Communication and Emergent Literacy Early Intervention Issues What

Communication and Emergent Literacy: Early Intervention Issues What Is Emergent Literacy? Session 4 Early Intervention Training Center for Infants and Toddlers With Visual Impairments FPG Child Development Institute, 2005

Objectives After completing this session, participants will 1. define emergent literacy as the developmental process that begins at birth whereby children acquire the foundation for reading and writing. 2. describe two important models of emergent literacy. Early Intervention Training Center for Infants and Toddlers With Visual Impairments FPG Child Development Institute University of North Carolina at Chapel Hill August 1, 2005 What Is Emergent Literacy? 4 A

Objectives After completing this session, participants will 3. identify six key components of emergent literacy for children with disabilities: oral language, phonological awareness, concept development, knowledge of the conventions of print/braille and of print/braille intentionality, alphabetic knowledge, and environmental factors. Early Intervention Training Center for Infants and Toddlers With Visual Impairments FPG Child Development Institute University of North Carolina at Chapel Hill August 1, 2005 What Is Emergent Literacy? 4 B

Objectives After completing this session, participants will 4. define oral language, including listening 5. comprehension, vocabulary, and narrative knowledge, and describe how it is related to reading and writing. define phonological awareness, including phonemic awareness, as a metalinguistic process that contributes to emergent literacy and literacy. Early Intervention Training Center for Infants and Toddlers With Visual Impairments FPG Child Development Institute University of North Carolina at Chapel Hill August 1, 2005 What Is Emergent Literacy? 4 C

Objectives After completing this session, participants will 6. discuss concept development, including the 7. formation of schemas, and how it relates to emergent literacy. describe knowledge of the conventions of print/braille and print/braille intentionality and their relationship to reading and writing. Early Intervention Training Center for Infants and Toddlers With Visual Impairments FPG Child Development Institute University of North Carolina at Chapel Hill August 1, 2005 What Is Emergent Literacy? 4 D

Objectives After completing this session, participants will 8. define alphabetic knowledge and describe its contribution to reading and writing. 9. describe the relationship between environmental factors, including the communicative, situational, and sociocultural contexts within which literacy develops, and literacy. Early Intervention Training Center for Infants and Toddlers With Visual Impairments FPG Child Development Institute University of North Carolina at Chapel Hill August 1, 2005 What Is Emergent Literacy? 4 E

Objectives After completing this session, participants will 10. describe effective early intervention practices for facilitating emergent literacy as collaborative and family-centered, developmentally appropriate, and based on evidence-based and recommended practices to achieve functional outcomes within naturally occurring learning opportunities. Early Intervention Training Center for Infants and Toddlers With Visual Impairments FPG Child Development Institute University of North Carolina at Chapel Hill August 1, 2005 What Is Emergent Literacy? 4 F

Objectives After completing this session, participants will 11. describe strategies and interventions to facilitate emergent literacy—play, routinesbased literacy, responsive literacy environments, shared storybook reading (especially dialogic reading, storybook preview, and storybook sounds), storytelling, and dialogue and how they facilitate the development of six key components of emergent literacy for young children with disabilities. Early Intervention Training Center for Infants and Toddlers With Visual Impairments FPG Child Development Institute University of North Carolina at Chapel Hill August 1, 2005 What Is Emergent Literacy? 4 G

Objectives After completing this session, participants will 12. describe assessments that can be used to identify, plan, and implement emergent literacy interventions. 13. discuss the potential impact of visual impairments on emergent literacy, the challenge of determining whether children will be print or braille readers, and considerations for providing appropriate adaptations that will facilitate emergent literacy in these children. Early Intervention Training Center for Infants and Toddlers With Visual Impairments FPG Child Development Institute University of North Carolina at Chapel Hill August 1, 2005 What Is Emergent Literacy? 4 H

Emergent Literacy Begins at Birth • Emergent literacy is the developmental • process that begins at birth whereby children acquire the foundation for reading and writing. “The term ‘emergent literacy’ is used to denote the idea that the acquisition of literacy is best conceptualized as a developmental continuum, with its origins early in the life of a child, rather than as an all-or-none phenomenon that begins when children start school” (p. 848). Whitehurst & Lonigan, 1998 Early Intervention Training Center for Infants and Toddlers With Visual Impairments FPG Child Development Institute University of North Carolina at Chapel Hill August 1, 2005 What Is Emergent Literacy? 4 I

Emergent Literacy is Appropriate for all Children • Disability, as well as the reactions of others • to disability, can result in fewer opportunities for children to experience literacy. Children with disabilities, including children with visual impairments, can and do experience literacy success when provided with appropriate support and modifications. Koppenhaver, Coleman, Kalman, & Yoder, 1991 Marvin & Mirenda, 1993 Early Intervention Training Center for Infants and Toddlers With Visual Impairments FPG Child Development Institute University of North Carolina at Chapel Hill August 1, 2005 What Is Emergent Literacy? 4 J

Family Literacy • Families are essential to emergent literacy development. • Reading and writing are usually first • introduced to children in the home. Researchers have repeatedly found that the home literacy environments of toddlers and preschoolers have measurable effects on later literacy skills. Marvin & Mirenda, 1993; Payne, Whitehurst, & Angell, 1994; Rosenkoetter & Barton, 2002; Weinberger, 1996 Early Intervention Training Center for Infants and Toddlers With Visual Impairments FPG Child Development Institute University of North Carolina at Chapel Hill August 1, 2005 What Is Emergent Literacy? 4 K

Family Literacy Characteristics Family and environmental characteristics that are related to literacy include • a variety of literacy activities in the home (e. g. , many books and writing materials that are used regularly), • language and vocabulary used in the home, • opportunities for children to learn about people and activities, and • high parental expectations for child literacy. Bennett, Weigel, & Martin, 2002 Early Intervention Training Center for Infants and Toddlers With Visual Impairments FPG Child Development Institute University of North Carolina at Chapel Hill August 1, 2005 What Is Emergent Literacy? 4 L

