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Summer 1999 Volume 6, Issue 3

Official Newsletter of the Illinois Subdivision of the Division for Early Childhood of the Council for Exceptional Children.

Six Ways to Encourage Literacy Development in Young Children

Emergent literacy refers to the first signs of abilities and knowledge with regard to written language, the period between birth and the time when the children conventionally read and write" (Saint-Laurent, Giasson & Couture, 1997, p. 53). Parents and caregivers play an important role in fostering young children's literacy development. Children who have been read to early on and have family members who are avid readers tend to become early readers and show an interest in reading.

The ability to read involves several skills that can be taught before the child enters school. For example, children will begin to realize that English print goes from the left to the right and the top to the bottom and they will begin to associate words with print. The following reading strategies can be done at home or within early education programs to help children become better readers.

  1. Read with children on a daily basis.
    Set a time to read with the children everyday. Reading is a wonderful way to help children unwind before naps and at bedtime. Reading everyday sparks interest and captures children's attention. Reading becomes a pleasurable, exciting activity that children enjoy doing on their own. Continued exposure to books develops children's vocabulary, helps them associate words with print, and reinforces the concepts of left to right, top to bottom.
  2. Read a variety of books to children, including predictable books.
    Nursery rhymes and fairy tales are good selections for young children. Some types of predictable books have repeating phrases or words that children can easily learn. For example, in the book Brown Bear, Brown Bear by Eric Carle the repeating phrase is "Brown Bear, Brown Bear What do you see?" The children can learn the phrase by chanting the words as the adult reads aloud. Children learn to speak in the same manner, by imitating adults. Repetitiveness helps young children remember words, and eventually they begin to associate words with print.
  3. Involve children in reading related activities.
    T here are many ways to introduce literature to young children that do not require books. For example, storytelling with puppets or props is a great way to get children involved in a reading related activity. You can also create stories using pictures, which is a great way to get children thinking about what is needed for a story (a plot, a setting, and characters). Doing finger plays, reciting poems, or singing songs and chants also encourage literacy skills. Some of these activities may be part of the child's daily routine, creating an easy way for parents to work with their child on literacy skills. Non-text forms of literature such as storytelling, reciting poems, and singing songs enable children to be more actively involved in the learning process, which increases their interest in reading. Additionally, most of these activities are short so they fit easily into an already busy schedule.
  4. Discuss literature with young readers.
    While reading a book it is important to read the title, author and illustrator of the book. Children can make predictions as to what they think the story is going to be about. Adults can show the pictures and print to the children while reading. Additionally, stopping and asking questions while reading the story encourages children to problem solve, anticipate, and recall the story. For example, the adult may ask "What's going to happen next?" Children should also be encouraged to get involved by asking their own questions, turning the pages or holding the book. At the end of the story prompt children to recount what happened. Through questions and a discussion of the literature children develop comprehension skills and learn the sequence of the story.
  5. Become a reading role model.
    Regardless of parents' literacy levels, families have activities in their daily routine that involve literacy. While driving around town, parents can point out signs and explain that they are used to tell people about different places and things. Adults should also let children see them reading a variety of reading materials such as newspapers, magazines and books. Show children that reading is interesting by reading throughout the day. Also, demonstrate the usefulness of reading. For example, read a recipe out loud while preparing a meal or read a map for directions while on vacation. Explain to children why you write things down. For example, a grocery list is written so nothing is forgotten at the grocery store. By reading a variety of materials throughout the day, children begin to understand that reading is done for other reasons than enjoyment.
  6. Create a literacy rich environment at home and within early childhood programs.
    Children should have access to books, magazines, newspapers and writing material all the time to encourage spontaneous reading. Provide a wide variety of books that are both fiction and nonfiction. It is important to have books that are chosen by both the child and adult so that all interest areas are covered. Homemade books are an ideal addition to your library. Supply materials that encourage writing and drawing such as pens, paper, crayons and markers. Children love to write and illustrate their own stories. An ideal way to encourage reading is to have children write their own books.

Children need encouragement and support from family and caregivers to become skilled readers. The six strategies that have been presented are an easy way to create a literacy rich environment at home and in an early childhood program. Through daily reading and exposure to books children have a greater chance of becoming proficient readers.

