BUILDING BLOCKS FOR LITERACY®Webinar SeriesMarch 29, April 23, May 3, and May 17, 2012

View the prerecorded Research & Language Development webinar

atwww.getreadytoread.org

Blanche Podhajski, Ph.D., CCC-SLPPresident, Stern Center for Language and LearningClinical Associate Professor of NeurologyUniversity of Vermont College of Medicinebpodhajski@sterncenter.org

Brenda Buzzell, M.Ed.BUILDING BLOCKS FOR LITERACY®

Instructor and Program Coordinatorbbuzzell@sterncenter.org

Shared Book Readingemphasizing Vocabulary

PhonologicalAwareness

Speech to Print Connection

including Alphabet Knowledge

A research-based and research-proven professional learning program

for early care and education providers

Effective Instruction for Preschool Children

Builds skills

within developmentally

appropriate fun-filled

Engaging activities

www.buildingblocksforliteracy.org

Meets National Child Development Associate (CDA) credential for

Physical and Intellectual Development

Counts towards NAEYC and NAFCC

accreditations

Aligns with the Head Start Child Development and Early Learning Framework

BUILDING BLOCKS FOR LITERACY® certificate for 12 hours of Professional Learning is available for $50.

Developed by Blanche Podhajski, Ph.D., Nancy Clements, M.A., CCC-SLP,

Brenda Buzzell, M.Ed., and Marilyn Varrichio, M.Ed.

BUILDING BLOCKS FOR LITERACY®

Supporting Early Childhood Education through Professional Development

Free & OnlineFor Early care and education providers Parents

Videos Teaching Examples Interactive Formatwww.buildingblocksforliteracy.org

Welcome toEARLY LITERACY RESEARCH

and LANGUAGE DEVELOPMENT

WEBINAR 1March 29, 2012

1:00 EST

Thanks to generous grant support.

BUILDING BLOCKS FOR LITERACY®

Research-based

BUILDING BLOCKS FOR LITERACY®

A majority of reading problems can be prevented in preschool and the early grades (National Research Council, 1998)

There is a 90% chance that a poor reader at the end of first grade will be a poor reader at the end of fourth grade (Juel, 1988)

Of low-income fourth graders, 68% cannot read at the proficient level (National Assessment Educational Progress, 2000)

47% of children enter kindergarten not ready to learn (Zill and West, 2001)

What do we know about early literacy research?

BUILDING BLOCKS FOR LITERACY®

Research-proven

(Podhajski, B., & Nathan, J.)2005

Children whose providers participated in BUILDING BLOCKS made significantly greater early literacy gains than children whose

providers had not taken BUILDING BLOCKS.(Podhajski & Nathan, ECEJ, 2005)

BUILDING BLOCKS FOR LITERACY®Year 3

Preliteracy Skills Screening Test (PLSS)Pre/Post Test Results: Average %

n = 88n = 13(p <.05)

More children in the lowest 20th percentile—our at-risk children—

rose from below to above an at-risk level

when their providers participated in BUILDING BLOCKS.(Podhajski & Nathan, ECEJ, 2005)

BUILDING BLOCKS FOR LITERACY®

Year 3Preliteracy Skills Screening Test (PLSS)

Pre/Post Test Results: Average %

(p = 1.0) Not significant (p = < .001) Significant

 

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www.buildingblocksforliteracy.org

BUILDING BLOCKS FOR LITERACY®

All are Forms of Language

Listening

Reading Writing

Speaking

BUILDING BLOCKS FOR LITERACY®

Phonology - Sounds

Vocabulary - Words, relationships, and concepts

Morphology - Meaningful word parts

Syntax - The rules for making sentences

Pragmatics - Language use based on context and situation (discourse and conversation)

BUILDING BLOCKS FOR LITERACY®

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www.buildingblocksforliteracy.org

http://www.trelease-on-reading.com/rah-ch1-pg3.htm

SOURCE: Meaningful Differences by Hart and Risley

32 Million Word Difference!

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• In 1st and 2nd grade, children need to learn 800+ words per year, about 2 per day

• Children need to learn 2,000 to 3,000 new words each year from 3rd grade onward, about 6–8 per day.

• Research has shown that most typically developing children need to encounter a word about 12 times before they know it well enough to improve their comprehension.

• 4th, 5th, and 6th graders encounter about 10,000 words they have never seen before in print during a year’s worth of reading. Biemiller; Nagy & Anderson

VOCABULARY FACTOIDS

BUILDING BLOCKS FOR LITERACY®

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MorphologyMeaningful Word Parts

Words and word parts that change or “morph” the meanings of words.

flower flowers

skate skating skated

happy happierhappiest

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BUILDING BLOCKS FOR LITERACY®

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BUILDING BLOCKS FOR LITERACY®

SYNTAXThe rules for making sentences

1 year old: cookie

2 year old: want cookie

3 year old: I want a

chocolate chip cookie.

Facilitating Language DevelopmentModeling Demonstration

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BUILDING BLOCKS FOR LITERACY®

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BUILDING BLOCKS FOR LITERACY®

PRAGMATICS is language in use.

It refers to how we use language in different environments (contexts) and social situations.

BUILDING BLOCKS FOR LITERACY®

PRAGMATICSLanguage use based on context and situation

(discourse and conversation)

Exchangesbetween

speakers– Reciprocal– Meaningful

-facial expression

Nonverbal Communication

-body language

-tone of voice: “Mom”

-gestures: finger pointing come here

BUILDING BLOCKS FOR LITERACY®

Language includes:

Listening Speaking Reading Writing

Important elements of language are:PhonologyVocabularyMorphologySyntaxPragmatics

Scaffolding helps support children advance from what they know to what they need to learn.

Thank you for joining us!

View the prerecorded Research & Language Development webinar

atwww.getreadytoread.org

Please visitwww.buildingblocksforliteracy.org