The learning strategies presented in Frog Street Press materials are based on documented research of early literacy. Children begin to recognize letters, manipulate combinations of letters, and segment sounds with letters to spell words. As early literacy emerges the importance and effectiveness of phonics instruction, developing language abilities, and independent writing has proven itself year after year.

Small group instruction is more effective because children benefit from listening to classmates and receiving feedback from the teacher. Along with phonics instruction, young children should be solidifying their knowledge of the alphabet, engaging in phonemic awareness activities, and listening to stories read aloud to them. They also should be reading texts (both out loud and silently). Letter formation, writing words, messages and stories provide children with ample opportunities to practice the relationships they are learning.

Fluency develops over time and with substantial practice. Easy to sing melodies, repetitive text and supporting illustrations promote word recognition and comprehension for a variety of ability levels. Students become more fluent readers with modeling as part of their learning process. Big books reinforce book handling skills, introduce new vocabulary, and promote “book talk” between teacher and students. Children learn new concepts as teachers track letters, words and other features of print. Text comprehension skills are also enriched and memory skills strengthened as children sing and recall story information through song, rhythm and rhyme.

Vocabulary plays a vital role in early literacy with most children learning the meanings of most words indirectly, through everyday experiences with oral and written language. The more oral language experiences children have, the more word meanings they learn. Conversations about books help children learn new concepts assisting them in relating prior knowledge and experiences. Using their experiences and knowledge of the world, children gain practice and confidence when engaging in guided reading, shared reading and literacy centers. Through these processes, successful students build a strong foundation in language and literacy which produces readers and writers.

References:

Burns, M. S., P. Griffin, and C. Snow (Eds) (1999). Starting Out Right: A Guide to Promoting Children’s Reading Success. Washington, DC: National Academy Press.

Dickinson, D. K. and P. O. Tabors (2001). Beginning Literacy with Language. Baltimore, MD:

Paul H. Brooks Publishing Co. Neuman, S. B., C. Copple and S. Bredekamp (2000). Learning to Read and Write: Developmentally Appropriate Practices for Young Children.

Schickedanz, J. (1999) . Much More than the ABC’s: The Early Stage of
Reading and Writing. Washingron DC: National Association for the
Education of Young Children.

Snow, C. E., M. S. Burns, and P. Griffin (Eds) (1998). Preventing Reading Difficulties in Young Children. Washington, D.C. Academy Press.