References

Carle, E. & Martin, B. (1992). Brown bear, brown bear. NY: Henry Holt & Co.

Saint-Laurent, L., Giasson, J. & Couture, C. (1997). Parents + children + reading activities emergent literacy. TEACHING Exceptional Children, 30, 52-56.

About the Authors

Ms. Curtin and Ms. Cain are students in the Masters program in early childhood special education at the University of Illinois at Urbana-Champaign.

Ways to Encourage Literacy Development

1. Read with children on a daily basis.

2. Read a variety of books to children, including predictable books.

3. Involve children in reading related activities.

4. Discuss the literature with young readers.

5. Become a reading role model.

6. Create a literacy rich environment at home and within early childhood programs.

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President's Message

Greg Anderson

As the new president of DEC, I would like to share with you a little about my background, experiences and my vision for IDEC.

While most of those who work in early intervention know me, many others do not. I have studied in many areas of education, developmental psychology and clinical psychology at several universities. I am currently completing my clinical psychology licensure, which provides me with the opportunity to conduct assessments, parent training and psychotherapy with young children and their families. I enter children into services through Child and Family Connections and provide developmental therapy. Finally, I teach clinical psychology at the Adler School of Psychology.

I have been involved with other professional organizations serving for years on the Board of Directors and state treasurer of the Illinois Association for the Education of Young Children. As you can see, IDEC is more than just an organization of university early childhood special education faculty.

I believe that IDEC plays an important role in providing education for the full range of individuals involved in the education of young children, especially young children with special needs. IDEC has taken an important leadership role through providing the direction for the collaborative early childhood conference, Sharing A Vision. We have recently taken the next step in providing faculty enrichment as a part of the conference and in the future we plan to expand that role further. We need to continue to work with others to expand additional educational opportunities for those who work with young children including parents, Head Start staff and child care workers who serve a wide range of young children. Finally, IDEC should be a voice for appropriate practice disseminating information and working to provide the best for our children.

Our task is not small but it is rewarding. We need you and others to be involved if IDEC is to reach its full potential. Please join us.

Greg may be reached at

20740 Sarver Drive
Shorewood, IL 60431
630-553-9100 (voice)
815-730-2650 (fax)
docgrega@aol.com (email)

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1999-2000 IDEC Board

President: Greg Anderson, Shorewood
Email: <docgrega@aol.com>

President Elect: Lynette Chandler, DeKalb
Email: <lchandler@niu.edu>

Vice-President: Bernie Laumann, Champaign
Email: <blaumann@uiuc.edu>

Past President: Susan Maude, Galena
Email: <smaude@loras.edu>

Treasurer: Micki Ostrosky, Champaign
Email: <ostrosky@uiuc.edu>

Secretary: Therese Wehman, Elmhurst
Email: <theresew@elmhurst.edu>

CAN Coordinator: Karen Sullivan, Naperville
Email: <karen_sullivan@ipsd.org>

CEC Liaison: LuEllen Doty, Elmhurst,
Email: <lud@elmhurst.edu>

Membership Co-Chair: Tweety Yates, Champaign
Email: <t-felner@uiuc.edu>

Membership Co-Chair: Donna Nylander, Naperville
Email: <donna_nylander@ipsd.org>

Student Representative: Debbie Bruns, Champaign
Email: <da-bruns@uiuc.edu>

Family Co-Representative: Regina McCarthy, Sleepy Hollow
Email: <remccarthy@yahoo.com>

Family Co-Representative: Gloria Reilley, Villa Park
Email: <gloriar@elmhurst.edu>

Governmental Relations: Pamela Reising-Rechner, Springfield
Email: <preising@smtp.isbe.state.il.us>

Newsletter Chair: Amy Santos, Champaign
Email: rsantos@uiuc.edu

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Sharing a Vision Conference Update

1. During the Opening Plenary, don't miss:

2. We have additional sessions/speakers: (added since publication of the SAV Registration book)

3. Don't miss the Faculty Enrichment Opportunities:

Sharing A Vision "Making It Happen" will be held on November 1 - 3, 1999
Crowne Plaza Hotel Springfield, IL

Registration deadline: 10/1/99
For more information contact: Susan Ferry at 217-824-4776 or SDFERRY@aol.com