Concurrent and Interrelated Development of Literacy Emergent literacy is based on the idea “that reading, writing, and oral language develop concurrently and interdependently from an early age from children’s exposure to interactions in the social contexts in which literacy is a component, and in the absence of formal instruction” (p. 849). Whitehurst & Lonigan, 1998 Early Intervention Training Center for Infants and Toddlers With Visual Impairments FPG Child Development Institute University of North Carolina at Chapel Hill August 1, 2005 What Is Emergent Literacy? 4 M

The Interrelationships of Literacy Development Early Intervention Training Center for Infants and Toddlers With Visual Impairments FPG Child Development Institute University of North Carolina at Chapel Hill August 1, 2005 What Is Emergent Literacy? 4 N

Interrelated Development of Communication and Literacy Young children’s abilities to • listen, • read, • write, and • speak (or use augmentative communication devices) develop concurrently and interrelatedly. Early Intervention Training Center for Infants and Toddlers With Visual Impairments FPG Child Development Institute University of North Carolina at Chapel Hill August 1, 2005 What Is Emergent Literacy? 4 O

Function and Form • Literacy tasks have both functions and forms. • The function of writing a note to a family member can take many forms, such as writing with a pen or brailling with a slate and stylus. Early Intervention Training Center for Infants and Toddlers With Visual Impairments FPG Child Development Institute University of North Carolina at Chapel Hill August 1, 2005 What Is Emergent Literacy? 4 P

Functional Literacy Events • Functions and forms of literacy are equally • • important in the development of reading and writing. Young children learn the forms and functions of literacy concurrently through functional literacy experiences (e. g. , writing a grocery list with a parent before going grocery shopping). Isolated practice of literacy forms (e. g. , writing the letter g repeatedly on the braille writer) would not be as meaningful as writing a note to a beloved family member. Early Intervention Training Center for Infants and Toddlers With Visual Impairments FPG Child Development Institute University of North Carolina at Chapel Hill August 1, 2005 Koppenhaver et al. , 1991 What Is Emergent Literacy? 4 Q

Two Important Models of Emergent Literacy • Whitehurst and Lonigan (1998, 2002) • Sénéchal, Le. Fevre, Smith-Chant, and Colton (2001) Early Intervention Training Center for Infants and Toddlers With Visual Impairments FPG Child Development Institute University of North Carolina at Chapel Hill August 1, 2005 What Is Emergent Literacy? 4 R

Whitehurst and Lonigan’s Two Domains of Emergent Literacy Whitehurst and Lonigan (1998) propose that emergent literacy consists of two interdependent sets of skills and processes: • outside-in • inside-out as well as a third group of “other factors. ” Whitehurst & Lonigan, 1998; 2002 Early Intervention Training Center for Infants and Toddlers With Visual Impairments FPG Child Development Institute University of North Carolina at Chapel Hill August 1, 2005 What Is Emergent Literacy? 4 S

Outside–in Domain The outside-in domain refers to children’s knowledge of the context (i. e. , the meanings of words, concepts about the world, how narratives are structured) in which reading and writing exist. Whitehurst & Lonigan, 1998; 2002 Early Intervention Training Center for Infants and Toddlers With Visual Impairments FPG Child Development Institute University of North Carolina at Chapel Hill August 1, 2005 What Is Emergent Literacy? 4 T

Inside-out Domain The inside-out domain refers to children’s understanding of the rules (i. e. , that letters form words, that letters represent sounds, that punctuation marks carry meaning) for translating print into sounds or sounds into print. Whitehurst & Lonigan, 1998; 2002 Early Intervention Training Center for Infants and Toddlers With Visual Impairments FPG Child Development Institute University of North Carolina at Chapel Hill August 1, 2005 What Is Emergent Literacy? 4 U

Whitehurst and Lonigan’s Domains of Emergent Literacy • • Outside-in domain § Knowledge about the conventions of print § Emergent reading (pretending to read) § Narrative knowledge § Language (vocabulary) Inside-out domain § Alphabetic knowledge § Letter-sound knowledge § Emergent writing (pretending to write) § Phonological awareness (metalinguistic skills) Early Intervention Training Center for Infants and Toddlers With Visual Impairments FPG Child Development Institute University of North Carolina at Chapel Hill August 1, 2005 Whitehurst & Lonigan, 1998, p. 850 What Is Emergent Literacy? 4 V

Whitehurst and Lonigan’s Model of Emergent Literacy “Other factors” include • phonological memory (short-term memory for phonologically coded information), • rapid naming (ability to quickly say aloud a list • of letters, numbers, or colors), and print motivation (interest in reading and writing). Whitehurst & Lonigan, 1998, p. 850 Early Intervention Training Center for Infants and Toddlers With Visual Impairments FPG Child Development Institute University of North Carolina at Chapel Hill August 1, 2005 What Is Emergent Literacy? 4 W

Whitehurst and Lonigan: Environmental Factors Whitehurst and Lonigan also emphasize the relationships of the home literacy environment to later reading and writing, particularly early shared reading and components of emergent literacy, such as • language development, • conventions and intentionality of print, and • print motivation. Whitehurst & Lonigan, 1998 Early Intervention Training Center for Infants and Toddlers With Visual Impairments FPG Child Development Institute University of North Carolina at Chapel Hill August 1, 2005 What Is Emergent Literacy? 4 X

