Basic Concepts in Early Childhood Educational Standards: A 50-State Review

Abstract

The incidence of basic concepts in early childhood educational standards is explored across all 50 US states. Concept inclusion in state standards is described in terms of the representation of the universe of basic concepts, representation of concept categories, the depth and breadth of individual concept inclusion, and unique examples. Developmental basic concept acquisition and instructional sequence is illustrated for each of eleven conceptual categories to highlight the systematic nature in which concept instruction should proceed. A state by state examination of the extent to which more than 300 basic language concepts are embedded in early childhood state standards is made, with examples from a variety of states cited for each category. Conclusions are made about the need for comprehensive and systematic inclusion of the universe of basic concepts in early childhood education to ensure that all children have the basic descriptive language needed to describe the world around them and comprehend and discuss subject matter in all content areas.

Differences in Mean Number of Consonant-Vowel-Consonant Words Decoded between Letter-Sound Readers and Non Letter-Sound Readers

“…Despite the consistent data, letter naming continues to be a first step in teaching children to read [59]. There are no found data to support the idea that it is easier for children to look at a letter and respond with a letter name rather than the letter sound.…”

“…In the United States letter name instruction remains a first step in teaching children to read [1] [8] [29] [58]. State curriculum standards throughout the nation require children to look at letters, often starting with capitals, to learn to name letters [59]. Research on letter naming ability and the relation to word decoding is of interest.…”

“…Letters and words are all around children in preschool, school, and day care settings [3]. Many children aged 5-to-6 are in school; children are learning phonics and simple word reading skills, and are being assessed in letter recognition [59]. The moments of measure documentation of correct words decoded is used in local schools (G. Francis, personal communication, July 8, 2012) and in reading research [26].…”

“…It may be that the initial letter-naming response creates a negative transfer, toward beginning reading as the initial letter-naming response must be unlearned to relearn letter-sound responses in order to accurately decode letters. However, across our nation letter naming is a recommended first step in teaching children to read [29] [59]. Therefore a third recommendation for future research is a study comparing growth of CVC word decoding skills between three groups of children.…”

Developing Reading Automaticity and Fluency: Revisiting What Reading Teachers Know, Putting Confirmed Research into Current Practice

“…1952). When children are learning to read, the teacher must give children the necessary materials so children can use the mental process of decoding to construct words (Bracken & Crawford, 2010;Montessori, 1965Montessori, , 1965. In the case of beginning reading instruction, the necessary materials are decodable text (Greaney & Arrow, 2012;Wolf, 1998Wolf, , 2016.…”