Early Literacy Checklist — Classroom .G1992

Authors

Janet S. Hanna, University of Nebraska-LincolnFollow
Kayla M. Hinrichs, University of Nebraska - LincolnFollow
Carla J. Mahar, University of Nebraska - LincolnFollow
John Defrain, University of Nebraska - LincolnFollow
Tonia Renee Durden, University of Nebraska - LincolnFollow

Document Type

Article

Date of this Version

2010

Citation

Hanna, J., Hinrichs, K., Mahar, C., DeFrain, J., & Durden, T. (2010, January). Early Literacy Checklist—Classroom. NebGuide G1992. University of Nebraska–Lincoln Extension, Institute of Agriculture and Natural Resources.

Comments

Copyright University of Nebraska 2010

Abstract

StoryQUEST’s Vision: High-quality early relationships and experiences throughout their daily routines provide each infant and toddler with the tools and skills to build a strong foundation for future school readiness. Families, caregivers, and communities as a whole collaborate to enable all children to become highly competent in language and literacy. This series was developed as part of a national research project — StoryQUEST — through the California Institute on Human Services, Sonoma State University.

Follow a checklist of suggested activities and environments to help your child’s literacy development. This is the last publication in a series of nine.

This checklist represents the kinds of language and literacy development practices often seen in high-quality early childhood environments. The checklist encompasses all children birth to age 5 and is inclusive of the needs of children with disabilities and English language learners.