Sénéchal, Le. Fevre, Smith-Chant, and Colton Sénéchal et al. (2001) propose that literacy evolves from skills and abilities that form three separate, but related, constructs: • emergent literacy, • language, and • metalinguistic skills. Sénéchal, Le. Fevre , Smith-Chant, & Colton, 2001 Early Intervention Training Center for Infants and Toddlers With Visual Impairments FPG Child Development Institute University of North Carolina at Chapel Hill August 1, 2005 What Is Emergent Literacy? 4 Y

Sénéchal et al. Versus Whitehurst and Lonigan • Aspects of Sénéchal et al. ’s model of literacy closely resemble those of Whitehurst and Lonigan’s. • Whereas Whitehurst and Lonigan propose outside-in and inside-out domains, Sénéchal et al. propose emergent conceptual knowledge and emergent procedural knowledge. Whitehurst & Lonigan, 1998; 2002 Sénéchal, Le. Fevre , Smith-Chant, & Colton, 2001 Early Intervention Training Center for Infants and Toddlers With Visual Impairments FPG Child Development Institute University of North Carolina at Chapel Hill August 1, 2005 What Is Emergent Literacy? 4 Z

Sénéchal et al. ’s Model of Emergent Literacy • • Emergent conceptual knowledge (i. e. , knowing why) § Knowledge about the acts of reading and writing § Knowledge about the functions of literacy § Self-perception of learning to read § Emergent reading in context Emergent procedural knowledge (i. e. , knowing how) § Preconventional spelling in a variety of situations § Letter knowledge § Letter-sound knowledge § Word reading (with help) Sénéchal, Le. Fevre , Smith-Chant, & Colton, 2001 Early Intervention Training Center for Infants and Toddlers With Visual Impairments FPG Child Development Institute University of North Carolina at Chapel Hill August 1, 2005 What Is Emergent Literacy? 4 AA

Sénéchal et al. Versus Whitehurst and Lonigan Whereas Whitehurst and Lonigan include such categories as language (vocabulary) and phonological awareness (metalinguistic skills) as components of emergent literacy, Sénéchal et al. identify two constructs as distinct from emergent literacy: • language and • metalinguistic skills. Whitehurst & Lonigan, 1998; 2002 Sénéchal, Le. Fevre , Smith-Chant, & Colton, 2001 Early Intervention Training Center for Infants and Toddlers With Visual Impairments FPG Child Development Institute University of North Carolina at Chapel Hill August 1, 2005 What Is Emergent Literacy? 4 BB

Language and Metalinguistic Skills Constructs Language • Narrative knowledge • Vocabulary • Listening comprehension Metalinguistic Skills • Phonological • awareness Syntactic awareness Senechal et al. , 2001, p. 448 Early Intervention Training Center for Infants and Toddlers With Visual Impairments FPG Child Development Institute University of North Carolina at Chapel Hill August 1, 2005 What Is Emergent Literacy? 4 CC

National Early Literacy Panel (NELP) The mission of the NELP is to • summarize research on early literacy • development that will contribute to education policy and practice decisions and evaluate the role of teachers and families in supporting language and literacy development in order to create literacy-specific materials and staff development programs for families, educators, and family literacy practitioners. Strickland & Shanahan, 2004 Early Intervention Training Center for Infants and Toddlers With Visual Impairments FPG Child Development Institute University of North Carolina at Chapel Hill August 1, 2005 What Is Emergent Literacy? 4 DD

NELP’s 11 Predictors of Literacy Success • • • oral language/ vocabulary listening comprehension print knowledge environmental print alphabetic knowledge invented spelling Early Intervention Training Center for Infants and Toddlers With Visual Impairments FPG Child Development Institute University of North Carolina at Chapel Hill August 1, 2005 • phonemic • • awareness phonological shortterm memory rapid naming visual perceptual skills visual memory Strickland & Shanahan, 2004 What Is Emergent Literacy? 4 EE

Key Components of Emergent Literacy for Young Children With Disabilities • Oral language (especially listening • • • comprehension, vocabulary, and narrative knowledge) Phonological awareness Concept development Knowledge of the conventions of print/braille and of print/braille intentionality Alphabetic knowledge Environmental factors Early Intervention Training Center for Infants and Toddlers With Visual Impairments FPG Child Development Institute University of North Carolina at Chapel Hill August 1, 2005 What Is Emergent Literacy? 4 FF

Oral Language • Oral language is spoken communication. • Children’s mastery of oral language is most often measured by • § § listening comprehension or size of vocabulary. Oral language can also be measured by degree of mastery of grammar and syntax. Strickland & Shanahan, 2004 Early Intervention Training Center for Infants and Toddlers With Visual Impairments FPG Child Development Institute University of North Carolina at Chapel Hill August 1, 2005 What Is Emergent Literacy? 4 GG

Grammar and Syntax • Grammar refers to the system of rules that govern a language. • Syntax refers to the system of rules that govern, for a given language, how words are arranged to make meaningful sentences. Early Intervention Training Center for Infants and Toddlers With Visual Impairments FPG Child Development Institute University of North Carolina at Chapel Hill August 1, 2005 What Is Emergent Literacy? 4 HH

Listening Comprehension Listening comprehension • is the understanding of spoken communication, including vocabulary and syntax. • is associated with the ability of preschoolers and kindergartners to decode texts and read with comprehension. • can be facilitated through conversations with children and through their active engagement during storybook reading. Early Intervention Training Center for Infants and Toddlers With Visual Impairments FPG Child Development Institute University of North Carolina at Chapel Hill August 1, 2005 Strickland Shanahan, 2004 What Is Emergent Literacy? 4 II

Vocabulary • Vocabulary refers to the words used and • • • understood by a language user. Vocabulary development in children is related to the conversation of caregivers and to storybook reading—opportunities that promote oral language. Vocabulary can be facilitated through direct experiences that develop concepts. Vocabulary is related to reading success and reading comprehension in school. Early Intervention Training Center for Infants and Toddlers With Visual Impairments FPG Child Development Institute University of North Carolina at Chapel Hill August 1, 2005 What Is Emergent Literacy? 4 JJ

