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.
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.
Using Picture Books to Engage and Educate Children with Disabilities (Three-Part Webinar Series)
This set of archived webinars provides information on the research, strategies and how interactive read-alouds can be used to support children with disabilities. The topics are as follows:
- The Importance of Using Read Alouds with All Learners – Pt. 1
- Designing Read Alouds to Engage All Learners – Pt. 2
- Using Picture Books to Engage and Educate Children with Disabilities – Pt. 3