23. Dr. Elizabeth Sulzby -- Emergent Literacy and Language Development
10/23/23 • 23 min
My guest today is Dr. Elizabeth Sulzby whose research focus is on early language and literacy development in Pre-Kindergarten. She talks about research studies she did with preschoolers in NYC years ago where teachers do repeated readings of storybooks—even those with complex language and story structure—and study children’s rereadings and retellings. These studies formed the basis for her emergent reading classification scheme. We also talk a bit about emergent writing development in prekindergarten and its parallels to reading development. Later, I’m joined by my colleagues Gina Dignon and bilingual educator Clarisa Leal for a conversation about practical takeaways for young children and multilingual learners.
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Read a full transcript of this episode and learn more about Jennifer Serravallo.
AccessEmergent Literacy: Writing and Reading
More on Dr. Sulzby’s KLP Literature Program
The Reading Strategies Book 2.0
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More about this episode’s guest:
Elizabeth Sulzby is best known for her pioneering work in emergent literacy. Prior to coming to the University Michigan in 1986, Sulzby was associate professor with tenure at Northwestern University. During 1996-97, she was a visiting professor at Leiden University, the Netherlands, where she collaborates with A.G. Bus and Marinus H. Van IJzendoorn in studies of attachment and emergent literacy. She received her Ph.D. from the University of Virginia and her M.Ed. from the College of William and Mary. She did post-B.A. study in philosophy at Harvard University after receiving her B.A. in philosophy and English from Birmingham-Southern College.
Sulzby is the author, with W. H. Teale, of Emergent literacy: Writing and Reading, and has published her research on children's emergent reading and writing development in numerous journals. Her studies of emergent bookreading and emergent writing have been conducted with diverse groups of children aged 2-7, including African American, Spanish-English bilingual immigrant, Appalachian, and European American children.
Research in emergent literacy has led Sulzby in a number of related directions. She has studied the transition from emergent to conventional literacy, designing techniques for assessing literacy from toddlers to early elementary grades in a manner consistent with emergent literacy insights. Her studies, with Bus, van IJzendoorn, Teale, and Kaderavek have bridged the parent-child intervention studies and children's independent emergent readings.
Her research has been funded by the Spencer Foundation, NIE/OERI, the Research Foundation of NCTE, and by various computer and software companies, including IBM, Apple Computer, and Jostens. Sulzby is a Fellow in the APA and NCRLL and has served on many editorial and research review boards. Recently, she served on OERI's advisory group for a center for early literacy agenda, NCEE's New Standards Primary Literacy Panel and was a member of the National Academy of Sciences/National Research Council's Committee on the Prevention of Reading Difficulties in Young Children (Snow, Burns, & Griffin, 1998).
Special thanks to Alex Van Rose for audio editing this episode.
Support this show:(https://www.buymeacoffee.com/TotheClassroom)
My guest today is Dr. Elizabeth Sulzby whose research focus is on early language and literacy development in Pre-Kindergarten. She talks about research studies she did with preschoolers in NYC years ago where teachers do repeated readings of storybooks—even those with complex language and story structure—and study children’s rereadings and retellings. These studies formed the basis for her emergent reading classification scheme. We also talk a bit about emergent writing development in prekindergarten and its parallels to reading development. Later, I’m joined by my colleagues Gina Dignon and bilingual educator Clarisa Leal for a conversation about practical takeaways for young children and multilingual learners.
****
Read a full transcript of this episode and learn more about Jennifer Serravallo.
AccessEmergent Literacy: Writing and Reading
More on Dr. Sulzby’s KLP Literature Program
The Reading Strategies Book 2.0
****
More about this episode’s guest:
Elizabeth Sulzby is best known for her pioneering work in emergent literacy. Prior to coming to the University Michigan in 1986, Sulzby was associate professor with tenure at Northwestern University. During 1996-97, she was a visiting professor at Leiden University, the Netherlands, where she collaborates with A.G. Bus and Marinus H. Van IJzendoorn in studies of attachment and emergent literacy. She received her Ph.D. from the University of Virginia and her M.Ed. from the College of William and Mary. She did post-B.A. study in philosophy at Harvard University after receiving her B.A. in philosophy and English from Birmingham-Southern College.
Sulzby is the author, with W. H. Teale, of Emergent literacy: Writing and Reading, and has published her research on children's emergent reading and writing development in numerous journals. Her studies of emergent bookreading and emergent writing have been conducted with diverse groups of children aged 2-7, including African American, Spanish-English bilingual immigrant, Appalachian, and European American children.
Research in emergent literacy has led Sulzby in a number of related directions. She has studied the transition from emergent to conventional literacy, designing techniques for assessing literacy from toddlers to early elementary grades in a manner consistent with emergent literacy insights. Her studies, with Bus, van IJzendoorn, Teale, and Kaderavek have bridged the parent-child intervention studies and children's independent emergent readings.
