Digging Into Early Literacy Interventions to Plant Literacy Seeds that Blossom

Designing effective early literacy interventions for children birth to five-years-old requires understanding the key early literacy developmental stages and incorporating evidence-based practices that support language acquisition, phonemic and phonological awareness, and a love of reading.

From birth to five-years old children experience rapid growth in their cognitive, linguistic, and social-emotional skills. During this time, they progress through three primary early literacy stages including Emergent Literacy (Birth to Age 2), Early Reading and Writing (Ages 3 to 4), and Pre-Reading and Writing (Ages 4 to 5). For information about the early literacy stages, visit this previous blog post: https://blogs.iu.edu/earlyliteracy/2023/08/25/early-literacy-developmental-continuum/

When developing early literacy interventions, they are certain key factors to consider:

1. Adult EngagementResearch consistently shows that parental involvement is crucial to children’s early literacy development. Engaging parents and caregivers in literacy activities—such as reading aloud, talking to their children, and providing a print-rich environment—can significantly boost a child’s literacy skills. Programs like Reach Out and Read, which integrates literacy support into pediatric care, have been shown to improve early language skills by encouraging parents to read regularly with their children (Mendelsohn et al., 2020).
2. Language-Rich EnvironmentsCreating a language-rich environment is also beneficial for early literacy. This includes exposure to a variety of spoken words, conversations, and reading materials. Classrooms and homes should be filled with culturally responsive and inclusive books, labels, and visual cues. Using rich, descriptive language in everyday interactions helps children build their vocabulary, which is a key predictor of later reading success (Wasik & Hindman, 2020).
3. Guided Play-Based LearningPlay is a natural and effective way for young children to learn. Guided play-based literacy activities—such as storytelling, singing, and pretend play—allow children to explore language and develop literacy skills in a fun, engaging manner. Incorporating play into early literacy interventions can make learning more enjoyable and less stressful for young children (Hassinger-Das et al., 2021).
4. Culturally Responsive PracticesEarly literacy interventions should be culturally responsive, recognizing and valuing the diverse linguistic and cultural backgrounds of children. This involves selecting reading materials that reflect the children’s experiences, languages, and cultures, and incorporating storytelling traditions from various cultures into the curriculum. Culturally responsive practices not only support literacy development but also foster a sense of identity and belonging in young children (García & Levin, 2020).

Here are some evidence-based early literacy intervention strategies:

Shared Book Reading

Shared book reading, where an adult reads a book with a child and engages in discussion about the story, is one of the most effective strategies for building early literacy skills. This practice not only enhances vocabulary and comprehension but also fosters a love of reading. Repeated reading of favorite books, in particular, has been shown to reinforce language learning and improve literacy outcomes (Justice et al., 2021). One shared book reading strategy, Dialogic Reading, has evidence to support its effectiveness as well. Dialogic reading is an interactive reading method where an adult prompts children to actively participate in the storytelling process. It involves asking open-ended questions, encouraging

children to predict what will happen next, and relating the story to the child’s experiences. Dialogic reading has been shown to improve language skills and promote a deeper understanding of the text (Mol et al., 2020). For more information about Dialogic Reading, see this previous blog post; https://blogs.iu.edu/earlyliteracy/2021/09/17/all-about-dialogic-reading/

Phonemic and Phonological Awareness Activities

Phonemic awareness (the ability to recognize and manipulate the sounds in spoken words) and phonological awareness (the ability to recognize the parts of words) are important pre-reading skills. Activities that focus on rhyming, segmenting, and blending sounds help children develop this skill. Activities like reciting nursery rhymes and identifying words that sound the same at the beginning or end support phonological awareness. Playing games that identify the first sound in a word or clapping out syllables, can be incorporated into daily routines to build phonemic awareness (Lonigan et al., 2021).

Integrating Literacy Across the Curriculum

Literacy should be integrated into all areas of early childhood education, including math, science, and social studies. For example, teachers can incorporate literacy into math lessons by reading books about numbers or by encouraging children to write about their observations during a science experiment. This approach helps children see the relevance of literacy in everyday life and strengthens their overall cognitive development (Dickinson et al., 2020).

 

Lynne Hall is a research associate at the Indiana Institute on Disability & Community’s Early Childhood Center. She holds a Master of Science in Education and an Indiana instructional teaching license (Early Childhood Education and Services; Elementary/Primary Generalist; Elementary/Intermediate Generalist). She formerly taught preschool in a variety of settings for over 15 years. Her expertise includes early literacy instruction, equity in early childhood education and inclusive classroom practices.

Email her at hallma@iu.edu 

https://www.iidc.indiana.edu/ecc/index.html

References

• Dickinson, D. K., Golinkoff, R. M., Hirsh-Pasek, K., & Neuman, S. B. (2020). Understanding the Nature of Early Literacy Development: Reconsidering the Pathways to Success. In Handbook of Early Literacy Research (Vol. 4). Guilford Press.
• García, E., & Levin, M. (2020). Culturally Responsive Teaching: Theory, Research, and Practice. Teachers College Press.
• Hassinger-Das, B., Hirsh-Pasek, K., & Golinkoff, R. M. (2021). The Playful Brain: Neuroscience, Development, and the Role of Play in Building Literacy Skills. Early Childhood Research Quarterly, 54, 24-36.
• Justice, L. M., Bowles, R. P., & Pence Turnbull, K. L. (2021). Shared Reading in Early Childhood: Building Strong Foundations for Literacy Development. Early Childhood Research Quarterly, 56, 105-117.
• Lonigan, C. J., Schatschneider, C., & Westberg, L. (2021). Developing Early Phonemic Awareness Skills: A Meta-Analysis of Intervention Studies. Journal of Educational Psychology, 113(3), 422-435.
• Mendelsohn, A. L., Dreyer, B. P., & Flynn, V. (2020). The Impact of Reach Out and Read on Language Development and Literacy Outcomes: A Systematic Review. Pediatrics, 145(4), e20191036.
• Mol, S. E., Bus, A. G., & de Jong, M. T. (2020). Dialogic Reading and Its Impact on Early Literacy Development: A Comprehensive Review. Review of Educational Research, 90(4), 539-569.
• Neumann, M. M., & Neumann, D. L. (2022). The Role of Digital Technology in Early Literacy Development: A Review of Research. Journal of Early Childhood Literacy, 22(1), 34-54.
• Wasik, B. A., & Hindman, A. H. (2020). The Importance of Quality in Early Childhood Education: Evidence from Head Start and Beyond. The Future of Children, 30(1), 75-92.