Framework for Developing Evidence-Based Early Literacy Learning Practices

Abstract

A research-to-practice framework is described for organizing available research evidence and using this evidence to develop literacy learning practice guides and tool kits. The framework includes a model of early communication, language, and literacy development; operational defi nitions of seven overlapping areas of literacy skills; a description of the person and environment factors infl uencing literacy learning; and an organizing scheme for developing evidence-based literacy learning practices. The framework is being used at the Center for Early Literacy Learning for culling research evidence to identify the characteristics of early literacy learning experiences associated with later literacy success. This CELLpaper includes a description of a framework for synthesizing research evidence on early literacy learning and using this information for developing evidence-based early literacy learning practices. The framework is being used at the Center for Early Literacy Learning (CELL) to develop practice guides and tool kits that early childhood intervention practitioners, parents, and other caregivers can use with young children, birth-to-six years of age, with identifi ed disabilities or developmental delays and with those at risk for poor outcomes to promote preliteracy, emergent literacy, and early literacy learning and development. The major aims of CELL are to: (1) synthesize available research evidence on effective early literacy learning interventions, (2) identify and develop evidence-based practices from this research, (3) implement and evaluate the use of these evidence-based practices, and (4) conduct both general and specialized technical assistance promoting the adoption and sustained use of evidence-based early literacy learning practices. CELL is an early childhood technical assistance center funded by the U.S. Department of Education, Offi ce of Special Education Programs (OSEP), and is part of OSEP’s ongoing investment in scaling up the use of evidence-based practices (DeStefano, Dailey, Berman, & McInerney, 2001). This paper includes four sections. The fi rst section includes a model for describing the early communication, language, and literacy development of young children birth-to-fi ve years of age. The second section includes a description of the areas of early literacy learning that constitute the focus of CELL research syntheses and practice guide development. The third section includes a description of the person and environment factors that contribute to early literacy learning and development. The fourth section includes a research-to-practice characterization scheme for

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