1. The Importance of Early Literacy
By: Sydney Huggins
CBSE 7201
Prof. O’Connor-Petruso

2. Statement of the Problem
, “…by the time low-income children reach 3 years of age, they have amassed a vocabulary of about 500 words. But by the same age, children from more affluent families have vocabularies more than twice as large, with about 1,100 words.”
Statement of the Problem
As most of us know, literacy is the foundation of all learning. The competency of student’s literacy and linguistic skills impact their success in reading, writing, speaking and listening. This impacts extends to all content areas. Unfortunately, within lower income communities, there is a huge deficit in the vocabulary knowledge of 3 year olds, compared to children from affluent communities. In an article by US news it states, “…by the time low-income children reach 3 years of age, they have amassed a vocabulary of about 500 words. But by the same age, children from more affluent families have vocabularies more than twice as large, with about 1,100 words.” Before children enter into school, those who live in low income communities face a number of challenges that children from wealthier families do not e.g.- food and housing, poor health care and unsafe environments, limited exposure to books and language. The National; Research council stated” “Academic success, as defined by high school graduation, can be predicted with reasonable accuracy by knowing someone’s reading skill at the end of 3rd grade. A person who is not at least a modestly skilled reader by that time is unlikely to graduate from high school.”
“Academic success, as defined by high school graduation, can be predicted with reasonable accuracy by knowing someone’s reading skill at the end of 3rd grade. A person who is not at least a modestly skilled reader by that time is unlikely to graduate from high school.”
-- Nation Research Council

3. Review of Related Literature
Wingord, P. (1988). Learning and Study Strategies. Google Books. Retrieved 15 October 2016, from
Neuman, S. (2016). Handbook of Early Literacy Research. Google Books. Retrieved 27 September 2016, from
Review of Related Literature
Hart, B. & Risley, T. (2003). The 30 Million Word Gap by Age 3. The Early Catastrophe. Retrieved 27 September 2016, from
Many, J. (2016). Handbook of Instructional Practices for Literacy Teacher-educators. Google Books. Retrieved 27 September 2016, from diRAgAAQBAJ&oi=fnd&pg=PA171&dq=early+literacy+devel opment&ots=Jwqgwdmy33&sig=Nr9UaSgJKswdEGLD6mh7 O7Y_6Rw#v=onepage&q=early%20literacy%20developmen t&f=false
Neary, L. (2014). Nonprofit Fights Illiteracy By Getting Books To Kids Who Need Them. NPR.org. Retrieved 27 September 2016, from gets-reading-material-into-the-hands-of-low-income- students
Fountas, I. C., & Pinnell, G. S. (2016). Guided reading: Responsive teaching across the grades (2nd ed., Vol. 1). Portsmouth, NH: Heineman.
Speigel, A. (2011). Closing The Achievement Gap With Baby Talk. NPR.org. Retrieved 27 September 2016, from achievement-gap-with-baby-talk
Study identifies 'book deserts'—poor neighborhoods lacking children's books—across country. (2016). Phys.org. Retrieved 27 September 2016, from
Bhattacharya, A. (2010). Children and Adolescents From Poverty and Reading Development: A Research Review. Reading & Writing Quarterly, 26(2),

4. Review of Related Literature (contd.)
In this book, education pioneers, Fountas & Pinnell describe talk in detail about a modern classroom practice, Guided Reading. Guided reading is small-group reading instruction designed to provide differentiated teaching that supports students in developing reading proficiency. The teacher uses a tightly structured framework that allows for the incorporation of several research- based approaches into a coordinated whole. For the student, the guided reading lesson means reading and talking (and sometimes writing) about an interesting and engaging variety of fiction and nonfiction texts. For the teacher, guided reading means taking the opportunity for careful text selection and intentional and intensive teaching of systems of strategic activity for proficient reading (Fountas & Pinnell, 1996).
Direct Instruction is an approach to teaching. It is skills-oriented, and the teaching practices it implies are teacher-directed. It emphasizes the use of small- group, face-to-face instruction by teachers and aides using carefully articulated lessons in which cognitive skills are broken down into small units, sequenced deliberately, and taught explicitly. Direct Instruction derives also from a learning theory (Engelmann & Carnine, 1991) and a set of teaching practices linked to that theory. The learning theory focuses on how children generalize from present understanding to understanding of new, untaught examples. This theory informs the sequencing of classroom tasks for children and the means by which the teachers lead children through those tasks. The means include a complex system of scripted remarks, questions, and signals, to which children provide individual and choral responses in extended, interactive sessions. Children in Direct Instruction classrooms also do written work in workbook or activity sheets.
Review of Related Literature (contd.)

5. Modern Classroom Practices
Guided Reading
Reading Mastery
Guided Reading is a time for small groups of readers to read text at their instructional reading level and focus on developing the skills necessary to become independent readers at that level.
The purpose of Reading Mastery is to help build scholars’ phonics and fluency skills through the direct instruction of letter names and sounds;
To practice within text comprehension skills; And to get as many at bats as possible with repeated readings of decodable texts.

6. STEP Testing STEP Benchmarks Kindergarten – Step 4 1st Grade- Step 6
2nd Grade – Step 9
3rd Grade- Step 12
4th Grade – F&P

7. Statement of Hypothesis
Ms. Huggins Guided Reading and Fluency instruction will be given 2 hours a day in the morning, to 15 1st grade students in low income communities will allow students to exceed 1st grade end of year benchmark goals, as measured by The University of Chicago’s “Strategic Teaching and Evaluation of Progress” test by June 2017.
Statement of Hypothesis

8. …Because all students no matter their socio-economic status, have the right to a quality education.
WHY ?