Access to Rigorous Literacy Instruction in Early Childhood Education: Unpacking Instructional Moves

Session Type: Symposium

Abstract

Children’s language and literacy experiences in early childhood education impact later literacy outcomes. Most early childhood classrooms expose children to numerous activities that connect to literacy. Research mainly focuses on these activities or structures for activities. Less research has examined specific moves teachers make within these structures – or what moves have potential for impact. The symposium will offer perspectives on particular features of instruction or instructional moves that support children's learning in early childhood literacy. We will share specific tools that have been developed through the research in these studies that aim to give all children access to rigorous literacy instruction in early childhood education.

Sub Unit

• Division C - Learning and Instruction / Division C - Section 1a: Literacy

Chair

• Susan B. Neuman, New York University

Discussant

• Bridget Kathleen Hamre, University of Virginia

Papers

• Ice Is Water? Ice Is a Form of Water? Unpacking Conceptual Work in Read-Alouds - Susan B. Neuman, New York University; Katie Danielson, New York University

• How Are Preschool Educators Supporting Language Development During Read-Alouds? - Julie Dwyer, Boston University

• Differences in the Nature of Explicit Vocabulary Instruction by Instructional Context in Chilean Kindergartens - Jocelyn B. Bowne, Massachusetts Department of Early Education and Care; Hirokazu Yoshikawa, New York University; Catherine E. Snow, Harvard University

• Teacher Talk in General and Special Education Elementary Classrooms: Quantity, Complexity, Content, and Clarity - Alexandra Hollo, West Virginia University