Report of the National Early Literacy Panel
The ability to read and write is fundamental to full participation in American society. Our nation of farmers and mechanics has been transformed into one in which economic, civic, and social success depend on educational attainment for all, particularly in literacy. The rapid influx of technology into our daily lives and the internationalization of the economic marketplace have raised the demand for a literate citizenry to the highest levels ever (Carnevale, 1991).
Many Americans cannot read well enough to take full advantage of the benefits of society—or to contribute fully to its sustenance (Kirsch, Jungeblut, Jenkins, & Kolstad, 1993). Those who are low in literacy are paid less, are more often out of work, are less likely to vote, are less informed about civic affairs, are less able to meet the health-care needs of their families, and are more likely to have trouble with the law or to become ensnared in other socially harmful activities.1 Literacy is implicated in virtually every sphere of our daily lives, no matter how mundane or profound— from following a prescription to taking part in a religious service, from sending an email to buying something over the Internet, from reading a sign for directions to reading a book to one’s children.
In 1997, the U.S. Congress requested the appointment of a panel of scientists to review research on reading instruction to determine what could be done to improve reading achievement. The National Reading Panel (NRP) conducted a review of research on elementary and secondary reading instruction (NICHD, 2000), and its report has become the basis of new federal education laws designed to foster improved reading instruction from kindergarten to third grade.
As critics have pointed out, NRP failed to examine what could be done during the preschool years to better prepare children for success in reading. This new report seeks to redress that important omission. This report, written by the National Early Literacy Panel (NELP), systematically examines the research on early literacy instruction to determine what best can be done to prepare young children for literate lives.
The National Early Literacy Panel
Introduction to the Report of the National Early Literacy Panel
|Chapter 1: Methodology of the National Early Literacy Panel||1|
|Chapter 2: Identification of Children’s Skills and Abilities Linked to Later Outcomes in Reading, Writing, and Spelling||55|
Chapter 3: Impact of Code-Focused Interventions on Young Children’s Early Literacy Skills
|Chapter 4: Impact of Shared-Reading Interventions on Young Children’s Early Literacy Skills||153|
Chapter 5: Impact of Parent and Home Programs on Young Children’s Early Literacy Skills
Chapter 6: Impact of Preschool and Kindergarten Programs on Young Children’s Early Literacy Skills
|Chapter 7: Impact of Language Enhancement Interventions on Young Children’s Early Literacy Skills||211|