Ladders to Literacy: A Preschool Activity Book
Angela Notari-Syverson, Rollanda E. O'Connor, Patricia F. Vadasy
This volume is designed to help children develop early literacy skills through engaging activities that can be incorporated into programs for children at risk for reading failure, including children with disabilities and their typically developing peers. Supported by research, the activities address the areas that are most strongly related to later reading development: print/book awareness, metalinguistic awareness, and oral language. They also promote the competence that helps children become receptive to beginning reading instruction in the early grades. The activities in this book were field-tested in inclusive preschool settings with small and large groups of children reflecting a range of interests and abilities. Section 1 presents a theoretical framework for the early literacy and language assessment and curriculum. It discusses the development of early literacy, the role of scaffolding, and implementing "Ladders to Literacy." Section 2 presents 22 activities to encourage print/book awareness. The following section includes 19 activities to promote metalinguistic awareness, including rhyming games, word matching games, and music activities. The last section presents 21 activities for helping young children develop oral language skills. Each activity includes a list of adult-child interaction behaviors for different levels of support. (Contains approximately 140 references.)
Angela Notari-Syverson, Rollanda E. O'Connor, Patricia F. Vadasy. Ladders to Literacy: A Preschool Activity Book (1998). Paul H. Brookes Publishing Co.: Baltimore, MD.
Sponsoring Agency: U.S. Dept of Education - Early Education Program for Children with Disabilities
Reading Level: Average
Formats Available: Printed Material
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Intended User Audience:
This activity book is designed to be culturally sensitive and adaptable for a variety of diverse cultural and linguistic groups. The authors developed the material to be used with young children ages three to five. The intended users may be parents or other family members and other related personnel, such as service delivery personnel, paraprofessionals, faculty, and pre-service students. The material may be applied in several disciplines, which include early childhood education, early childhood special education (early intervention), occupational therapy, and speech pathology. A second volume, Ladders to Literacy, A Kindergarten Activity Book (O'Connor, Notari-Syverson, & Vadasy, 1998) is also available for use with older children.
This activity book is to provide early childhood and early childhood special education staff with activities and teaching strategies that support early literacy development in young children including children with disabilities. It also promotes collaboration between school and home and provides families with suggestions on how to support early literacy.
The development of this material involved personnel from diverse cultural and linguistic backgrounds and from different disciplines. The personnel involved in the development processes included European American early childhood special education teachers/paraprofessionals, African American and Native American Head Start staff, Islamic/Arabic early childhood teachers, and Asian American early childhood special education teachers. Professionals from occupational therapy and speech pathology participated in the development process.
This material had been evaluated at Seattle Public Schools Early Childhood Special Education Preschools and Head Start Programs; United Indian Daybreak Star Head Start Program, Northwest Center Child Development Program. The cultural and linguistic groups involved in the evaluation included European American (28%), African American (30%), Native American (22%), Arabic American (8%), Asian American (6%), and Hispanic American (6%).
Besides young children ages three to five and parents, personnel involved in the evaluation included service delivery personnel and paraprofessionals in the field of early childhood education and early childhood special education (early intervention).
Published or unpublished evaluation materials:
Notari-Syverson, A. (1999). Supporting early literacy development in young children with disabilities. Final report to the U.S. Department of Education. Seattle, WA: Washington Research Institute.
Notari-Syverson, A., O'Connor, R. E., & Vadasy, P. F. (1999). Outcomes of an early literacy program for preschoolers. Unpublished manuscript.
Notari-Syverson, A. (1996). Facilitating language and literacy development in young children. ERIC document: ED 395692.
O'Connor, R.E., Notari-Syverson, A., & Vadasy, D. (1996). Ladders to Literacy: The effects of teacher-led phonological activities for kindergarten children with and without disabilities. Exceptional Children, 63, 117-130.
O'Connor, R.E., Notari-Syverson, A. & Vadasy, P. (1998). First grade effects of teacher-led phonological activities in kindergarten for children with mild disabilities: A follow-up study. Learning Disabilities Research and Practice, 13, 43-52.
As of 2000, approximately 2,000 copies had been distributed and sold nationwide through commercial publication.
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