MODEL

Literacy PK-3

Systems Change
Literacy PK-3

About This Model

The goals for students’ literacy skills in Grades PK-3 include reading comprehension where learners fully understand the intended meaning and an emergent understanding of the mechanics and purposes of writing. Understanding the Learner Factors and strategies that impact literacy and how they connect to each other can help you build tools and lessons that support all learners.

Our research highlights several key themes about teaching and learning Literacy at the PK-3 level

Early language experiences lay the foundation for reading and writing.

Literacy development is rooted in children’s early language experiences, nurtured by their Home Literacy Environment.

Building students’ Vocabulary and Background Knowledge is key to supporting comprehension of both fiction and non-fiction texts and writing development.

Students develop the building blocks for reading and writing.

Children use their Alphabet Knowledge and Phonological Awareness to start Decoding—the ability to sound out words.

Reading fluency—students’ ability to read quickly, accurately, and expressively—develops along with their Sight Recognition and confidence.

  • Daily reviews and classroom activities such as word sorts can help students recognize patterns and become independent readers.

Supporting cognitive abilities can enhance learning.

Students’ Working Memory and Verbal Reasoning support their reading comprehension and writing by helping them make inferences and connections.

Young students may also need support in sustaining their Attention for learning.

The Research Behind This Model

To create each Learner Variability Project Learner Model, we follow a systematic methodology led by our expert researchers. The process is also overseen by an advisory board of leading content area and learning sciences experts.

Advisory Board for Literacy PK-3

These leading researchers supported the development of the Literacy PK-3 Learner Model.

Carol McDonald Connor, Ph.D.

Chancellor's Professor, University of California: Irvine School of Education

Jeannette Mancilla-Martinez, Ed.D.

Associate Professor, Vanderbilt University Peabody College of Education and Human Development

Bruce McCandliss, Ph.D.

Professor, Stanford University Graduate School of Education

Dave Paunesku, Ph.D.

Co-Founder of the Stanford University Project for Education Research that Scales (PERTS)

Todd Rose, Ph.D.

Lecturer on Education and Director of the Mind, Brain, and Education Program, Harvard University, and co-founder of Populace

Cynthia Puranik, PhD/CCC-SLP

Professor, Georgia State University: Department of Communication Sciences & Disorders
Literacy PK-3

Early language experiences lay the foundation for reading and writing.

Literacy development is rooted in children’s early language experiences, nurtured by their Home Literacy Environment.

Building students’ Vocabulary and Background Knowledge is key to supporting comprehension of both fiction and non-fiction texts and writing development.

Students develop the building blocks for reading and writing.

Children use their Alphabet Knowledge and Phonological Awareness to start Decoding—the ability to sound out words.

Reading fluency—students’ ability to read quickly, accurately, and expressively—develops along with their Sight Recognition and confidence.

  • Daily reviews and classroom activities such as word sorts can help students recognize patterns and become independent readers.

Supporting cognitive abilities can enhance learning.

Students’ Working Memory and Verbal Reasoning support their reading comprehension and writing by helping them make inferences and connections.

Young students may also need support in sustaining their Attention for learning.

Next:

Students develop the building blocks for reading and writing.

View Theme 2

Next:

Supporting cognitive abilities can enhance learning.

View Theme 3

Next:

Early language experiences lay the foundation for reading and writing.

View Theme 1