Narrative Knowledge • Narrative knowledge is a set of expectations, or knowledge, about the ways in which stories conventionally proceed. • For example, through experience, young • children learn that stories often begin with “Once upon a time” and end with “The end. ” Narrative knowledge is also called “narrative schema” or “story schema. ” Early Intervention Training Center for Infants and Toddlers With Visual Impairments FPG Child Development Institute University of North Carolina at Chapel Hill August 1, 2005 What Is Emergent Literacy? 4 KK

Oral Language Young children’s oral language, including listening comprehension, may be influenced by environmental factors such as • family values, socio-economic status, and culture; • family’s vocabulary and language use; • maternal education and IQ; • number of books in the home; • frequency of visits to library; and • active participation in storybook reading. Early Intervention Training Center for Infants and Toddlers With Visual Impairments FPG Child Development Institute University of North Carolina at Chapel Hill August 1, 2005 What Is Emergent Literacy? 4 LL

Oral Language Oral language • is related to concepts about the world and • vocabulary that will help with reading comprehension in second grade and beyond. promotes narrative knowledge. Early Intervention Training Center for Infants and Toddlers With Visual Impairments FPG Child Development Institute University of North Carolina at Chapel Hill August 1, 2005 What Is Emergent Literacy? 4 MM

Phonological Awareness • Phonological awareness is the ability to detect and manipulate the sound structures of oral language. • It includes the recognition that sentences are • composed of words and that words are composed of sound units (syllables, phonemes). Phonological awareness is metalinguistic. Early Intervention Training Center for Infants and Toddlers With Visual Impairments FPG Child Development Institute University of North Carolina at Chapel Hill August 1, 2005 What Is Emergent Literacy? 4 NN

Metalinguistics • Metalinguistics is the study of language, not just as a means of communication, but as its own abstract entity. • Metalinguistics involves consciously observing or reflecting upon language use. Early Intervention Training Center for Infants and Toddlers With Visual Impairments FPG Child Development Institute University of North Carolina at Chapel Hill August 1, 2005 What Is Emergent Literacy? 4 OO

Phonological Awareness • Phonological awareness includes children’s • • ability to identify rhymes, delete or add syllables or phonemes from words, and count the phonemes in a word. Phonological awareness is related to the later ability to decode words and to read fluently. Phonological awareness is also called “phonological sensitivity. ” Whitehurst & Lonigan, 2002 Early Intervention Training Center for Infants and Toddlers With Visual Impairments FPG Child Development Institute University of North Carolina at Chapel Hill August 1, 2005 What Is Emergent Literacy? 4 PP

Phonemic Awareness Phonemic awareness is • the ability to detect and manipulate the smallest units of sound within words. • a component of phonological awareness. • demonstrated through the ability to isolate, • add, or delete phonemes from words. related to later ability to decode words and to use invented spelling. Early Intervention Training Center for Infants and Toddlers With Visual Impairments FPG Child Development Institute University of North Carolina at Chapel Hill August 1, 2005 What Is Emergent Literacy? 4 QQ

Concept Development • A concept is a general idea that develops through repeated experiences with specific events. • Children need repeated experiences with specific examples to generalize concepts. Warren & Hatton, 2003 Early Intervention Training Center for Infants and Toddlers With Visual Impairments FPG Child Development Institute University of North Carolina at Chapel Hill August 1, 2005 What Is Emergent Literacy? 4 RR

Schemas • are meaningfully organized cognitive • templates or frameworks, typically derived from experience, that represent knowledge about objects, people, events, activities, or situations. help organize concepts so that they can be retrieved efficiently; schemas assist in predicting what is likely to happen in a given context. Early Intervention Training Center for Infants and Toddlers With Visual Impairments FPG Child Development Institute University of North Carolina at Chapel Hill August 1, 2005 What Is Emergent Literacy? 4 SS

Concepts About the World Gaining concepts about the world (schemas) helps children understand concepts in books. Making bread teaches children many concepts. A book about cooking will be enjoyed more if children have previous experiences with the concepts. Rosenkoetter & Barton, 2002 Early Intervention Training Center for Infants and Toddlers With Visual Impairments FPG Child Development Institute University of North Carolina at Chapel Hill August 1, 2005 What Is Emergent Literacy? 4 TT

Conceptual Understanding • Exposure to events in the home and community is essential for building concepts that support literacy. • Frequent exposure to meaningful and • functional objects and experiences provides the foundation for concept development, communication, language, and literacy development. Children with visual impairments may need assistance in generalizing concepts. Early Intervention Training Center for Infants and Toddlers With Visual Impairments FPG Child Development Institute University of North Carolina at Chapel Hill August 1, 2005 What Is Emergent Literacy? 4 UU

Conventions of Print/Braille • Knowledge of the conventions of print/braille refers to children’s understanding of standard text formats (e. g. , that texts are read from left to right and from top to bottom; that books are read from front to back; that pages are turned during reading). • Knowing the conventions of print/braille facilitates literacy acquisition in young children. Whitehurst & Lonigan, 1998 Early Intervention Training Center for Infants and Toddlers With Visual Impairments FPG Child Development Institute University of North Carolina at Chapel Hill August 1, 2005 What Is Emergent Literacy? 4 VV

Conventions of Print/Braille Books • are generally made of paper, but can be made of other materials; • have pages to be turned; • may contain words or pictures; and • have pictures that represent familiar objects. Harley, Truan, & Sanford, 1997 Early Intervention Training Center for Infants and Toddlers With Visual Impairments FPG Child Development Institute University of North Carolina at Chapel Hill August 1, 2005 What Is Emergent Literacy? 4 WW

