Evaluation of Curricular Approaches to Enhance Preschool Early Literacy Skills

Abstract

Two curricula designed to enhance the early literacy skills of 4-year-old preschool children were evaluated against a third, comparison condition. Thirty-five Head Start preschool classrooms were assigned randomly to incorporate one of two early literacy curricular approaches, Let's Begin with the Letter People® or Waterford Early Reading Program® Level 1, into their current curriculum, the High/Scope® Educational Approach, or to use the High/Scope method alone. Results indicated that children in the literacy intervention classrooms demonstrated significantly stronger outcomes in the areas of emergent writing, book and print knowledge, and general reading readiness skills. Minority language status also played a significant role in outcome, regardless of intervention condition. Implications for early childhood literacy interventions, especially important for children of low-income families, are discussed.

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