The program materials on this web site reflect our belief that high quality children's literature is one of the most effective tools for literacy learning. Therefore you will notice that experiences with children's literature provide the basis for our materials and programs. We focus on the early childhood years because of the greater opportunity to make a lasting impact on children's development during those years.

Regarding the nature of these literacy experiences, we support the notion that young children learn best when adults provide literacy experiences that occur regularly and involve repeated exposure to the same text. In addition, we advocate providing playful and pleasant interactions with knowledgeable and supportive adults.

Finally, we maintain that training adults to support children's literacy learning should embrace these three techniques:

1. the use of modeling followed by guided practice
2. selection of instructional objectives that include widely applicable "pivotal skills" to assist adults in daily interactions with their children
3. making learning activities meaningful to the participants by integrating real-world family and community contexts into the content.

We have attempted to design family literacy materials that demonstrate these characteristics. Specific research findings that support these approaches along with descriptions of how they are incorporated into our materials are found in the following sections:

Young Children Learn When Adults Read to Them

Young Children Learn When Adults Provide Them with Regular, Repeated, and Positive Literacy Experiences

Young Children Learn When Adults Encourage Literacy Play

Young Children Learn When Parents and Caregivers Receive Instruction That Is Specific and Meaningful