Project ELI: Improving Early Literacy Outcomes

Early childhood and elementary-level educators are engaging in conversations about how to coordinate their efforts to develop fluent readers. There is evidence that key early literacy skills that are predictive of subsequent literacy achievement in kindergarten and first grade can be taught to preschool-age children. Moreover, early childhood instruction and specially designed experiences can mitigate the development of learning disabilities in reading and enhance school readiness. One of the critical factors in addressing language and literacy skills at the preschool level is administrative leadership and support leading to the development and implementation of an early language and literacy model. Through development, implementation, and evaluation of Project ELI (Early Literacy Initiative) in the authors' early childhood program during the past six years, they have been teaching their preschool children the early literacy and language skills necessary for later reading success. Furthermore, the project has led to collaborative efforts between principals and staffs at both levels regarding ways to meet the needs of individual children as they transition from preschool to kindergarten. The purpose of this article is to describe 10 components of an effective and efficient early literacy and language initiative. The components, which follow a three-tier system, were designed so principals and administrative teams at both levels can be prepared to collaborate knowledgeably with one another on cross-program efforts to develop fluent readers.