Professional Learning for Early Childhood Educators
LETRS® for Early Childhood Educators professional learning provides deep knowledge of literacy instruction for the youngest learners. The more children know about language and literacy before they begin kindergarten and first grade, the better equipped they are to succeed in reading and beyond.
Why LETRS for Early Childhood Educators?
Dr. Louisa Moats and Dr. Lucy Hart Paulson designed this course of study for early childhood educators because research shows the foundation of literacy begins at a young age. Early childhood educators need the same level of professional learning as K–3 educators to effectively teach the foundation of literacy.
Studies show that pre-K and kindergarten prepare children to thrive in school and accelerate their learning. Even at this early stage of learning, independent experts agree that "a well-implemented, evidence-based curriculum" and an emphasis on the quality and continuous training of early childhood educators leads to success in the classroom.
Early childhood educators gain new skills to help the youngest learners build a literacy foundation from the first step, even before learning to read and write. Educators learn best practices for developmentally appropriate, evidence-based routines and instruction impacting the delivery of playful, purposeful instruction essential for the development of early literacy skills.
LETRS for Early Childhood Educators empowers educators to apply best-practice strategies to guide children’s early learning. Research-based knowledge and skills needed for successful early literacy instruction are taught throughout the course of study with opportunities for educators to practice strategies and routines to develop oral language, print knowledge, alphabet learning, and writing skills of early learners. Educators gain an understanding of age-appropriate assessments and how to use data to plan and implement instruction for the youngest learners.
LETRS for Early Childhood Educators provides deep knowledge and clarity of effective skills necessary to prepare the youngest learners for success in kindergarten and beyond by providing the “why” and “how” of early literacy instruction across all domains: language, literacy, cognitive, motor, social, and emotional.
Professional learning that comes from LETRS is relevant and applicable regardless of the literacy programs already in use within your state, district, or school. LETRS is designed to be the cornerstone of a multi-year, systemic literacy improvement initiative backed by decades of research and proven success.
Dr. Louisa C. Moats, Ed.D., is a nationally recognized authority on literacy education and is widely acclaimed as a researcher, speaker, consultant, and trainer. Dr. Moats received her doctorate in reading and human development from the Harvard Graduate School of Education and is widely published on reading instruction, the professional development of teachers, and the relationship between language, reading, and spelling. Dr. Lucy Hart Paulson, Ed.D., CCC-SLP, is a speech-language pathologist and literacy specialist with years of experience working with children and their families. She is the lead author of LETRS for Early Childhood Educators, Building Early Literacy and Language Skills, and Good Talking Words.
Strategies that Transform Classrooms
Oral language, phonological processing, and print knowledge which are strongly predictive to how well children will learn to read and write. Targeted practices because instruction that focuses on one skill or a set of interrelated skills is more likely to be successful with young learners. A focused approach because research shows that when many unrelated skills are targeted simultaneously, learning outcomes are not as strong.