Literacy has been a key factor in providing the kind of early learning experiences that have been linked with academic achievement, reduced grade retention, higher graduation rates and enhanced productivity in adult life.  Early literacy interventions for young children at risk for school failure due to low socio-economic status, developmental delay, or English Language Learner status have been most effective when instruction is provided by knowledgeable teachers, in collaboration with the family and the community. This systemic approach has encouraged the comprehensive construct of vocabulary development and the multilayered understanding of language and literacy.

In my Early Reading First grant proposal, I have addressed the needs of diverse young learners by implementing a system wide approach to early literacy in an inclusive preschool environment by; a) providing a comprehensive language and literacy based program to children ages 3-5 who are at risk of educational failure, b) providing ongoing teacher professional development and mentoring opportunities, c) implementing a kindergarten transition component, and d) coordinating parent and community based participation.

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