RESEARCH-BASED STRATEGIES
The learning strategies presented in Frog Street Press materials are based on documented research of early literacy that emerges as children begin to recognize letters, manipulate individual and combinations of letters plus segmenting sounds with letters to spell words.
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 responding and receive 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 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 to learn new words and concepts and to relate them to their prior knowledge and experience.
Using their experiences and knowledge of the world, children gain practice and confidence when engaging in literacy centers, guided reading and shared reading, independent or group reading experiences. Successful students have built a strong foundation in language and literacy which allows successful 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. Washington 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.
