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Get Ready to Read! News Briefs
January 2007 Preschool, Childcare, and Early Literacy
"30 Voices of LD" Competition
The National Center for Learning Disabilities (NCLD) is looking for works of art, photography, poetry, videos, essays, short stories, websites, blogs, etc. that express what life is like for individuals with LD. Three $500 grand prizes will be awarded for outstanding works from each one of the following age groups: Children (Ages 4-13), Teens (Ages 14-17), and Adults (Ages 18 and older). Additional selected submissions will be showcased on the NCLD Web site and at their 30th Anniversary benefit. Submission deadline is February 7, 2007. To learn more about the competition and to submit and entry, click here. Presentation Analyzes Use of Title I Funding in Preschools
In a new presentation, The Center for Law and Social Policy has outlined some districts’ approaches towards using Title 1 funds to support pre-K programs. The presentation also identifies ways in which No Child Left Behind and education funding may be neglecting the importance of high quality pre-K programs. To download the PDF file, click here. Preschool Attendance Has Decreased Since 1999
According to a report from the National Center for Education Statistics, the percentage of children aged three to five who attended center-based early childhood care and education decreased from 60 percent in 1999 to 57 percent in 2005. Differences in attendance were also reported according to the child's wealth, race, age, and mother's education and employment. To view the entire report, click here. Carrots and Sticks: New Jersey’s Effort to Create a Qualified PK-3 Workforce
A new policy brief from the Foundation for Child Development (FCD) discusses New Jersey’s efforts to upgrade the qualifications of pre-K teachers in order to reduce the achievement gap in the state’s poorest districts. To view the FCD brief, click here. (PDF, 8 pages)
For a look at recommendations on the national level, read this brief from the New America Foundation, click here. Not Enough Preschool Classrooms Working to Eliminate Learning Gaps
A recent study shows that learning gaps can be eliminated for children in high-quality pre-K classrooms, but that not enough -- only about 25 percent -- of programs provide strong enough instructional and emotional support from teachers. To read the study, click here. Instilling a Sense of Culture Through Literacy
Lee y Seras (Read and You Will Be), a national Latino early literacy initiative focused on using nursery rhymes, songs and folk stories from native Latino cultures in order to instill a sense of literacy in children, has successfully graduated its first class. For more information on this initiative, click here. Virginia Begins Plans for Universal Pre-K
Under the leadership of Governor Timothy M. Kaine, the Start Strong Council, composed of educators, business leaders and lawmakers, are helping to launch a state-funded preschool program next year in Virginia. Kaine hopes the pilot program, open to 1,000 children, will make way for universal preschool for any of the state’s 100,000 four-year-olds. Click here for more informationon this proposed preschool program. California Program Helps Struggling Readers
Read 180, a reading intervention program approved by the California Department of Education, uses audio, video, and written assignments to help elementary, middle, and high school students who are struggling with reading. Click here to read more about the Read 180 program. Hope for Impoverished Children
The American School Board Journal has published Children at Risk, a new story on how schools can help students from impoverished homes become successful despite the barriers they face every day. To read more about “Children at Risk,” click here. NCLD Develops New Early Learning Page
The National Center for Learning Disabilities has developed a new early learning page, with information about and links to Get Ready to Read!, Recognition & Response, the Transitioning to Kindergarten Toolkit, early literacy Webinars, reading and literacy resources, and more. Visit the NCLD early learning page by clicking here. Preschool Is School, Sometimes-- New Studies Shed Light on Pre-K Today
Two new recent studies of early education programs indicate that only about twenty-five percent of classrooms practice high-quality preschool teaching. The report, from the winter issue of "Education Next," discusses the definition of high-quality teaching and the state of pre-K education today. For more on these new studies, click here. New National Center on High Quality Personnel in Inclusive Childhood Settings
The Frank Porter Graham Institute has just launched the new National Center on High Quality Personnel in Inclusive Childhood Settings, promoting research-based practice and professional development for pre-K teachers, and focusing on policies, resources, and practices. Learn about this and more early education issues in the October/November edition of "Preschool Matters" at http://nieer.org/resources/printnewsletter/OctNov2006.pdf. Report on Pre-K Children and their Impact on the Economy
“Partnership for America’s Economic Success” is a new project from Pew Charitable Trusts that will work towards finding what other services pre-k children need and how their impact on the U.S. economy can be monitored. To view this report, click here. Fathers Help Improve Children’s Vocabulary
Results from a new study by the Frank Porter Graham Child Development Institute indicate that fathers make important contributions to children’s early language skills, showing that children whose fathers have more varied vocabulary develop greater language skills. For more on this study, click here. Early Intervention on Larger Scale to Enhance the Economy
Pervasive economic research indicates that improved economic development depends on government support of early childhood education. Large-scale efforts towards improving childhood-development programs is believed to have the same effect as small-scale efforts, incorporating careful focus, parental involvement, outcome orientation, and long-term commitment. To read the Education Week article, click here. Quality Preschool Statistics Still Divided by Class and Race
A new article from Education Week indicates that although research finds that participation in high quality early education can improve school readiness, many programs remain divided by race and class, with 67 percent of three and four year olds with family incomes exceeding $150,000 attending preschool and only 35 percent with family incomes less than $10,000 a year attending. To read the entire article, click here. British Columbia to Screen Children for Learning Disabilities Before School
In an effort to make British Columbia the most literate jurisdiction in North America by 2010, a legislative committee has recommended that children should be routinely screened for learning disabilities before starting school, and early detection should be followed with remedial help. For more on this pending British Columbian legislation, click here. Conferences:
National Association of School Psychologists 44th Annual Conference
From March 27-31 in New York, NY, the National Association of School Psychologists (NASP) will host their 39th Annual Conference, “Responsiveness: The Fourth ‘R.’” For more information on this conference, visit the NASP Web site. Great Expectations
On January 24, in Chicago, IL, the Great Expectations symposium will discuss assessment and quality systems and how they support states’ learning goals for young children. Visit http://www.chicagometroaeyc.org/old/greatexpectations.htm for more details on this conference. NACCRRA Symposium
National Association of Child Care Resource and Referral Agencies (NACCRRA) presents its Annual Policy Symposium from February 25 through March 3, discussing the latest policy, research, and best practices in early education. For more about NACCRRA’s annual policy symposium, click here.
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