What does research tell us about developmentally appropriate Early Literacy practices for children ages 3-8 and how can we adapt and implement these practices to ensure all students have a solid literacy foundation?  Although reading and writing abilities continue to develop throughout the lifespan, the early childhood years—from birth through age eight—are the most important period for literacy development (NAEYC and IRA Joint Position Statement on Early Literacy 2009).

 

What does research say about quality core literacy instruction? Hattie’s research is clear in this area. This workshop will  share some of his work as it relates to literacy. The scientific evidence today means that the “reading wars” should be over. Speaking is natural; reading and writing are not. Human brains are naturally wired to speak; they are not naturally wired to read and write (Louisa Moats 2009). The reading research has told us what works.

 

Sometimes, despite our best efforts, students fail to respond to quality instruction. (Visible Learning for Literacy p.142) This is where an RTI (Response to Intervention) Model helps to support these students. We will identify assessments and procedures that differentiate between a learning difficulty and language learning.  L1 and L2 learners with difficulty/disability thrive when identification is early and intervention is appropriate.

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This workshop will explore language and literacy development among all language learners, with a focus on how early development is connected to later outcomes. It is part of an Action Research Project called  Leading Edge Learning which is  in progress at the International School of Florence.  The Programme forms part of the Creative Practice Consultancy services, led by Director Phil Whitehead. 

 

Impact on Schools

• Understand the RTI-Response to Intervention/MTSS Multi-Tiered Systems of Support model and be     instructed how to develop this model school-wide.

• Use recent research on reading to identify effective literacy practices and instructional materials

• Identify the characteristics of second language learners with and without learning disabilities.

• Early identification practices – L1 and L2 learners with difficulty/disability thrive when identification is early and intervention is appropriate.

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Improve Teaching and Learning

• Identify assessments and procedures that differentiate between a learning difficulty and language learning.

• Understand the difference between effective high quality co-teaching, tier 2 supplemental and tier 3 intensive teaching practices and non-effective practices.

• Enabled to integrate a data collection and assessment system, including universal screening, diagnostics and progress monitoring, to inform decisions appropriate teaching and learning for each tier.