The folks at STEMIE: Innovation for Inclusion in Early Childhood, from the University of North Carolina at Chapel Hill, blogged last year about Helping Young Children Engage with Storybooks with Dialogic Reading and Adaptations. Supporting emerging literacy is foundational to academic success down the road. This article offers a thorough definition of dialogic reading (HINT: Beyond simply reading the book, try having simple conversations about the text, the illustrations, and the book itself). The authors provide abundant examples of ways to put this practice into action, the importance of early conversations with young children, and specific strategies about how to do it. The post also includes links to additional resources about adaptations for children with disabilities including two practical guides. Looking for ways to support emergent literacy? This may be your best find yet!
The ICC-Recommended Early Start Personnel Manual (ESPM) describes core knowledge and role-specific competencies needed for early intervention service provision, incorporating current research and evidence in the field of early intervention. Click here to access the ESPM. Scroll down to find the ESPM entry.
This resource is related to the following ESPM knowledge-level competencies:
Evaluation and Assessment (EA)
- EA9: Knows strategies for formal and informal evidence-based assessment such as observation, naturalistic play-based assessment, and family interviewing.
IFSP Development and Review (IFSP-DR)
- IFSP-DR2: Understands the concept of mentoring and its importance with parents and other IFSP team members.
IFSP-Implementation (IFSP-i)
- IFSP-i2: Understands the individual nature of child learning styles and the importance of adapting intervention strategies.
- IFSP-i3: Knows generic and specific evidence-based early intervention strategies to support all areas of development.
- IFSP-i4: Understands early experiences that contribute to emergent literacy.
- IFSP-i6: Understands the need for developmentally appropriate strategies, . . . adaptations, assistive technologies, and other supports that maximize the child’s learning opportunities.