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Tag: early literacy

Literacy promotion: an essential component of primary care pediatric practice

Published on June 21, 2017 | In Blog, Resources | 0 Comment

Pediatrics. 2014 Aug;134(2):404-9. doi: 10.1542/peds.2014-1384. Epub 2014 Jun 23.  Council on Early Childhood, High PC, Klass P.
 
"The AAP supports federal and state funding for children's books to be provided at pediatric health supervision visits to children at high risk living at or near the poverty threshold and the integration of literacy promotion, an essential component of pediatric primary care, into pediatric resident education. This policy statement is supported by the AAP technical report "School Readiness" and supports the AAP policy statement "Early Childhood Adversity, Toxic Stress, and the Role of the Pediatrician: Translating Developmental Science Into Lifelong Health."

Abstract

"Reading regularly with young children stimulates optimal patterns of brain development and strengthens parent-child relationships at a critical time in child development, which, in turn, builds language, literacy, and social-emotional skills that last a lifetime. Pediatric providers have a unique opportunity to encourage parents to engage in this important and enjoyable activity with their children beginning in infancy. Research has revealed that parents listen and children learn as a result of literacy promotion by pediatricians, which provides a practical and evidence-based opportunity to support early brain development in primary care practice. The American Academy of Pediatrics (AAP) recommends that pediatric providers promote early literacy development for children beginning in infancy and continuing at least until the age of kindergarten entry by (1) advising all parents that reading aloud with young children can enhance parent-child relationships and prepare young minds to learn language and early literacy skills; (2) counseling all parents about developmentally appropriate shared-reading activities that are enjoyable for children and their parents and offer language-rich exposure to books, pictures, and the written word; (3) providing developmentally appropriate books given at health supervision visits for all high-risk, low-income young children; (4) using a robust spectrum of options to support and promote these efforts; and (5) partnering with other child advocates to influence national messaging and policies that support and promote these key early shared-reading experiences." 

Copyright © 2014 by the American Academy of Pediatrics

[Indexed for MEDLINE]  Free full text PMID:24962987
DOI:
10.1542/peds.2014-1384

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Landmark Study Finds Better Path to Reading, proves what exemplary teachers have been doing correctly for years!

Published on June 11, 2017 | In Blog, For Parents and Teachers, News | 0 Comment

J. Richard Gentry Ph.D.
J. Richard Gentry Ph.D.

In a landmark study two Canadian researchers in developmental psychology, Gene Ouellette and Monique Sénéchal (2017), have mapped the powerful beginning reading-writing connection, moved us closer to being successful teachers of reading in first grade, and cleared up decades of confusion. It’s important because reading scores in first grade have flatlined for decades—especially in the United States. This study can move us forward.

As far back as 1982 Marie Clay, the late world-renowned expert in developmental and clinical child psychology who founded Reading Recovery, issued a call for educators to find the writing connection in learning to read (Clay, 1982). Could teachers and parents capitalize on the potential for beginning writing to complement learning to read? Should we be encouraging pencil and paper activity from the very beginning?

Ouellette and Sénéchal have mapped out the way. Counterintuitively, it turns out that allowing and encouraging children’s early “invented spelling”—a much maligned and controversial practice in some quarters—is the key.

What is Invented Spelling?   Click here to read the Psychology Today article.

 
 

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