Facilitating Early Literacy Skills
What You Do Matters! Best Practices for Facilitating Early Literacy Skills and Preventing Learning Challenges in Young Children
The learning opportunities young children experience during the preschool and kindergarten years matter, a lot, and set the stage for success in the elementary grades. Research has identified the early literacy skills that are predictive of later literacy learning including risk indicators of dyslexia. Framed within the Oregon’s Early Learning and Kindergarten Guidelines, this two-day course will describe developmental sequences and skill expectations in preschool into kindergarten and ways to facilitate phonological awareness skills and alphabet knowledge in early childhood settings. Deepen your understanding of developmentally appropriate skill expectations. Enhance your teaching of early literacy skills using engaging, intentional, powerful, as well as playful strategies to help young children develop these important skills, both in educational settings and at home.
Professional Standards Addressed in Oregon’s Early Learning and Kindergarten Guidelines:
- Literacy: Subdomains and Goals
- Phonological Awareness: Child demonstrates awareness that spoken language is composed of smaller segments of sound.
- Print and Alphabet Knowledge
- Child demonstrates an understanding of how print is used (functions of print) and the rules that govern how print works (conventions of print).
- Child identifies letters of the alphabet and produces correct sounds associated with letters.
- Writing: Child writes for a variety of purposes using increasingly sophisticated marks.
- Understand the progression of early literacy skill development and age expectations including predictive indicators and risk factors for dyslexia and later literacy learning.
- Describe assessment procedures for identifying phonological awareness development, alphabet knowledge and stage of writing.
- Implement intentional and embedded phonological awareness instructional strategies in early childhood settings.
- Describe characteristics influencing alphabet learning and implement evidence-based instruction helping young children learn about letters.
- Describe strategies to facilitate writing development for young children.
Lucy Hart Paulson, Ed.D., CCC-SLP
Early Literacy Specialist and Consultant
Carrie Thomas Beck, Ph.D.
Oregon Department of Education
Dr. Carrie Thomas Beck is the Dyslexia Specialist from the Oregon Department of Education (ODE). Prior to joining the Department of Education in January of 2016, Carrie worked as a research associate in the Center on Teaching and Learning (CTL) at the University of Oregon for 10 years. Carrie developed and directed the CTL Reading Clinic at the university from 2008 through 2013. At the clinic, she trained undergraduate and graduate students to provide research-based reading interventions to school-aged students from local school districts. She also led the development of a reading endorsement program at the university and taught literacy courses in the College of Education. Prior to directing the reading clinic, Carrie spent five years at the university co-directing the Oregon Reading First Center, a federally funded center that partnered with ODE to provide technical support in the area of early literacy to 50 elementary schools throughout the state of Oregon, with the objective of having all children reading at or above grade level by the end of third grade. Earlier in her career, Carrie worked as an Implementation Manager/Project Director for the National Institute for Direct Instruction (NIFDI), supporting school-wide Direct Instruction implementations in schools throughout the United States. She has worked as a curriculum specialist in language arts for Springfield School District in Oregon and has taught elementary and secondary special education in schools in Wisconsin and Illinois.