Her research has been funded by the Spencer Foundation, NIE/OERI, the Research Foundation of NCTE, and by various computer and software companies, including IBM, Apple Computer, and Jostens. Sulzby is a Fellow in the APA and NCRLL and has served on many editorial and research review boards. Recently, she served on OERI's advisory group for a center for early literacy agenda, NCEE's New Standards Primary Literacy Panel and was a member of the National Academy of Sciences/National Research Council's Committee on the Prevention of Reading Difficulties in Young Children (Snow, Burns, & Griffin, 1998).
Special thanks to Alex Van Rose for audio editing this episode.
Support this show:(https://www.buymeacoffee.com/TotheClassroom)
Previous Episode
22. Dr. Haeny Yoon and Dr. Lalitha Vasudevan -- Play, Conceptual Knowledge Development, and Literacy Skills
My guests today are Dr. Haeny Yoon and Dr. Lalitha Vasudevan, researchers who study play in early childhood and adolescence. We talk about the many benefits of play, the role of adults in setting up and facilitating play, and ways that play supports conceptual knowledge development as well as reading and writing skills. Later, I’m joined by colleagues Emily Strang-Campbell and Gina Dignon, as well as longtime friend Alison Porcelli, former teacher and school administrator and now a district coach, who is a co-author of two practitioner resources: Purposeful Play a nd Boosting English Language Acquisition in Choice Time .
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Read a full transcript of this episode and learn more about the show
Mariana Souto-Manning and Haeny Yoon, Rethinking Early Literacies: Reading and Rewriting Worlds
Follow Dr. Haeny Yoon @Haenyyoon
Follow Dr. Lalitha Vasudevan @Elemveee
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Dr. Haeny Yoon is an Associate Professor in the Dept. of Curriculum & Teaching at Teachers College, Columbia University. She is recommitting herself to the intellectual capacity and power of teachers to create, (re)imagine, and forward public scholarship and social change. As a former elementary school educator, she has always believed that when given the space, teachers can be engaged citizens who interrupt racism and multiple exclusions inherent in school curriculum, educational policies, and teaching pedagogies. She engages in research that studies how children and teachers create spaces of play or aesthetic experiences where creativity, social relationships, and civic engagement take precedence over standardization and regulation. She lives in New York City with her husband Neal and gets inspired daily by her niece and nephew, Emmy and Max.
Dr. Lalitha Vasudevan is Professor of Technology and Education in the Communication, Media, and Learning Technologies Design Program at Teachers College, Columbia University. Over the past 20 years, she has explored the intersection of adolescent literacies, media and technologies, youth culture, and juvenile justice. She engages participatory, ethnographic, and multimodal methodologies to study how youth craft stories, represent themselves, and enact ways of knowing through their engagement with literacies, technologies, and media.
Lalitha has conducted a variety of studies with court-involved youth. She has also explored the pedagogical practices of inclusive and special education teachers, the literacy and identity practices of middle school adolescents inside classroom settings, and the multimodal literacy and media engagements of adolescent boys. Lalitha has co-edited two volumes that explore the intersections of youth, media, and education: Media, Learning, and Sites of Possibility and Arts, Media, and Justice: Multimodal Explorations with Youth (both published with Peter Lang), and is currently writing a book about education, multimodal play, and belonging in the lives of court-involved youth.
Special thanks to Alex Van Rose for audio editing this episode.
Next Episode
24. Dr. Caitlin Ryan and Dr. Jill Hermann-Wilmarth -- The Hows and Whys of LGBTQ-inclusive Curriculum and Texts
My guests today, Dr. Caitlin Ryan and Dr. Jill Hermann Wilmarth, are co-authors of the professional book Reading the Rainbow as well as many scholarly articles. They will help us think about the whys and hows of LGBTQ-inclusive curriculum and texts in K-8 settings. Later, I am joined by my colleague Gina Dignon to discuss practical takeaways for both teachers and school leaders.
Read a full transcript of this episode and learn more about the show at
https://www.jenniferserravallo.com/podcast
More on The GLSEN 2021 National School Climate Survey
The Trevor Project School Climate Survey
Gender: Your Guide: A Gender-Friendly Primer on What to Know, What to Say, and What to Do in the New Gender Culture
Critical Literacy and Transgender Topics in an Upper Elementary Classroom: A Portrait of Possibility
Follow Caitlin Ryan on Twitter @Caitlin_m_Ryan
Follow Jill Hermann-Wilmarth on Twitter @Bosstetter_edu
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More about Caitlin Ryan:
Caitlin L. Ryan is an associate professor of reading education in the College of Education at East Carolina University in Greenville, NC. She previously taught literacy enrichment programs to grades K–5 in the Washington, DC, Public Schools. Her research interests center on the relationships among children’s literature, literacy, social positioning, and educational equity, especially at the elementary school level.
More about Jill Hermann-Wilmarth:
Jill M. Hermann-Wilmarth, a former elementary school teacher, is a professor of social foundations in the Department of Teaching, Learning, and Educational Studies at Western Michigan University in Kalamazoo, MI. Her research and teaching examine issues of identity inside and outside of classrooms using the lenses of literacy, social justice, and critical and deconstructive theories. She is currently at work on her first children’s novel.
Special thanks to Alex Van Rose for audio editing this episode.
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