Enhancing and Intensifying Early Literacy Instruction through digital media

Outline

Content and enagement:
Participants will learn ways to connect play-based literacy strategies with digital tools (Book Creator and Hideout: Early Reading) and with instructional processes based in the science of reading. Hands-on and virtual experiences provide the source for reading and writing decodable texts (e.g., in virtual and real space, children hop to a shop to pop pop-corn; drop pop-corn in a slot in a pot, let pop-corn hop to the top of the hot pot, and stop the pop-corn). These experiences are then co-constructed and read using systematic phonics and spelling procedures and interactive and shared reading and writing strategies. Thus, science of reading processes that support decoding and spelling are interwoven into the presentation along with uses of tools for creating personally relevant digital texts.
Participants will also learn how to adjust their instruction to meet the needs of children at different developmental levels and cultural backgrounds. Experiences that children read and write about pertain to their content knowledge. Information will be provided regarding implementation of the approach in dual-language (Spanish-English) settings. Ways to assess children’s engagement, participation, and literacy performance will be shared.

Time:
15 minutes – overview of science-based and dual language literacy instruction; participation in and photographing of playful activities in Spanish and English

15 – participation in ways to connect hands-on activity plans to Hideout app’s virtual activities and to decodable ebooks

15 – demonstration of ways to select language and literacy targets to fit children’s diverse needs in Spanish and English; participation in strategies to support decoding and spelling

15 – decision making exercises regarding implementation of the instruction; co-construction of ebooks using interactive and shared writing strategies; discussion and sharing of ideas

Process:
• Photos will be taken as participants engage in playful phonics-based interactive activities implemented with simple paper props (fans, shovels, caps, cones).
• Participants will participate in creating interactive texts and turning them into a co-constructed decodable ebook via Book Creator.
• Presenters will demonstrate ways to place target words into theme-based contexts and arrange for frequent opportunities for children to practice skills within the activity and during the creation of the ebook.
• Participants will be challenged to consider ways to adjust supports to meet children’s diverse needs.
• Examples of controlled ebooks based on play-based activities will be shared.
• Participants will review displayed web-based resources (SEEL website and Hideout: Early Reading app) and activity plans.

Supporting research

Culatta, B., Setzer, L. A., & Hall-Kenyon, K. (2022). Incorporating digital literacy materials in early childhood programs: Understanding children’s engagement and interactions. In Carol-Ann Lane, (Ed.), Handbook of Research on Acquiring 21st Century Literacy Skills Through Game-Based Learning (pp. 671-696). IGI Global.

Culatta, B., Kenyon-Hall, K., & Bingham, G. (2016). Five questions everyone should ask before choosing early literacy apps. Joan Ganz Cooney Center https://joanganzcooneycenter.org/2016/01/07/five-questions-everyone-should-ask-before-choosing-early-literacy-apps/

National Association for the Education of Young Children. (2012). Technology and interactive media as tools in early childhood programs serving children from birth through age 8. http://www.naeyc.org/files/naeyc/file/positions/ PS_technology_ WEB2.pdf