Program

Nov 04, 2008

OVERVIEW

The Early Literacy and Learning Model curriculum (ELLM) is a
program that provides pre-literate children with emerging literacy experiences
and literacy skills training. In a study of the program’s
effectiveness, 48 classes were randomly assigned to integrate the ELLM
curriculum with their existing curriculum or to only use their existing
curriculum. Assignment to the ELLM group significantly predicted
achievement on follow-up measures. Compared with children assigned to the
control group, children assigned to the treatment group had greater recognition
of letters and higher scores on a measure of emerging literacy.

DESCRIPTION OF PROGRAM

Target population: Pre-literate children

The Early Literacy and Learning Model curriculum provides
children with daily emerging literacy experiences. Experiences include
oral language, listening, and vocabulary development activities; reading aloud
and emergent comprehension activities; and independent reading
activities. The curriculum also works to help children develop literacy
skills, such as letter and sound knowledge, print concepts, phonological
awareness, and emergent writing.

Early Literacy and Learning Model classrooms are print-rich
environments that provide children with opportunities to explore, observe, and
experiment with written language. In these classrooms, children take part
in whole-group literacy instruction as well as small-group activities at
centers, where they use their language skills to describe, explain, and
inquire.

Early Literacy and Learning Model teachers take part in
professional development and a coaching system to build their skills.
Parents also receive resources and are encouraged to get involved in literacy
activities with their children.

In all, five inter-related elements receive attention:
classroom curriculum, family involvement, an instructional support system,
working partnerships, and an ongoing evaluation research agenda.

EVALUATION(S) OF PROGRAM

Cosgrove, M., Fountain, C., Wehry, S., Wood, J., & Kasten,
K.
(2006).RandomizedField Trial of an Early Literacy Curriculum and Instructional Support System.
Paper presented at the annual meeting of the American Educational Research
Association, San Francisco.

Evaluated population: 466 four-year-old children from
low-income neighborhoods served as the study sample for this
investigation. These children were drawn from 48 pre-school classes, from
three different geographic locations in Florida.
These three locations represented differing degrees of urbanicity.
12% of the children studied were white, 71% were black, 8% were Hispanic, and
9% were of other racial background.

Approach: Classes were randomly assigned to be in the
treatment group or the control group. Treatment group classes implemented
the Early Literacy and Learning Model curriculum in conjunction with existing
curriculum. Control group classes only implemented existing
curriculum. (Prevalent existing curricula were Creative Curriculum,
High/Scope, and High Reach.) This is a three-year study. At the end
of the first year, post-test scores on emergent literacy achievement.

At baseline, and again, near the end of the school year,
children were assessed on their emerging literacy abilities and on their
ability to recognize the 52 upper- and lowercase letters of the alphabet.
Treatment children did not differ significantly from control children on these
measures at baseline.

Results: At the class level, group assignment was a
significant predictor of achievement on follow-up measures. Compared with
children assigned to the control group, children assigned to the treatment
group had greater recognition of letters and greater scores on a measure of
emerging literacy (TERA-3). Small effect sizes were found.

SOURCES FOR MORE INFORMATION

Curriculum information and materials available at:

http://www.unf.edu/fie/ellm/

References:

Cosgrove, M., Fountain, C., Wehry, S., Wood, J., & Kasten,
K. (2006).RandomizedField Trial of an Early Literacy Curriculum and Instructional Support System.
Paper presented at the annual meeting of the American Educational Research
Association, San Francisco.

Keywords: Early
Childhood (0-5), Preschool, Children, School-Based, Education, Preschool, White
or Caucasian, Black or African American, Hispanic or Latino, Education and
Cognitive Development.

Program information last updated on
11/4/08.