Conventions of Print/Braille Books • have a top, bottom, front, and back. • provide pleasure and information. • have language that is consistent from page to page. • have print or braille symbols that read from left to right and from top to bottom. • have print or braille symbols that tell the reader what to say. Harley et al. , 1997 Early Intervention Training Center for Infants and Toddlers With Visual Impairments FPG Child Development Institute University of North Carolina at Chapel Hill August 1, 2005 What Is Emergent Literacy? 4 XX

Print/Braille Intentionality • Knowledge of print/braille intentionality refers to children’s understanding of the functions of texts—for example, that texts can tell stories, give directions, and provide information. • Knowing why people read may facilitate literacy acquisition in young children. Senechal, Le. Fevre, Smith-Chant, & Colton, 2001 Early Intervention Training Center for Infants and Toddlers With Visual Impairments FPG Child Development Institute University of North Carolina at Chapel Hill August 1, 2005 What Is Emergent Literacy? 4 YY

Print/Braille Intentionality Print/braille intentionality (also called print/braille knowledge) • is influenced by exposure to environmental print, storybook reading, direct parent teaching, and active involvement with storybooks. • is related to motivation to read and understanding the process of reading. Early Intervention Training Center for Infants and Toddlers With Visual Impairments FPG Child Development Institute University of North Carolina at Chapel Hill August 1, 2005 What Is Emergent Literacy? 4 ZZ

Alphabetic Knowledge • Alphabetic knowledge is the ability to name the letters of the alphabet based on their shapes. • Children’s alphabetic knowledge may be influenced by § exposure to the alphabet in their natural environments and § direct teaching by adults. Early Intervention Training Center for Infants and Toddlers With Visual Impairments FPG Child Development Institute University of North Carolina at Chapel Hill August 1, 2005 What Is Emergent Literacy? 4 AAA

Alphabetic Knowledge Alphabetic knowledge • is related to the later ability to decode words and to use invented spelling. • may also be called “letter-name knowledge, ” “knowledge of graphemes, ” and “knowledge of letters. ” Early Intervention Training Center for Infants and Toddlers With Visual Impairments FPG Child Development Institute University of North Carolina at Chapel Hill August 1, 2005 What Is Emergent Literacy? 4 BBB

Environmental Factors Emergent literacy is influenced by environmental factors, or the contexts of children’s lives. Early Intervention Training Center for Infants and Toddlers With Visual Impairments FPG Child Development Institute University of North Carolina at Chapel Hill August 1, 2005 What Is Emergent Literacy? 4 CCC

Environmental Factors Literacy success in older children has been linked to • higher family socio-economic status, • higher maternal education and IQ, • high parental vocabulary and complex • language, and more books and literacy materials in homes. Early Intervention Training Center for Infants and Toddlers With Visual Impairments FPG Child Development Institute University of North Carolina at Chapel Hill August 1, 2005 What Is Emergent Literacy? 4 DDD

Environmental Factors Literacy success in older children has been linked to • • • frequency of shared storybook reading, active child participation in storybook reading, trips to the library, parental enthusiasm for reading, and high family expectations. Early Intervention Training Center for Infants and Toddlers With Visual Impairments FPG Child Development Institute University of North Carolina at Chapel Hill August 1, 2005 What Is Emergent Literacy? 4 EEE

A Contextual Perspective of Communication and Literacy Speaking/Signing/AAC Concept Development Writing Reading Listening/ Watching Signs Communicative Context Situational Context Sociocultural Context Early Intervention Training Center for Infants and Toddlers With Visual Impairments FPG Child Development Institute University of North Carolina at Chapel Hill August 1, 2005 Adapted from Koppenhaver, D. A. , Pierce, P. L. , Steelman, J. D. , & Yoder, D. E. (1995). Contexts of early literacy intervention for children with developmental disabilities. In M. E. Fey, J. Windsor, & S. F. Warren (Eds. ), Language intervention: Preschool through the elementary years (pp. 241 -274). Baltimore: Paul H. Brookes. What Is Emergent Literacy? 4 FFF

Three Contexts Three contexts influence communication development: • Communicative context—linguistic and • • nonlinguistic interactions among children and adults Situational context—physical characteristics of children’s living and learning environments Sociocultural context—societal and cultural values, expectations, beliefs, and resources Early Intervention Training Center for Infants and Toddlers With Visual Impairments FPG Child Development Institute University of North Carolina at Chapel Hill August 1, 2005 What Is Emergent Literacy? 4 GGG

Communicative Context The four interrelated modes of communication, • • listening/watching signs, reading, writing, and speaking/ signing/ using AAC devices, depend heavily on concept development. Early Intervention Training Center for Infants and Toddlers With Visual Impairments FPG Child Development Institute University of North Carolina at Chapel Hill August 1, 2005 What Is Emergent Literacy? 4 HHH

Emergent Literacy and IDEIA 2004 The individualized family service plan (IFSP) for infants and toddlers with disabilities should include measurable results or outcomes for infants or toddlers and family, including preliteracy and language skills, as developmentally appropriate for the child, and the criteria, procedures, and timelines used to determine the degree to which progress toward achieving the results or outcomes is being made and whether modifications or revisions of the results or outcomes or services are necessary. (IDEIA 2004, Part C, Section 631) Early Intervention Training Center for Infants and Toddlers With Visual Impairments FPG Child Development Institute University of North Carolina at Chapel Hill August 1, 2005 What Is Emergent Literacy? 4 III

Recommended Practices To facilitate emergent literacy in young children with disabilities, early interventionists should provide collaborative, family-centered support that is developmentally appropriate and based on evidence-based and recommended practices that result in functional outcomes within naturally occurring learning opportunities. Early Intervention Training Center for Infants and Toddlers With Visual Impairments FPG Child Development Institute University of North Carolina at Chapel Hill August 1, 2005 What Is Emergent Literacy? 4 JJJ

