the manual itself has not been empirically tested for effectiveness and therefore is not categorized by a level of evidence.
Notes
This resource is not aligned with any particular study but its recommendations/guidelines are aligned with other research (see the reference list) in the topic areas of alphabet knowledge and early writing. This is rated as tier 4 because it is more aligned with theory of action rather than a particular study or studies with proven results.
This resource (a strategy tip sheet) was produced by the National Center on Cultural and Linguistic Responsiveness, supported by the Office of Head Start. It describes strategies that caregivers and teachers can use to support alphabet knowledge (i.e., foundational skills) and early writing in children from birth to PreK.
The rationales for building alphabet knowledge and early writing are aligned with the National Early Literacy Panel (2008) finding that "children's early proficiency with alphabet knowledge and writing have predictive relationships to later measures of literacy." However, the tip sheet itself has not been empirically tested for effectiveness and therefore is not categorized by a level of evidence.
See other resources in the SRCL/CLSD database for related evidence:
- the National Center on Cultural and Linguistic Responsiveness tip sheet on "Encouraging Alphabet Knowledge and Early Writing."
Notes
This resource is not aligned with any particular study but its recommendations/guidelines are aligned with other research (see the reference list) in the topic areas of book knowledge and print concepts. This is rated as tier 4 because it is more aligned with theory of action rather than a particular study or studies with proven results.
This resource (a strategy tip sheet) was produced by the National Center on Cultural and Linguistic Responsiveness, supported by the Office of Head Start. It describes strategies that caregivers and teachers can use to support book knowledge and print concepts (i.e., foundational skills) in children from birth to PreK.
The rationales for building book knowledge and print concepts are aligned with the National Early Literacy Panel (2008) finding that "children's early proficiency with concepts about print and print knowledge have moderate correlations to later measures of literacy." However, the tip sheet itself has not been empirically tested for effectiveness and therefore is not categorized by a level of evidence.
See other resources in the SRCL/CLSD database for related evidence:
- the National Center on Cultural and Linguistic Responsiveness tip sheet on "Developing and Using Book Knowledge and Print Concepts."
Notes
This resource is not aligned with any particular study but its recommendations/guidelines are aligned with other research (see the reference list) in the topic areas of oral language and vocabulary. This is rated as tier 4 because it is more aligned with theory of action rather than a particular study or studies with proven results.
This resource (a strategy tip sheet) was produced by the National Center on Cultural and Linguistic Responsiveness, supported by the Office of Head Start. It describes strategies that caregivers and teachers can use to support oral language and vocabulary in children from birth to PreK.
The rationales for building oral language and vocabulary are aligned with the National Reading Panel (2000) finding that "vocabulary instruction and repeated contact with vocabulary words is important." Rationales are also aligned with the National Early Literacy Panel finding (2008) that "children's early proficiency with oral language, including vocabulary, has a moderate correlation to later measures of literacy." However, the tip sheet itself has not been empirically tested for effectiveness and therefore is not categorized by a level of evidence.
See other resources in the SRCL/CLSD database for related evidence:
- the National Center on Cultural and Linguistic Responsiveness tip sheet on "Supporting Oral Language and Vocabulary Development."
Notes
This resource is not aligned with any particular study but its recommendations/guidelines are aligned with other research (see the reference list) in the topic areas of phonological awareness. This is rated as tier 4 because it is more aligned with theory of action rather than a particular study or studies with proven results.
This resource (a strategy tip sheet) was produced by the National Center on Cultural and Linguistic Responsiveness, supported by the Office of Head Start. It describes strategies that caregivers and teachers can use to support phonological awareness (i.e., foundational skills) in children from birth to PreK.
The rationales behind the tip sheet for building phonological awareness are aligned with the National Reading Panel finding (2000) that "children who learn to read through specific instruction in phonemic awareness improve their reading skills more than those who learn without attention to phonemic awareness." Rationales are also aligned with the National Early Literacy Panel finding (2008) that "children's early proficiency with phonological awareness has a predictive relationship to later measures of literacy." However, the tip sheet itself has not been empirically tested for effectiveness and therefore is not categorized by a level of evidence.
