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Kim McDowell, PhD, CCC-SLP from Wichita State University’s School of Education, defines dialogic reading as a specific type of interactive reading that relies on a set of strategies called PEER (Prompt- Evaluate-Expand-Repeat) designed to create a conversation with children and help them take an active role in storytelling.

The objectives of her hands-on training are for trainees to be able to describe effective dialogic reading practices to use with young children in early care and education settings, and to use a decision-making process to determine whether dialogic reading will be beneficial for enhancing the language and literacy skills of young children in a particular context.

This training will allow attendees to learn how to select the appropriate book(s) for dialogic reading, plan how to implement dialogic reading in with children, determine the best uses for the given prompts, and conduct dialogic reading.

Those who have any questions are encouraged to contact Kim McDowell, PhD, CCC-SLP at kim.mcdowell@wichita.edu or (316)-978-5497.

Below are the PowerPoint slides from the trainng for download:
DR Training Slides.pdf

Overall, the development of phonemic awareness skills continue to lag behind language comprehension in the statewide ECBG data. By the end of the 2018-2019 evaluation year, only 40% of children assessed with the myIGDIs Literacy+ were on track in phonemic awareness. This document provides a brief summary of the evidence of the importance of phonemic awareness and provide resources for improving this skill in PreK aged children.
 

Phonemic Awareness Resources PDF

Emergent literacy skills are the basic building blocks for learning to read and write. Emergent literacy skills begin developing in early infancy and early childhood through participation with adults in meaningful activities involving talking and print.

Consistent evidence exists that there are three primary domains of emergent literacy that are causally related to conventional reading & writing:

  • Oral Language
  • Phonological Processing
  • Print Knowledge

Below are videos and resources related to the topic of emergent literacy.

Videos:

Emergent Literacy video

Language Rich Environment video

Phonological Awareness in book reading video

Dialogic Reading Description

Emergent Literacy Resources:

 

All Information Provided By:
Kim McDowell, PhD
Wichita State University (WSU)
Kim.Mcdowell@Wichita.Edu
316-978-5497

Pivot Table Tutorial

The following tutorials are intended to help those not familiar with Excel to produce tables that will help summarize your data. For example, they can be used to help determine how many children have been assessed with a measure and how many times a measure has been completed for that child. These tables are called Pivot Tables and are features in Excel for both Windows and Mac users. A pivot table is a tool in Excel which summarizes selected columns and rows of data in a spreadsheet to obtain a desired report. The tool does not actually change the spreadsheet or data itself, it simply “pivots” or turns the data to view it from different perspectives. This particular tutorial provides instructions on how to complete the following:

  • Create a pivot table and utilize additional formulas to count the actual number of children assessed with myIGDIs Literacy+ data exported from DAISEY.
  • Get an idea of how many children had the required number of repeated measures.
  • Get a more detailed breakdown of what subtests by season have been entered into DAISEY for each child. 

As previously stated, the example utilizes myIGDIs Literacy+ data exported from DAISEY. However, the steps could also be applied to myIGDIs Numeracy data and other common measures data exported from DAISEY. Please keep in mind WSU will still clean the data to remove duplicates or data errors during analysis for KCCTF evaluation.

 

PivotTable Tutorial w Exported DAISEY myIGDIs Lit+Data_Windows Users.pdf

PivotTable Tutorial w Exported DAISEY myIGDIs Lit+Data_Mac Users.pdf

Below is the link to the ECBG Common Measures Administartion Guidelines. This document was compiled to provide a quick guide to the application of the Common Measures. It contains timelines and guidelines for the use of each of the Common Measures as well as contact information. Please share this document with staff members across all of your programs who collect the Common Measures.


Common Measures Administration Guidelines

The organizations and websites below are among the most respected and used sources for finding EBPs. Not all use the same standards but are clear about how the promising or evidence‐based practices are evaluated/rated. They list EBPs for the topic areas or disciplines listed.

 

Best Evidence Encyclopedia

  • Early Childhood and Early Childhood Education

http://www.bestevidence.org/early/early_child_ed/top.htm


Blueprints for Healthy Youth Development (BHYD)

  • Early Childhood and Youth Development

https://www.blueprintsprograms.org/blueprints-standards/


California Evidence Based Clearinghouse for Child Welfare (CEBC)

  • Child Welfare‐Related Programs

http://www.cebc4cw.org/

 

Coalition for Evidence-Based Policy (CEBP)

  • Social Interventions

http://evidencebasedprograms.org/

 

Evidence for Every Student Succeeds Act (ESSA)

  • Education

https://www.evidenceforessa.org/

 

Home Visiting Evidence of Effectiveness (HomVEE)

  • Models for Home Visiting

http://homvee.acf.hhs.gov/Models.aspx

 

Promising Practices Network (PPN) Archive

  • Children, Families and Communities

http://www.promisingpractices.net/programs_evidence.asp

 

IES What Works Clearinghouse

  • Education

http://ies.ed.gov/ncee/wwc/

 

Below is a link to available FREE resources for the CLASS tool through the Teachstone website. Here you can find various webinars, info sheets, implementation guides, blogs, etc. related to the CLASS tool no matter what your role is in education.

http://teachstone.com/resources/