Family-Centered and Collaborative Practices Interventions to facilitate emergent literacy should be family centered: • involve shared responsibility and • • • collaboration among all team members, strengthen family functioning, include individualized and flexible practices, and employ strengths- and assets-based practices. Trivette and Dunst, 2005 Early Intervention Training Center for Infants and Toddlers With Visual Impairments FPG Child Development Institute University of North Carolina at Chapel Hill 03 November 2020 What is Emergent Literacy? 4 KKK

Developmentally Appropriate Practices • Although most definitions of emergent literacy • recognize that it begins at birth, very little is known about emergent literacy in infants and toddlers. Consequently, many professionals and families try to adapt information and research about preschoolers and kindergarteners for infants and toddlers. Early Intervention Training Center for Infants and Toddlers With Visual Impairments FPG Child Development Institute University of North Carolina at Chapel Hill 03 November 2020 What is Emergent Literacy? 4 LLL

Developmentally Appropriate Practices Therefore, until we have more empirically based information, families, caregivers, and professionals should • use developmentally appropriate activities that are functional and fun, • use recommended practices from early intervention and early childhood special education, and • carefully consider research and evidencebased practices that may be appropriate for infants and toddlers. Early Intervention Training Center for Infants and Toddlers With Visual Impairments FPG Child Development Institute University of North Carolina at Chapel Hill 03 November 2020 What is Emergent Literacy? 4 MMM

Recommended Practices for Child-Focused Interventions Intervention that is child focused includes • designing safe and accessible • • environments that promote active and interactive engagement, adapting practices to meet the individual and changing needs of each child, and systematically promoting children’s learning within and across environments, activities, and routines. Wolery, 2005 Early Intervention Training Center for Infants and Toddlers With Visual Impairments FPG Child Development Institute University of North Carolina at Chapel Hill 03 November 2020 What is Emergent Literacy? 4 NNN

Recommended Practices for Child-Focused Interventions Child-focused interventions should promote functional outcomes as identified by the Early Childhood Outcome Center (2005): • social interactions that provide the context for meaningful communication and that provide motivation for development across domains, • active engagement in the world around them, and • independence and self-efficacy. Early Intervention Training Center for Infants and Toddlers With Visual Impairments FPG Child Development Institute University of North Carolina at Chapel Hill 03 November 2020 What is Emergent Literacy? 4 OOO

Emergent Literacy Interventions Strategies and interventions to facilitate emergent literacy facilitate the development of the six key components of emergent literacy for young children with disabilities: • oral language, • phonological awareness, • concept development, • knowledge of the conventions of print/braille and print/braille intentionality, • alphabetic knowledge, and • rich literacy environments. Early Intervention Training Center for Infants and Toddlers With Visual Impairments FPG Child Development Institute University of North Carolina at Chapel Hill August 1, 2005 What Is Emergent Literacy? 4 PPP

Strategies and Interventions to Facilitate Emergent Literacy Developmentally appropriate strategies and interventions that promote functional outcomes include • play; • routines-based literacy; • responsive literacy environments; • shared storybook reading (especially dialogic reading, storybook preview, and storybook sounds); • storytelling, including decontextualized language; and • dialogue/conversation. Early Intervention Training Center for Infants and Toddlers With Visual Impairments FPG Child Development Institute University of North Carolina at Chapel Hill August 1, 2005 What Is Emergent Literacy? 4 QQQ

Play • Many emergent literacy interventions can be • • • encouraged through play. Play is process oriented, not product oriented. Children learn through the process of playing, not by creating a product or accomplishing a task. Play provides a developmentally appropriate context for learning about the functions of reading and writing. Mc. Lane & Mc. Namee, 1991 Roskos, Christie, & Richgels, 2003 Early Intervention Training Center for Infants and Toddlers With Visual Impairments FPG Child Development Institute University of North Carolina at Chapel Hill August 1, 2005 What Is Emergent Literacy? 4 RRR

Routines-Based Literacy Lawhon and Cobb describe a literacy routine as “the regular use of a variety of techniques to enhance children’s abilities • to listen, • to observe, • to imitate, and • to develop their language, reading and writing skills” (2002, p. 113). Literacy routines should be integrated into the context of daily routines. Early Intervention Training Center for Infants and Toddlers With Visual Impairments FPG Child Development Institute University of North Carolina at Chapel Hill August 1, 2005 What Is Emergent Literacy? 4 SSS

Responsive Literacy Environments Responsive literacy environments include experiences in which children • observe adults modeling literate behaviors, • interact with adults in reading and writing • situations, and explore literacy actively (self-initiated, handson, and independent exploration). Teale & Sulzby, 1986 Early Intervention Training Center for Infants and Toddlers With Visual Impairments FPG Child Development Institute University of North Carolina at Chapel Hill August 1, 2005 What Is Emergent Literacy? 4 TTT

Responsive Literacy Environments • The appropriateness, accessibility, and • number of literacy resources or artifacts within children’s environments enhance literacy modeling, interactions, and active exploration. Responsive literacy environments help children learn about the function of reading and writing within day to day activities. Early Intervention Training Center for Infants and Toddlers With Visual Impairments FPG Child Development Institute University of North Carolina at Chapel Hill August 1, 2005 What Is Emergent Literacy? 4 UUU

Examples of Active and Interactive Engagement Seventeen-month-old Allysandra and her mother share a storybook. Early Intervention Training Center for Infants and Toddlers With Visual Impairments FPG Child Development Institute University of North Carolina at Chapel Hill August 1, 2005 Here, at 22 months, Allysandra explores a book actively. What Is Emergent Literacy? 4 VVV

