Answer to Question 1
The National Early Literacy Panel (2008) was formed to synthesize the early literacy research into this question. To date, this panel has identified eleven variables as important components of an early literacy program: alphabet knowledge, print knowledge, environmental print, invented spelling, listening comprehension, oral language and vocabulary, phonemic awareness, phonological short-term memory, rapid naming, visual memory, and visual perception skills. Of this list, the broader early reading skills include phonological and phonemic awareness, alphabet letter recognition, phonics, word recognition, and print awareness. Early childhood teachers must ensure that they provide their young learners with opportunities to learn each of these key skills by using a variety of explicit and implicit teaching procedures and activities.
Answer to Question 2
Changes in what we know about language literacy learning have necessitated major changes in our ways of measuring young children's literacy accomplishments and progress. In addition to on-demand assessments that provide samples of student literacy behavior, teachers rely on ongoing assessment procedures that are connected with the daily literacy activities that take place in the classroom. This ongoing assessment makes heavy use of systematic observation and the collection of samples of children's work. The classroom library, writing center, and dramatic play areas are ideal settings for this type of assessment, and anecdotal notes, vignettes, and checklists provide effective ways to record data.
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