Synthesis of longitudinal studies literacy development.
MetadataShow full item record
SubjectEducation, Elementary -- Curricula.
Literacy programs -- United States.
Children -- Books and reading -- Longitudinal studies.
AbstractMoore, Bean, Birdyshaw, and Rycik (1999), in their Position Statement for the International Reading Association on Adolescent Literacy, remind educators that “early achievement is not the end of the story…there are developmental stages of reading and writing” (p.99) into adolescence and adulthood. This study asks the question of the impact of instructional and non-instructional factors on literacy development over time. To answer the question, a thorough and extensive review of the literature on longitudinal studies of literacy development was conducted. A synthesis of the research produced several related findings. First, instructional factors influencing literacy development over time include curriculum (content being taught): comprehension (word decoding/vocabulary), print-references (comprehension/reading/spelling), word recognition, fluency, phonological awareness, phonics, and phonemic awareness. The starting time for formal reading instruction and providing early intervention programs are other instructional factors. Findings also show that certain packaged literacy programs also positively impact literacy development over time. Other results indicate that non-instructional factors influencing literacy development over time include reader self-perception, behavior regulation, and a home life with a variety of literacy experiences. One other non-instructional factor found is school placement (high or low ability group). These findings are applicable for the professional development of elementary teachers, specifically, prekindergarten to grade three, and therefore will be distributed to them through a ten minute Teacher Tube professional development video.
The following license files are associated with this item: