Center's Literacy Data

Since 1994 the Center for Best Practices in Early Childhood has been conducting research on the effects of the Center's ITLC model on children, families, and educators. The model is a guide for integrating technology into the early childhood curriculum to ensure participation of all children in emergent literacy experiences. The model, known as the Interactive Technology Literacy Curriculum (ITLC) Model, has been demonstrated effective in a variety of settings and classrooms over the past 11 years.

The ITLC Model

The model consists of three components:

ITLC Curriculum
Technical Assistance to Teachers
Technical Assistance to Families

The Curriculum component is based on eMERGing Literacy and Technology: Working Together (Hutinger, et al., 1997,1998, 2001), a curriculum developed by Center staff, which integrates computer technology and emergent literacy experiences. The curriculum includes strategies for software selection, computer and adaptive peripheral operation, and off-computer and computer activities derived from emergent literacy theory and assumptions about technology and young children.

The Technical Assistance to Teachers component consists of training on aspects of emergent literacy, technology applications and the ITLC, modeling ITLC activities in the classroom, and consultation and follow-up support.

Technical Assistance to Families is intended to improve the children's literacy environments in the home. This component is based on four levels of family participation:

(1) acquiring awareness and information;
(2) assisting with learning experiences;
(3) contributing materials and resources; and
(4) developing new learning experiences.

Claims of Effectiveness of ITLC Model

Young children with disabilities and their families experience many benefits when they engage in the ITLC. The claims of effectiveness are derived from analyzing and summarizing results of the model development evaluation plan and the outcomes for children, families, and educators.

Claims related to Children:

Children with a variety of disabilities engage in emergent literacy activities.
Children improve emergent literacy skills and understanding of literacy concepts as defined in theory and by the ITLC.
Children improve communication skills, social interaction, fine motor control, attending, planning, and problem solving skills.

Claims related to Families:

Families participate in classroom literacy activities
Families engage in literacy activities with their child(ren) at home.

Claims related to Teachers:

Teachers design classroom environments that promote emergent literacy.
Teachers design activities that support emergent literacy development.
Teachers improve their own technology competencies.

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Research Study Results

The ITLC curriculum was developed and researched during a 3-year study conducted in four types of classrooms classified according to the presence or absence of the ITLC curriculum and the teachers' technology experience, ranging from experienced computer users to novice users to non-computer users. Sixteen half-day classes, eight classrooms, eight teachers, and 255 children with disabilities from diverse cultures and socioeconomic groups, including those living in poverty, were studied. Teachers from four classrooms without technology participated as a comparison group.

Results of the Individual Literacy Assessment (p<.04) demonstrated that children with disabilities at the ITLC sites made significant gains in emergent literacy behaviors. Children recognized their own names and names of others and identified environmental print in software programs. Families indicated changes in the way their children read books. Children were more willing to tell the story and take a greater part in the nightly reading activity. Teachers reported changes in language, social interaction, and ability to attend. Children's writing skills increased as they used the computer to write notes to peers and family members.

	Final Report of the Early Childhood Emergent Literacy Technology Research Study http://www.wiu.edu/users/mimacp/ wiu/finalreports/EC_ELTfinalreport.html

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Model Demonstration Results

The Interactive Technology Literacy Curriculum (ITLC) Project further advanced the availability, quality, use, and effectiveness of computer technology in addressing the acquisition of emergent literacy among young children with mild to severe disabilities.

During the 5-year project, six early childhood classrooms in West Central Illinois implemented the ITLC model. A total of 291 children, 289 families, and 18 early childhood team members participated at one of the six rural and urban sites.

Data results were similar to those found in the earlier research project. Children at ITLC sites also demonstrated gains in literacy behaviors. Results from the ILA show that children demonstrated increased skill in reading a book and having a book read to them.

Adaptations and assistive devices made it possible for children with moderate to severe disabilities to participate in literacy activities by accessing stories, creating stories, drawing and making music, and accessing the environment. Children with severe disabilities who are not physically able to handle a book were able to access stories through a switch. Teachers and families reported children's engagement in literacy activities at all sites.

	Final Report of the Early Childhood Interactive Technology Literacy Curriculum Project http://www.wiu.edu/users/mimacp/wiu/projects.php

Outreach Results

LitTECH Interactive Project was funded as an outreach project to link the results of emergent literacy research to early childhood practice, disseminate the project nationwide and serve as a national resource for products and information related to emergent literacy and technology.

Impact

During a 3-year period, LitTECH was replicated in 17 school districts impacting 89 classrooms, 94 teachers, and 3,097 children. Findings were similar to those reported in the 3-year research study and the 5-year model demonstration project.

	Final Report of LitTECH Interactive Outreach http://www.wiu.edu/users/ mimacp/wiu/projects.php

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Findings from EliTeC

Data analyses from ELiTeC: Emergent Literacy Technology Curriculum, a Steppingstones 3 Research on Implementation Project, demonstrate positive results consistent with findings from the original research study. Results indicate that children are active participants when using and/or observing activities on a computer. Children are interacting in positive social ways with peers and adults while using the computer. They are predicting sequences and outcomes in software and books. Emergent literacy skills are developing as children make recognizable images, identify environmental print, use invented spelling, print letters/words, describe characters, articulate key concepts, and retell stories.

Teachers facilitate children's computer use by encouraging children to independently explore software and problem solve on their own or with peer assistance. Teachers implement components of the model such as incorporating individual computer opportunities during center time, allowing more than one child at the computer, using developmentally appropriate software, and incorporating software into the curriculum. Teachers have made adaptations in the classroom environment to facilitate emergent literacy technology activities and insure inclusion of all children. Teachers involve families in emergent literacy technology through newsletters, sending computer products home, and informal conversations.

Families report that children demonstrate better social interaction, increased communication and listening skills, and improved reading and writing skills. Families demonstrate increased awareness and knowledge of technology activities for their children, a positive result of their involvement with the project.

Summary

Findings across the research, model demonstration, and outreach projects are consistent in demonstrating the ITLC model effectiveness for children, families, and teachers. Through adaptations and appropriate materials, children with a variety of disabilities are able to engage in emergent literacy activities. Children improve emergent literacy skills as well as communication skills, social interaction, attending, planning, and problem solving skills. Families participate in classroom literacy activities and engage in literacy activities with their children at home. Teachers design classroom environments and activities that promote and support emergent literacy development. These claims of effectiveness will continue to be documented as children, teachers, and families benefit from implementation of the model in early childhood classrooms.

References

Godt, P., Hutinger, P., Robinson, L., & Schneider, C. (1999). Using a sign-up sheet strategy to encourage emergent literacy skills in young children with disabilities. TEACHING Exceptional Children, 32(2), 38-44.

Hutinger, P. (2002, February). EliTeC: Disseminating and replicating an effective emerging literacy technology curriculum. Annual progress report. Macomb, IL: Center for Best Practices in Early Childhood, Western Illinois University.

Hutinger, P., Beard, M., Bell, C., Bond, J., Robinson, L., Schneider, C., & Terry, C. (2001). eMERGing literacy and technology: Working together. Macomb, IL: Center for Best Practices in Early Childhood, Western Illinois University.

Hutinger, P., Bell, C., Beard, M., Bond, J., & Terry, C. (1998). Early childhood emergent literacy and technology: Final report. Macomb, IL: Macomb Projects, Western Illinois University. (ERIC Document Reproduction Service No. ED418545)

Hutinger, P., Bell, C., Johanson, J., & McGruder, K. (2002). Final report: LitTECH interactive outreach. Macomb, IL: Center for Best Practices in Early Childhood, Western Illinois University.

Hutinger, P., Robinson, L., Schneider, C., & Johanson, J. (2002). The early childhood interactive technology literacy curriculum project: Final report. Macomb, IL: Center for Best Practices in Early Childhood, Western Illinois University.