Young children are able to read before they experience formal reading instruction. They have unique backgrounds, experiences, and capabilities. As a result, young children need to have reading and writing experiences that are of interest to them and are developmentally appropriate for them, which also include the primary grades. This review…

The high level of acceptance in US society of the preschool years as a critically important time for building early literacy skills has led to a flurry of activity in early childhood research and policy. The National Early Literacy Panel (NELP) report "Developing Early Literacy" (2008) is one example of this activity. The NELP report is…

Key considerations for designing reading practice include determining the most effective methods to store word meanings for fluent retrieval during word recognition, making practice stimulating, determining whether practice ought to occur within or without the context of extended text, and addressing whether a target instructional objective is…

Describes the curriculum of the public television program "Between the Lions" (BTL), a series modeling behaviors and skills that foster early literacy. Shows how BTL incorporates developmentally appropriate early literacy practices. Highlights teachers' comments illustrating how BTL is being used in different classrooms and how it…

This paper describes how a vice principal at a rural Kentucky elementary school successfully implemented curriculum changes to meet the learning needs of young children. The change process also addressed the concerns of kindergarten teachers frustrated with the demands of teaching basal reader activities that eliminated explorative play and other…

This article: (1) profiles kindergarten policies and practices currently implemented in district schools; (2) analyzes the research supporting the major policy alternatives for six common kindergarten and school entry age issues that all school districts must address; and (3) identifies the optimum policy option alternative for each issue based on…

The New York State Education Department has adopted the national reading goal that all children will be able to read independently and well by the end of Grade 3. Building on previous English language arts documents of the Department, this document provides teachers with additional specificity regarding the early literacy skills that students…