Supplemental Materials

Storybook Reading for Young Dual Language Learners

This article describes how storybook reading can promote early language and literacy development of young dual language learners. Strategies include engaging children by reading culturally relevant books, reading books multiple times in both English and the child’s home language, teaching a set of core words prior to and during the reading, and expanding on main ideas in other classroom learning centers.

Gillanders, C. and Castro, D.C. (2011). Storybook reading for young dual language learners. Young Children, 66 (1), 91 – 95.

The Center for Early Literacy Learning (CELL)

The Center for Early Literacy Learning (CELL) has resources related to evidence-based early literacy learning practices for early childhood practitioners, parents and caregivers of children with disabilities, developmental delays or those at-risk for poor outcomes. The resources include video clips, practice guides for parents, papers, tools, and technical assistance materials.

http://www.earlyliteracylearning.org/

The Colorado Department of Education, Results Matter

Results Matter is a program that uses child, family, program, and system outcomes data to inform early childhood practices and policy. Results Matter also has a video library which is used to help providers better understand about how assessments, documentation and observations can inform practice. Two of the video clips show examples of dialogic reading practices in preschool settings.

http://www.cde.state.co.us/resultsmatter/RMVideoSeries_PracticesHereAndThere.htm#top
 

Developing Children’s Oral Language Skills Through Dialogic Reading

This article describes the different levels of dialogic reading and how to implement it with young children. The author discusses ways to extend and enrich the activities as well as accommodations and modifications that can be done. Also included is a list of recommended picture books to use with dialogic reading.

Flynn, K.S. (2011). Developing children’s oral language skills through dialogic reading. Teaching Exceptional Children, 44 (2), 8 – 16.