See other resources in the SRCL/CLSD database for related evidence:
- the National Center on Cultural and Linguistic Responsiveness tip sheet on "Developing Phonological Awareness."
Notes
This resource is not aligned with any particular study but its recommendations/guidelines are aligned with other research (see the reference list) in the topic areas of home language. This is rated as tier 4 because it is more aligned with theory of action rather than a particular study or studies with proven results.
This resource (a strategy tip sheet) was produced by the National Center on Cultural and Linguistic Responsiveness, supported by the Office of Head Start. It provides tips for caregivers and teachers to create environments that include children's home language. These tips support the language development of English language learners from birth to PreK.
The rationale behind the tip sheet for using home language is aligned with the National Literacy Panel on Language-Minority Children and Youth finding (2006) that "children's oral proficiency and literacy in the first language can be used to facilitate literacy development in English." However, the tip sheet itself has not been empirically tested for effectiveness and therefore is not categorized by a level of evidence.
See other resources in the SRCL/CLSD database for related evidence:
- the National Center on Cultural and Linguistic Responsiveness tip sheet on "Including Children's Home Languages and Cultures."
Notes
This resource is not aligned with any particular study but its recommendations/guidelines are aligned with other research (see the reference list) in the topic areas of home language. This is rated as tier 4 because it is more aligned with theory of action rather than a particular study or studies with proven results.
This resource (a strategy tip sheet) was produced by the National Center on Cultural and Linguistic Responsiveness, supported by the Office of Head Start. It provides tips for caregivers and teachers to include children's home languages. These tips aim to support the language development of English language learners from birth to PreK.
The rationale behind the tip sheet for using home languages is aligned with the National Literacy Panel on Language-Minority Children and Youth finding (2006) that "children's oral proficiency and literacy in the first language can be used to facilitate literacy development in English." However, the tip sheet itself has not been empirically tested for effectiveness and therefore is not categorized by a level of evidence.
See other resources in the SRCL/CLSD database for related evidence:
- the National Center on Cultural and Linguistic Responsiveness tip sheet on Creating Environments that Include Children's Home Languages and Cultures."
Notes
This resource is not aligned with any particular study but its recommendations/guidelines are aligned with other research (see the reference list) in the topic areas of alphabet knowledge and early writing. This is rated as tier 4 because it is more aligned with theory of action rather than a particular study or studies with proven results.
This resource (a tip sheet) was produced by the National Center on Cultural and Linguistic Responsiveness, supported by the Office of Head Start. It provides tips for caregivers and teachers to encourage alphabet knowledge (i.e., foundational skills) and early writing for children from birth to PreK.
Rationales for building alphabet knowledge and writing are aligned with the National Early Literacy Panel (2008) finding that "children's early proficiency with alphabet knowledge and writing have predictive relationships to later measures of literacy." However, the tip sheet itself has not been empirically tested for effectiveness and therefore is not categorized by a level of evidence.
See other resources in the SRCL/CLSD database for related evidence:
- the National Center on Cultural and Linguistic Responsiveness tip sheet on "How Caregivers and Teachers Support Alphabet Knowledge and Early Writing."
Notes
This resource is not aligned with any particular study but its recommendations/guidelines are aligned with other research (see the reference list) in the topic areas of book knowledge and print concepts. This is rated as tier 4 because it is more aligned with theory of action rather than a particular study or studies with proven results.
This resource (a tip sheet) was produced by the National Center on Cultural and Linguistic Responsiveness, supported by the Office of Head Start. It provides tips for caregivers and teachers to develop book knowledge and print concepts (i.e., foundational skills) for children from birth to PreK.
Rationales for building book knowledge and print concepts are aligned with the National Early Literacy Panel finding (2008) that "children's early proficiency with concepts about print and print knowledge have moderate correlations to later measures of literacy." However, the tip sheet itself has not been empirically tested for effectiveness and therefore is not categorized by a level of evidence.
