Site Index | CDE Offices | Staff Directory

 

* * CDE will be closed on Thursday, Dec. 25 and Friday, Dec. 26 for the Christmas holiday. * *

Childrens Literacy Resources

Selected Full-Text Documents

Colorado Children's Campaign

ERIC Clearinghouse on Assessment and Evaluation
Seven Myths about Literacy in the United States. ERIC/AE Digest
http://ericae.net/scripts/seget2.asp?db=ericft&want=http://ericae.net/
ericdc/ED423313.htm

The purpose of this digest is to investigate myths about literacy achievement in the United States.

ERIC Digests

National Academy Press

  • Preventing Reading Difficulties in Young Children (1998)
    http://www.nap.edu/readingroom/books/reading/#sum
    A landmark study on conditions under which reading is most likely to develop easily, including stimulating preschool environments, excellent reading instruction, and the absence of risk factors.
  • Starting Out Right: A Guide to Promoting Children's Reading Success (1999)
    http://www.nap.edu/readingroom/books/sor/index.html
    This document focuses on children from birth through the first years of school and describes key aspects of language and literacy for children and activities that help develop literacy.

National Center for Education Statistics

  • Characteristics of Children Attending Early Childhood Programs
    http://nces.ed.gov/fastfacts/display.asp?id=78
    Percentage of three year olds enrolled in center-based programs by race and income.
  • Child Care and Early Education Program Participation of Infants, Toddlers, and Preschoolers
    http://nces.ed.gov/pubs95/web/95824.asp
    Brief statistics of the percentage of children under six years of age participating in child care and early education programs.
  • Comparative Indicators of Education in the United States and Other G-8 Countries
    http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2007006
    This report describes how the education system in the United States compares with education systems in the other G-8 countries.
  • Condition of Education 2003
    http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2003067
    This report summarizes important developments and trends in education using the latest available data. The indicators presented in the report represent a consensus of professional judgment on the most significant national measures of the condition and progress of education for which accurate data are available.
  • Demographic Changes and Literacy Development in a Decade (March 2000)
    http://nces.ed.gov/pubs2000/200009.pdf
    A look at three interrelated topics about literacy, this paper tries to project future changes in demographic information in literacy.
  • Early Literacy Experiences in the Home
    http://nces.ed.gov/pubs99/1999003.pdf
    Percentage of children ages 3-5 who participated in literacy activities with family members: 1991, 1995, and 1996.
  • Preprimary Education Enrollment
    http://nces.ed.gov/pubs99/1999004.pdf
    Data from Children's programs such as Head Start, nursery school, and pre-kindergarten.

The National Institute of Child Health & Human Development
Study of Early Child Care (SECC) and Youth Development
http://www.nichd.nih.gov/od/secc/index.htm
The most comprehensive child care study conducted to determine how variations in child care are related to children's development. Children in 10 child care study sites in the U. S. were followed for the first seven years of their lives. This report presents findings on the relationship between child care and children's development through the age of three.

North Central Regional Educational Laboratory
Critical Issue: Addressing the Literacy Needs of Emergent and Early Readers
http://www.ncrel.org/sdrs/areas/issues/content/cntareas/reading/li100.htm
The theoretical and research-based knowledge of child development in general and of literacy development in particular are addressed in this document. This provides an understanding of literacy acquisition by young children and the report suggests strategies that can help children become successful readers and writers.

Pediatrics Electronic Journal

  • Child Centered Literacy Orientation: A Form of Social Capital?
    http://www.pediatrics.org/cgi/content/abstract/103/4/e55
    The results of this study confirm that interventions which provide children's books and information about reading with children to impoverished families may facilitate more parent-child book sharing. Pediatricians and others serving low-income families have a unique opportunity to encourage activities focusing on young children and promoting literacy.
  • Literacy Promotion for Hispanic Families in a Primary Care Setting: A Randomized, Controlled Trial
    http://www.pediatrics.org/cgi/content/abstract/103/5/993
    In this random trial, Hispanic parents who were given age-appropriate bilingual children's books, handouts on the benefits of reading to children, and literacy guidance were more likely to read books with their child at least 3 days a week.

RAND Institute
Researchers evaluated nine programs that promoted healthy early child development and education, primarily of disadvantaged children, to determine if these programs benefited the children and if the programs might result in government savings in the long run.

The Talking Page Literacy Organization
Early Childhood Development from Two to Six Years of Age
http://www.talkingpage.org/artic012.html
Physical, motor, and perceptual development of children two to six years of age is discussed, along with language acquisition and social and emotional development. A section on cognitive development or "paradoxes of the preschool mind" reports on imitation, memory, play, and complex thinking.

United Kingdom, Department for Education and Employment
Language Needs or Special Needs? The Assessment of Learning Difficulties in Literacy Among Children Learning English as an Additional Language: A Literature Review

http://www.dfes.gov.uk/research/data/uploadfiles/RR184.doc
By Tatheer Shamsi and Tony Cline, Copyright 2000. It is important to identify special educational needs (SEN) in literacy in order to provide appropriate help at an early stage and avoid problems later on in a child’s education. But there are obstacles to achieving effective identification in the case of children learning English as an additional language (EAL). The main aim of the review is to identify and appraise key findings on successful approaches to identification and assessment.

U.S. Census Bureau

U. S. Department of Education

  • America Reads Challenge (July 1999)
    Start Early, Finish Strong: How to Help Every Child Become a Reader

    http://www.ed.gov/pubs/startearly/ch_2.html
    The majority of the report identifies how schools and communities can help children learn to read. A significant portion is devoted to building skills through early care and education. Successful early programs are highlighted.
  • Early Childhood Update
    Language and Literacy Development (1997) [OERI Archives]

    http://www.ed.gov/offices/OERI/research.html
    A summary of testimony to the House Committee on Education and the Workforce describes how children learn to read and why many have difficulty. The report concludes that success in learning to read is based in large part on developing language and literacy-related skills very early in life.
  • Building Knowledge for a Nation of Learners: A Framework for Education Research Chapter 2 Early Childhood Learning [OERI Archives]
    http://www.ed.gov/offices/OERI/research.html
    Chapter 2 discusses research priorities in early childhood education and asks questions relevant to improving the quality of early care and education.
  • How Are the Children? Report on Early Childhood Development and Learning (Sept 1999)
    http://www.ed.gov/pubs/How_Children/index.html
    This publication focuses on public and governmental attention on the importance of the early years in child development and learning, emphasizing 10 key lessons. New brain research is discussed as it relates to development and the need for high quality child care is emphasized.

U. S. Department of Health and Human Services
Administration for Children and Families (ACF)
Head Start - Family and Child Experiences Survey (FACES)

http://www.acf.hhs.gov/programs/hsb/budget/AdvCmteSep05/faces.htm
FACES is a national longitudinal study of the cognitive, social, emotional, and physical development of Head Start children; the characteristics, well-being, and accomplishments of families; the observed quality of Head Start classrooms; and the characteristics, needs, and opinions of Head Start teachers and other program staff.

Quick Links

 

Contact Us

Colorado Dept. of Education
201 East Colfax Ave.
Denver, CO 80203
Phone: 303-866-6600
Fax: 303-830-0793
Contact CDE

CDE Hours
Mon - Fri 8 a.m. to 5 p.m.
See also: Licensing Hours

Educator Licensing