Shared Storybook Reading Shared storybook reading is • evidence based, • family centered, • child centered, and • developmentally appropriate. NAYEC, 1998 Early Intervention Training Center for Infants and Toddlers With Visual Impairments FPG Child Development Institute University of North Carolina at Chapel Hill August 1, 2005 What Is Emergent Literacy? 4 WWW

Shared Storybook Reading Shared storybook reading helps children acquire • oral language, • phonological awareness, • concept development, • the conventions of print/braille and print/braille intentionality, and • alphabetic knowledge. Shared storybook reading helps children to develop a positive attitude about reading (i. e. , gain print motivation). Early Intervention Training Center for Infants and Toddlers With Visual Impairments FPG Child Development Institute University of North Carolina at Chapel Hill August 1, 2005 What Is Emergent Literacy? 4 XXX

Dialogic Reading • Dialogic reading is a shared-reading technique in which the adult assumes the role of an active listener, and the child learns to become a storyteller. • In dialogic reading, the adult reader asks questions, adds information, and prompts the child to increase the sophistication of descriptions in the book. • The child’s responses are encouraged through praise and repetition. Early Intervention Training Center for Infants and Toddlers With Visual Impairments FPG Child Development Institute University of North Carolina at Chapel Hill 03 November 2020 Whitehurst & Lonigan, 1998 What is Emergent Literacy? 4 YYY

Dialogic Reading • Dialogic reading produces greater effects on children’s language skills than typical picture book reading in which children listen passively. • It has been used successfully with children of varying ages and abilities. Whitehurst & Lonigan, 1998 Early Intervention Training Center for Infants and Toddlers With Visual Impairments FPG Child Development Institute University of North Carolina at Chapel Hill August 1, 2005 What Is Emergent Literacy? 4 ZZZ

Storybook Preview • Storybook preview is the shared exploration • • of the content of a book without consideration of the storyline. Children are given the opportunity to label or describe illustrations of interest, ask questions, and make comments to increase narrative knowledge and vocabulary. The caregiver’s role is to identify and scaffold children’s communicative attempts. Mc. Cathren & Allor, 2002 Early Intervention Training Center for Infants and Toddlers With Visual Impairments FPG Child Development Institute University of North Carolina at Chapel Hill August 1, 2005 What Is Emergent Literacy? 4 AAAA

Storybook Sounds • Storybook sounds is an intervention that focuses on the development of phonological awareness. • During shared storybook reading, caregivers • point out rhyming words or initial sounds. If children show an interest, caregivers can make up little games to reinforce phonological concepts. Mc. Cathren & Allor, 2002 Early Intervention Training Center for Infants and Toddlers With Visual Impairments FPG Child Development Institute University of North Carolina at Chapel Hill August 1, 2005 What Is Emergent Literacy? 4 BBBB

Storytelling Children who are told stories, whether fictional ones or ones based on real-life experiences, gain familiarity with decontextualized language. For example, a parent who has just come home from work uses decontextualized language to describe what happened at the office earlier in the day. Early Intervention Training Center for Infants and Toddlers With Visual Impairments FPG Child Development Institute University of North Carolina at Chapel Hill August 1, 2005 What Is Emergent Literacy? 4 CCCC

Decontextualized Language Decontextualized language refers to the expression of ideas and concepts that are removed from the immediate situation or physical context. Exposure to decontextualized language facilitates children’s ability to recall events, make predictions, ask and answer questions, and problem-solve. Bardige & Segal, 2004 Early Intervention Training Center for Infants and Toddlers With Visual Impairments FPG Child Development Institute University of North Carolina at Chapel Hill August 1, 2005 What Is Emergent Literacy? 4 DDDD

Dialogue/Conversation • Young children who are exposed to a wide variety of words in meaningful conversation learn new words each day. • When adults use a wide variety of descriptive language, children pick up on the words and learn their meaning in appropriate contexts. Bardige & Segal, 2004 Early Intervention Training Center for Infants and Toddlers With Visual Impairments FPG Child Development Institute University of North Carolina at Chapel Hill August 1, 2005 What Is Emergent Literacy? 4 EEEE

Dialogue • Children with larger vocabularies as preschoolers become better readers and writers. • Children exposed to decontextualized language often become more adept learners in elementary school. Bardige & Segal, 2004 Early Intervention Training Center for Infants and Toddlers With Visual Impairments FPG Child Development Institute University of North Carolina at Chapel Hill August 1, 2005 What Is Emergent Literacy? 4 FFFF

Assessment of Emergent Literacy • Current level of functioning descriptions of • • communication and language can be used to identify emergent literacy intervention goals for children. Assessment of family priorities, concerns, and resources can also be used to identify communication, language, and emergent literacy priorities and goals. Sensory assessments describe current levels of visual and sensory functioning and sensory preferences that can help guide intervention. Early Intervention Training Center for Infants and Toddlers With Visual Impairments FPG Child Development Institute University of North Carolina at Chapel Hill August 1, 2005 What Is Emergent Literacy? 4 GGGG

Sensory Assessments and Emergent Literacy • Functional vision assessments, conducted by • teachers of children with visual impairments, describe functional use of vision across settings that can be used to identify appropriate and accessible literacy media. A developmentally appropriate learning media assessment (DALMA) consists of interviews and observations and is used to describe children’s sensory behaviors and preferences. Early Intervention Training Center for Infants and Toddlers With Visual Impairments FPG Child Development Institute University of North Carolina at Chapel Hill August 1, 2005 What Is Emergent Literacy? 4 HHHH

Developmentally Appropriate Learning Media Assessment Tools • • The Individual Sensory Learning Profile Interview or ISLPI (Anthony, 2003 a) includes questions for caregivers about how a child with visual impairments uses sensory information during activities and routines. The Observational Assessment of Sensory Preferences of Infants and Toddlers With Visual Impairments or OASP (Anthony, 2003 b) provides a framework for direct observations of the child’s sensory behaviors. Early Intervention Training Center for Infants and Toddlers With Visual Impairments FPG Child Development Institute University of North Carolina at Chapel Hill August 1, 2005 What Is Emergent Literacy? 4 IIII

