Clayton Early Learning
8Mar/16Off

Clayton Early Learning is Ready to Read

Peter Blank

Overview

Clayton Early Learning has been working to increase early literacy skills with the help of the innovative Ready to Read (RTR) project since 2012. As the project moves into its fourth year let’s take a closer look at the various levels and true depth and reach of RTR.

Clayton received a grant to implement the Ready to Read project, in collaboration with our partner organization Mile High Montessori Early Learning Centers (MHM), from Mile High United Way. The goal of RTR is to foster early literacy skills through interventions, focusing on oral language and vocabulary, in children birth to three. RTR encompasses two different evaluation studies, one in center based care the other in informal care, in an effort to achieve this goal across various care settings. A variety of tools and unique curricula, including Dialogic Reading and Cradling Literacy, are being used to nurture these literacy skills in participating families and children.

Center Based Study

The RTR center-based evaluation study takes place at Educare Denver at Clayton Early Learning and four MHM early learning centers across Denver. Within these centers all participating classrooms are trained in and implement Dialogic Reading. According to Shelly Anderson, Project Manager of RTR, Dialogic Reading is an interactive approach to literacy “where the child becomes the storyteller and the adult takes on the role of active listener, following the child’s lead”.  By using picture books and letting the child direct the story, it focuses on developing oral language skills as well as a passion for storytelling and books. Dialogic Reading is designed for children birth to five, so even infants and toddlers can begin developing literacy skills at their young age.

In addition to Dialogic Reading, some center-based classrooms are supplemented by the Cradling Literacy curriculum. This additional intervention is an evidence based professional development curriculum for teachers. Developed by Zero to Three, it includes 12 two hour training sessions that cover various topics of literacy development such as the benefits of storytelling and working with families to foster emergent literacy skills.

Teacher reading to infant boy

Reading is for all ages!

Play and Learn Study

RTR isn’t just helping children in center-based programs develop early literacy skills. Five Play and Learn groups are also participating in the project. (For more information on Play and Learn, check out this blog.) Parents and caregivers at these Play and Learn sites also receive Dialogic Reading training and work on developing this practice during group sessions and at home.  Additionally, some Play and Learn families receive coaching and feedback on their language interactions with children via LENA recording devices. LENA devices are like a pedometer for words, capturing language interactions including child vocalizations, adult word count, conversational terms, and the audio environment like TV and radio. Understanding just how much and what kind of language children hear day to day is integral for emergent literacy and language development.

With a multitude of approaches and evidence based tools, the Ready to Read project has been truly innovative in its approach to early literacy. It will be exciting to continue reviewing the results for the remainder of the project, which ends in the fall of 2017.

For more information on Ready to Read, contact Shelly Anderson at sanderson@claytonearlylearning.org

Peter Blank

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