Effectiveness of Early Literacy Instruction—Summary of 20 Years of Research

Children entering kindergarten vary greatly in language and literacy skills. To minimize gaps in school readiness before kindergarten entry, knowledge and use of evidence-based practices is essential. A 2008 National Early Literacy Panel report and the What Works Clearinghouse (WWC) provide quality information about evidence-based practices in early childhood education, but neither provides comprehensive fully up-to-date information that encompasses the latest research. A new REL Southeast study reviews 20 years of research on early literacy interventions aimed at improving language, phonological awareness, print knowledge, decoding, and early writing skills for preschool students. Using a process modeled after the WWC methodology, REL Southeast identified 109 studies, representing 132 interventions, conducted from 1997 to 2017 that it determined were high-quality experimental or quasi-experimental studies. Results indicated that instruction that teaches a specific domain is likely to increase performance in that domain. In addition, teaching both phonological awareness and print knowledge led to improvements in print knowledge, decoding, and early writing performance. Morte info: This study used a process modeled after the What Works Clearinghouse (WWC) methodology to systematically identify effective early childhood curricula, lesson packages, instructional practices, and technology programs in studies conducted from 1997 to 2017. More than 74,000 studies were analyzed to identify interventions that improved students' performance in six language and literacy domains (language, phonological awareness, print knowledge, decoding, early writing, and general literacy). The study team identified 132 interventions evaluated by 109 studies that the study team determined were high-quality experimental or quasi-experimental studies. The WWC's evidence standards are used to assess the quality of an evaluation study and the strength of its claims about whether an intervention caused the observed effect on student achievement. To better understand the effectiveness of the interventions, their implementation characteristics and instructional features were coded for the relevant language and literacy domains. The findings revealed that instruction that teaches a specific domain is likely to increase performance in that domain. Interventions that teach language exclusively might be more beneficial when conducted in small groups or one-on-one than in larger group sizes. In addition, teaching both phonological awareness and print knowledge might benefit performance in print knowledge. Finally, some evidence indicates that instruction that teaches both phonological awareness and print knowledge might also lead to improvements in decoding and early writing performance.