reading
Professional Development Session
Format: Mixed model, 2 hour interactive session
Prior to the session: Read selected state publication pages, articles, and handouts. Participants view presentations and streaming video sessions.
During the interactive session: Participants discuss classroom environments, materials, and planned activities to support the development of reading skills.
Reading provides access to meaning represented by print. It requires the translation of print into speech and the interpretation of meaning. Preschool children engage in reading by listening to stories and by retelling familiar books. They also engage in reading when they engage in reading when they interpret environmental print by using physical clues or when they reenact through play the literacy related social behavior of family members. Prior to the session, participants read selections from state publications, access and read the articles, position statements, book chapters, and handouts, and view the presentations and streaming videos. During the interactive session, participants discuss classroom environments, materials, and planned activities to support the development of early literacy skills.
Resources
 | State PublicationsCalifornia Preschool Learning Foundations, Volume 1, pp. 63-69 and 78-87California Preschool Curriculum Framework, Volume 1, pp. 128-157 |
 | Articles, Position Statements, and ChaptersDickenson, D., Mccabe, A., and N. Clark-Chiarelli. 2004. Preschool-based prevention of reading disability. Handbook of Language and Literacy: Development and Disorders (Challenges in Language and Literacy), Chapter 10, pp. 209-227. Dunst, C., and E. Gorman. 2011. Nursery rhymes and he early communication, language, and literacy development of young children with disabilities. CELLreviews, Volume 4, Number 3. Dunst, C., Meter, D., and C. Trivette. 2010. Readability of the Center for Early Literacy Learning Practice Guides with Adaptations. CELLpapers, Volume 5, Number 5. Ehri and Roberts. 2005. The roots of learning to read and write: Acquisition of letters and phonemic awareness. Handbook of Early Literacy Research, Volume 2, Chapter 9, pp. 113-131. International Reading Association and the National Association for the Education of Young Children. 1998. Learning to Read and Write: Developmentally Appropriate Practices for Young Children. In English and Spanish. Trivette, C., and C. Dunst. 2007. Relative effectiveness of dialogic, interactive, and shared reading interventions. CELLreviews, Volume 1, Number 2. U.S. Department of Education. IES. 2011. Research Summary on Dialogic Reading. Whitehurst and Lonigan. Emergent literacy: 2003. Development from prereaders to readers. Handbook of Early Literacy Research, Volume 1, Chapter 2, pp. 11-29 Yopp, H., and L. Stapelton. 2008. Phonemic awareness in Spanish. The Reading Teacher, Volume 61, Number 5, pp. 374-382. |
 | PresentationsAlphabetics and Word/Print Recognition (CPIN) Effective Use of Books in Preschool Classrooms, by Dickinson Comprehension of Age Appropriate Text (CPIN) Dialogic Reading (CPIN) Phonological Awareness (CPIN) |
 | HandoutsDialogic Reading (CROWD) handout from the Dialogic Reading module English Spanish Connection handout from the Phonological Awareness module Literacy Bill of Rights based on Yoder, Erickson, and Kippenhaver Map of Phonological Awareness from the Phonological Awareness module Meeting the Needs of All Learners from the Phonological Awareness module Opportunity and Access to Early Literacy: Young Children with IEPs. The Components of Early Literacy by CPIN 2006 |
 | Streaming VideoCPIN Research Series Event featuring Dr. Judith Schickendanz Chpt.6 - Reflecting on the Research: Phonological Awareness (30:08) Chpt.7 - Use of Information Text (19:24) Chpt.9 - Reflecting on the Research: Alphabetics and Word/Print Recognition (22:39) |