Course Introduction

We all know the importance of literacy skills, as well as the critical role of the preschool and early school years play in their development. But what skills, characteristics, and experiences should we be focusing on? How can we identify the students who will needs extra supports, before they fall too far behind their peers? And most important, how do we help them catch up? To get you thinking, we’ve put together a set of five recent research reviews addressing these questions. First, you’ll learn about several studies aimed at identifying those early predictors of reading skills. Following that, you will read three research reviews that discuss the how of reading with young children—specific strategies you and your families can use to support early literacy skills, including print-focused read-alouds. A super-easy, no-prep activity that helps our preschool friends build literacy skills? Yes, please!

Learning Outcomes & Details

As a result of this course, participants will be able to:

  1. List early predictors of literacy success.

  2. Describe how to use print-focused read-alouds in the preschool classroom and explain the expected benefits of this.

  3. Describe the research behind digital books, and the impact on literacy outcomes.

Course Type: Text; Web or downloadable PDF

Time: This is a half-hour course.

ASHA CEUs: This course is offered for .05 ASHA CEUs (Intermediate level, Professional area)

Course Completion Requirements: Read the full course, then take a quiz at the end. Must pass with a score of 80% or better (two attempts allowed).

Questions? See our frequently asked questions.

Course edited and compiled by:

Meredith Harold, PhD, CCC-SLP is owner of The Informed SLP and faculty at Rockhurst University. Financial Disclosure— receives salary from The Informed SLP and Rockhurst University. Nonfinancial Disclosure— Vice President of Speech–Language Pathology for the Kansas Speech–Language–Hearing Association Board; Board member of the American Speech–Language–Hearing Association Committee on Clinical Research, Implementation Science, and Evidence-Based Practice.

Karen Evans, MA, CCC-SLP is a speech–language pathologist at Intermediate District 287, and employee of The Informed SLP. Financial Disclosure— receives salary from Intermediate District 287 and The Informed SLP. Nonfinancial Disclosure— None.

Full research and writing team bios can be found here. The Informed SLP’s researchers and writers are prohibited from having any financial or nonfinancial conflicts of interest related to the content they research and report on.

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This course is offered for .05 ASHA CEUs (Intermediate level, Professional area).