Individual Sensory Learning Profile Interview (ISLPI) The ISLPI is used to secure information about children’s sensory use through interviews with caregivers and other team members. It provides information about: • response to visual stimuli; • latency of visual response; • preferences for auditory, vestibular, and kinesthetic stimuli; and • positioning preferences that support overall sensory responsiveness. Early Intervention Training Center for Infants and Toddlers With Visual Impairments FPG Child Development Institute University of North Carolina at Chapel Hill August 1, 2005 What Is Emergent Literacy? 4 JJJJ

Observational Assessment of Sensory Preferences (OASP) • Notes child’s sensory preferences through observations across activities, settings, and time • Provides observational information about • • how the child uses senses Compares sensory use in structured and unstructured situations Notes motivating objects and activities and preferences for certain toys and activities Early Intervention Training Center for Infants and Toddlers With Visual Impairments FPG Child Development Institute University of North Carolina at Chapel Hill August 1, 2005 What Is Emergent Literacy? 4 KKKK

The Adult/Child Interactive Reading Inventory (ACIRI) The ACIRI • is an authentic observation tool that • assesses interactions during shared storybook readings. helps interventionists identify intervention goals and strategies. De. Bruin-Parecki, 2000 Early Intervention Training Center for Infants and Toddlers With Visual Impairments FPG Child Development Institute University of North Carolina at Chapel Hill August 1, 2005 What Is Emergent Literacy? 4 LLLL

The Adult/Child Interactive Reading Inventory (ACIRI) The ACIRI assesses the following three literacy categories through observation: • enhancing attention to text, • promoting interactive reading and • supporting comprehension, and using literacy strategies. De. Bruin-Parecki, 2000 Early Intervention Training Center for Infants and Toddlers With Visual Impairments FPG Child Development Institute University of North Carolina at Chapel Hill August 1, 2005 What Is Emergent Literacy? 4 MMMM

Kaderavek-Sulzby Bookreading Observational Protocol (KSBOP) The KSBOP is used to observe joint reading behaviors of children and caregivers. The KSBOP isolates four areas of shared storybook reading: • storybook selection, • parent scaffolding, • social-emotional climate, and • verbal responsiveness. Kaderavek & Sulzby, 1998 Early Intervention Training Center for Infants and Toddlers With Visual Impairments FPG Child Development Institute University of North Carolina at Chapel Hill August 1, 2005 What Is Emergent Literacy? 4 NNNN

Impact of Disabilities and VI on Emergent Literacy Early interventionists should carefully consider children’s unique abilities and the impact they may have on • oral language (listening comprehension and vocabulary development in particular), • phonological awareness, • concept development, • knowledge of the conventions of print/braille and of print/braille intentionality, and • alphabetic knowledge. Early Intervention Training Center for Infants and Toddlers With Visual Impairments FPG Child Development Institute University of North Carolina at Chapel Hill August 1, 2005 What Is Emergent Literacy? 4 OOOO

Concept Development • Children with disabilities may have fewer • • concepts about the world. They may not readily grasp cause-and-effect relationships, and they may not be motivated to explore because they are unable to see the enticing objects, people, and activities around them. Conceptual knowledge helps children understand the content of stories and conversation and is related to reading comprehension in the second and later grades. Early Intervention Training Center for Infants and Toddlers With Visual Impairments FPG Child Development Institute University of North Carolina at Chapel Hill August 1, 2005 What Is Emergent Literacy? 4 PPPP

Responsive Caregiving • Parents of children with disabilities are more • • at risk for depression (Wheeler, Hatton, Reichardrt, & Bailey, 2005). Caregivers who are depressed are typically not as responsive; therefore, children with disabilities may have fewer literacy opportunities. Children with visual impairments often provide subtle communication cues that are difficult to interpret, thereby impeding responsiveness. Early Intervention Training Center for Infants and Toddlers With Visual Impairments FPG Child Development Institute University of North Carolina at Chapel Hill August 1, 2005 What Is Emergent Literacy? 4 QQQQ

Print/Braille Intentionality and Alphabetic Knowledge • Children with disabilities, and children with • • visual impairments in particular, may not be aware of the books, magazines, and writing tools in their homes. They may not be tuned into the literacy activities that family members engage in, such as reading the paper or writing checks. Providing access to literacy materials in the appropriate media and facilitating literacy experiences promote print-braille intentionality and alphabetic knowledge. Early Intervention Training Center for Infants and Toddlers With Visual Impairments FPG Child Development Institute University of North Carolina at Chapel Hill August 1, 2005 What Is Emergent Literacy? 4 RRRR

Learning Media and Emergent Literacy • Determining a child’s primary literacy medium • • or media is a complex process. Intervention teams should carefully and thoughtfully consider recommendations for children’s primary literacy media. If young children with visual impairments have access to print and braille, the primary literacy medium or media will probably emerge naturally. Craig, 1996 Early Intervention Training Center for Infants and Toddlers With Visual Impairments FPG Child Development Institute University of North Carolina at Chapel Hill August 1, 2005 What Is Emergent Literacy? 4 SSSS

Learning Media and Emergent Literacy • If children have a visual condition that results • in progressive vision loss or that may lead to future vision loss, early exposure to braille and tactile experiences should be provided. The developmentally appropriate learning media assessment (DALMA) should be used to provide ongoing guidance regarding children’s current sensory preferences and primary literacy medium or media. Early Intervention Training Center for Infants and Toddlers With Visual Impairments FPG Child Development Institute University of North Carolina at Chapel Hill August 1, 2005 What Is Emergent Literacy? 4 TTTT