Abstract
A disparity in knowledge of code-related precursors between disadvantaged children and their more advantaged peers is already apparent upon kindergarten entry. National reading assessments and research on entering kindergarteners indicate that pre-kindergarten programs may not be doing enough to close the achievement gap, a primary goal of state-funded pre-kindergarten. High-quality language and literacy curriculum that includes explicit instruction can improve the odds for disadvantaged children. This descriptive study bridges the gap between research and practice by applying research-based criteria in an evaluation of the Houghton-Mifflin Pre-Kindergarten Language and Literacy Program (Bredekamp, Morrow, & Pikulski, 2006). Of particular concern is the curriculum’s treatment of phonological awareness and alphabet knowledge, the two strongest predictors of successful reading acquisition at kindergarten entry. Using research and California state Pre-K standards as guidelines, this study evaluates the curriculum’s content (objectives) and methods (approaches to instruction) for code-related precursors. Through a review of literature on early literacy development and the California Preschool Learning Foundations (Abbot, Lundin, & Ong, 2008), the author derived content and features of effective instruction for code-related precursors. Four rubrics were developed to guide the examination of (a) content and (b) instruction within the phonological awareness and alphabet knowledge components of the program. Daily lessons for the entire academic year were analyzed. . This study revealed significant discrepancies between the program and research-based recommendations. For example, rhyme and alliteration skills (although important prerequisites for higher-level phonological skills) are the easiest to acquire and yet receive excessive instructional attention. On the other hand, word- and syllable-level skills (important precursors to onset-rime and phonemic awareness) receive relatively little attention. Within the alphabet strand, letter names and shapes are introduced concurrently, rather than beginning with names alone. Letter sounds are taught beginning in the 13th week, when many students are still trying to master letter names and their printed forms. Furthermore, the predominant instructional approach is more implicit than explicit. Large groups participate in songs, games, and storybook reading with only one weekly, small-group lesson in phonological awareness and alphabet knowledge. This study concludes with recommendations for pre-kindergarten teachers to complement the curriculum with supplemental materials and more explicit teaching strategies.