See other resources in the SRCL/CLSD database for related evidence:
- the National Center on Cultural and Linguistic Responsiveness tip sheet on "How Caregivers and Teachers Support Book Knowledge and Print Concepts."
Notes
This resource is not aligned with any particular study but its recommendations/guidelines are aligned with other research (see the reference list) in the topic areas of oral language and vocabulary development. This is rated as tier 4 because it is more aligned with theory of action rather than a particular study or studies with proven results.
This resource (a tip sheet) was produced by the National Center on Cultural and Linguistic Responsiveness, supported by the Office of Head Start. It provides tips for caregivers and teachers to support oral language and vocabulary development for children from birth to PreK.
Rationales for building oral language and vocabulary are aligned with National Reading Panel finding (2000) that "vocabulary instruction and repeated contact with vocabulary words is important." Rationales are also aligned with the National Early Literacy Panel finding (2008) that "children's early proficiency with oral language, including vocabulary, has a moderate correlation to later measures of literacy." However, the tip sheet itself has not been empirically tested for effectiveness and therefore is not categorized by a level of evidence.
See other resources in the SRCL/CLSD database for related evidence:
- the National Center on Cultural and Linguistic Responsiveness tip sheet on "How Caregivers and Teachers Support Oral language and Vocabulary."
Notes
This resource is not aligned with any particular study but its recommendations/guidelines are aligned with other research (see the reference list) in the topic areas of phonological awareness. This is rated as tier 4 because it is more aligned with theory of action rather than a particular study or studies with proven results.
This resource (a tip sheet) was produced by the National Center on Cultural and Linguistic Responsiveness, supported by the Office of Head Start. It This tip sheet provides tips for caregivers and teachers to develop phonological awareness (i.e., foundational skills) in children from birth to PreK.
Rationales for building phonological awareness are aligned with National Reading Panel finding (2000) that "children who learn to read through specific instruction in phonemic awareness improve their reading skills more than those who learn without attention to phonemic awareness." Rationales are also aligned with the National Early Literacy Panel finding (2008) that "children's early proficiency with phonological awareness has a predictive relationship to later measures of literacy." However, the tip sheet itself has not been empirically tested for effectiveness and therefore is not categorized by a level of evidence.
See other resources in the SRCL/CLSD database for related evidence:
- the National Center on Cultural and Linguistic Responsiveness tip sheet on "How Caregivers and Teachers Support Phonological Awareness."
Notes
This resource is not aligned with any particular study but its recommendations/guidelines are aligned with other research (see the reference list) in the topic areas of emergent literacy and oral language. This is rated as tier 4 because it is more aligned with theory of action rather than a particular study or studies with proven results.
This resource (a tip sheet) was produced by the National Center on Cultural and Linguistic Responsiveness, supported by the Office of Head Start. It provides tips for caregivers and teachers to strengthen emergent literacy and oral language in children from birth to PreK.
The rationale for building oral language are aligned with the National Early Literacy Panel finding (2008) that "children's early proficiency with oral language has a moderate correlation to later measures of literacy." However, tip sheet itself has not been empirically tested for effectiveness and therefore is not categorized by a level of evidence.
Notes
This resource is not aligned with any particular study but its recommendations/guidelines are aligned with other research (see the reference list) in the topic areas of emergent literacy. This is rated as tier 4 because it is more aligned with theory of action rather than a particular study or studies with proven results.
This practitioner-focused booklet offers ideas for nurturing early literacy skills through everyday interactions children from birth to 5 years. These ideas include the development of foundational skills, oral language, and writing skills for children birth to 5 years.
Rationales for these strategies are aligned with the National Early Literacy Panel finding (2008) that "children's early proficiency with phonological awareness, alphabet knowledge and writing have predictive relationships to later measures of literacy and that children's early proficiency with oral language has a moderate correlation to later literacy achievement." However, the resource itself has not been empirically tested for effectiveness and therefore is not categorized by a level of evidence.
