The Library has been organized according to the types and sources of available resources:
Position statements
What position papers of the International Reading Association are available to assist Head Start Centers in teaching, curriculum decision-making, building parent and family relationships, and professional development?
Family-School Partnerships: Essential Elements of Literacy Instruction in the United States.
The International Reading Association believes that family involvement is a potentially powerful element in effective literacy instruction. Research has shown that family involvement in a child’s education is a more important factor in student success than family income or education. This paper discusses the research, raises questions for family involvement for schools and classrooms, and makes recommendations for teachers and school administrators and teacher educators for family involvement.
Integrating Literacy and Technology in the Curriculum.
The Internet and other forms of information and communication technology (ICT) such as word processors, Web editors, presentation software, and e-mail are regularly redefining the nature of literacy. To become fully literate in today’s world, students must become proficient in the new literacies of ICT. Therefore, literacy educators have a responsibility to effectively integrate these technologies into the literacy curriculum in order to prepare students for the literacy future they deserve. We believe that students have a right to (a) teachers who are skilled in the use of ICT for teaching and learning, (b) a literacy curriculum that integrates the new literacies of ICT, (c) instruction and assessment that use and develop these essential literacies, (d) opportunities to learn safe and responsible use, and (e) equal access to ICT.
Learning to Read and Write: Developmentally Appropriate Practices for Young Children.
The primary purpose of this statement of the International Reading Association and the National Association for the Education of Young Children is to provide guidance to teachers of young children in schools and early childhood programs. This statement summarizes relevant issues in the teaching of the young child. It reviews the research on young children’s literacy development including the collective wisdom and experience of members to provide a basis for what constitutes developmentally appropriate practice, and concludes with recommendations for teaching practices and policy. It provides a continuum of children’s development in early reading and writing that describes the stages of children’s development and what teachers and parents can do to support their development.
Literacy Development in the Preschool years.
High-quality preschools can ensure that all children are prepared for school and developing literacy skills. This paper highlights the importance of preschool, the nature of language development and literacy-based instruction in quality preschools, what to aim for in preschool teachers’ preparation and professional development, and recommendations for preschool educators, early childhood and elementary educators, public school boards, teacher educators, policymakers, and community leaders.
Literacy Teaching and Learning in Early Care and Education Programs.
This position statement on early literacy by the New Jersey Reading Association,the New Jersey Association for the Education of Young Children, and the New Jersey Association of Kindergarten Educators provides a set of principles and recommendations to guide those who are in a position to influence a young child’s learning and development. It discusses the questions such as (a) “What do we know about young children’s developing literacies?” (b) “Who should teach preschool and kindergarten children?” (c) “What should very young children learn about literacy?” (d) “What should teachers do to inspire children’s literacy?” and (e) “Who is responsible for the literacy development of young children?”
Making a Difference Means Making It Different Honoring Children’s Rights to Excellent Reading Instruction.
This document gives ten principles that honor children and provide a means for evaluating, guiding, and explaining to all stakeholders in a school’s current policy and classroom practice.
Phonemic Awareness and the Teaching of Reading.
Research has shown that phonemic awareness, the ability to segment and manipulate the sounds of oral language, is a strong predictor of reading success. Children develop phonemic awareness in linguistic play found in nursery rhymes, riddles, songs, poems, and read-aloud books that manipulate sounds provide practice with rhyme and beginning sounds and syllables. The position statement emphasizes that phonemic awareness is one of many skills needed for reading success and recommends balanced approach to teaching including concepts of print, the alphabetic principle, comprehension and enjoyment of reading and writing.
A Practical Guide to Reading Assessments.
This guide by the U.S. Department of Education, International Reading Association, and HCI The Life Issues Publisher (Health Commission, Inc.) covers the same dimensions of reading outlined in the National Research Council report Preventing Reading Difficulties in Young Children. It provides teachers and reading tutors with a practical guide to selecting and using reading assessment tools that provide descriptions of reading assessments for English- and Spanish-speaking students that can be used to diagnose and identify their reading skills and abilities including concepts about print, phonemic awareness, alphabetic understanding, spelling, vocabulary, reading connected text, reading achievement, and reading comprehension.
Providing Books and Other Print Materials for Classroom and School Libraries.
Research demonstrates that children who have access to books are more likely to read for enjoyment, and thus increase their reading skills and their desire to learn. The purpose of this position paper is to emphasize the importance of increased, dedicated funding for the purchase of quality literature of multiple genres. Genres need to include picture storybooks, information books, magazines, and a multitude of other types to suit the varied interests of children.
The Role of Reading Instruction in Addressing the Overrepresentation of Minority Children in Special Education in the United States.
The issue of overrepresentation of minority students in special education programs is of special concern to educators. Reading difficulties and poor quality instruction in schools that have a high proportion of minority students may be a factor in referral and placement decisions. Another factor may be that teachers, unfamiliar with home cultures and language and background experiences, make judgments about children’s achievement based on inappropriate criteria. This paper discusses the importance of professional collaborations and makes recommendations for policymakers, teachers, school administrators, teacher educators, and parents.
Second-Language Literacy Instruction.
All children arrive at school with strengths in their home language. The challenge for literacy educators occurs when that language is not the language of schooling. This position statement offers recommendations on ways that teachers, parents, policymakers, and researchers can work together to support second-language learners, as well as a list of resources for further information.
Standards for Reading Professionals, Revised 2003.
These standards establish criteria for developing and evaluating preparation programs for reading professionals including paraprofessional candidates, classroom teacher candidates, reading specialists, and literacy coach candidates, teacher educator candidates, and administrator candidates. The five standards are: (a) foundational knowledge, (b) instructional strategies and curriculum materials, (c) assessment, diagnosis, and evaluation, (d) creating a literate environment, and (e) professional development.
Using Multiple Methods of Beginning Reading Instruction.
Research has shown that there is no single method or single combination of methods that can successfully teach all children to read. As a result, teachers must be familiar with a wide range of instructional methods and have strong knowledge of the children in their classrooms in order to provide the most appropriate instruction for all learners.
Find the Head Start resources that we used for the design of our Head Start Tapestry as well as ongoing research and information on the National Reporting Service (NRS) at the following websites:
Find the research on Head Start at the Office of Head Start , including, for example,
Find 
Adolescent Literacy
Beginning Readers
Teaching Tools
Issues in Literacy