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Created with Fabric.js 1.4.5 Literacy Curricula and Assessment: -Survey administered to over215 early childhood educators in New Jersey and Pennsylvania "Research has consistentlydemonstrated the importance of early literacy instruction, as these skills are the developmental precursors to conventional reading" PrintKnowledge Phonological Processing Skills Oral Language Recommendations for ASSESSMENT and Curricula: Language: Oral Communication A Survey of Early Childhood Educators in Two States The authors cite research by Lonigan (2009) that identified the three most salient predictors of future reading success in young children as oral language, phonological processing skills, and print knowledge, thereby suggesting areas for instructional focus(Gischlar & Vesay, 2014, p.291). Gischlar & Vesay, 2014, p. 291 Research Procedure -Avoid the use of teacher generated assessments as they often generate information that is not accurate. -Schools should ensure that professional development for teachers is relevant and adequate for implementing the curriculum and administering and interpreting assessments. -Testing procedures should have instructional utility; teachers should be able to use them in instructional planning. By: Karen L. Gischlar and Joanne P. Vesay It is important for educators to focus not only on whatthese skills are and how toteach them, but also how toaccurately assess studentprogress in acquiring this knowledge. -Survey questioned teachers about the types of literacy curriculums and assessments they used as well as any additional training they received in implementing and administering them. Gischlar and Vesay (2014) useda multitude of sources to constructa research based approach to whatskills should be taught and how those skills should be assessed. Research Results -Vocabulary used by student-Significant factor in determining comprehension in readers as they progress from decoding to more advanced functions of reading, such as understanding content -The ability to manipulate sound in oral language.-Composed of 3 related skills: 1)Phonological Awareness 2)Phonological access to lexical store 3)Phonological Memory -Ability to understandthat the letters wewrite with havecorresponding sounds-Use of graphemes and phonemes to translate text and sounds -39.7% of respondents stated that some or all of their curriculum training was self-taught-74.4% of participants stated that they used teacher generated tests when assessing children in early literacy areas -44.1% stated they were self-taught in how to administer or interpret early literacy assessments (Gischlar & Vesay, 2014, p. 291) (Gischlar & Vesay, 2014, p. 292) (Gischlar & Vesay, 2014, p. 292) (Gischlar & Vesay, 2014, p. 294-295) (Gischlar & Vesay, 2014, p. 294-295) (Gischlar & Vesay, 2014, p. 299)
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