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Building Language for Literacy is based on the following seminal research: 1.) Report of the National Reading Panel, Teaching Children to Read; 2.) Learning to Read and Write: Developmentally Appropriate Practices for Young Children, A Joint Position Statement from NAEYC and IRA; and 3.) Preventing Reading Difficulties in Young Children by the National Research Council. Although published before Early Reading First criteria was established, Building Language for Literacy's goals are exactly aligned with the four foundational early literacy skills as identified by the legislation.

Research | Correlations


Correlation to the Joint Position Statement of the National Association for the Education of Young Children (NAEYC) and International Reading Association (IRA)
Detailed outline demonstrating how Building Language for Literacy (BLL) addresses the essential components of a high-quality early childhood curriculum, as described in the NAEYC/IRA Joint Position Statement, Learning to Read and Write: Developmentally Appropriate Practices for Young Children. Read the Position Statement (PDF)

PreKindergarten Study with the Los Angeles Unified School District (2001-2002)
An independent study which took place during the 2001-02 school year at LAUSD demonstrated that BLL increases vocabulary acquisition and letter/word identification skills for both English- and Spanish-speaking children. Read the PreKindergarten Study (PDF)

Efficacy Study with At-Risk Children
Scholastic's Research and Evaluation department partnered with the University of Alabama's Center for Educational Accountability and the Bessemer, AL preschool community to explore the impact of Building Language for Literacy on children living in a low socio-economic status environment. Attached is the report of Part One, which took place during the 2002-03 school year. Results revealed statistically and practically significant gains in early literacy related skills, such as receptive vocabulary, phonemic awareness and letter recognition, as well as other developmental domains, including pre-math, physical and social development. Read the Efficacy Study (PDF)


Scholastic has conducted correlations to show how the Building Language for Literacy curriculum meets standards developed by states and leading early childhood organizations.

Correlation to the Head Start Child Outcomes Framework (PDF)

Correlation to the Developmental Reading Assessment Focus for Instruction (PDF)

Correlation to The Creative Curriculum for Early Childhood Content Standards (Third Edition) and Supplement Content Standards (Third Edition) (PDF)

Correlation to Kindergarten Content Standards, California Department of Education (PDF)

Correlation to Early Childhood Education Program Expectations: Standards of Quality, New Jersey Department of Education (PDF)

Correlation to PreKindergarten Learning Development Guidelines, California Department of Education (PDF)

Building Language for Literacy, Phase 1 correlated to The Connecticut Framework Preschool Curricular Goals and Benchmarks (PDF)

See how Building Language for Literacy works with the Scholastic Early Childhood Program (PDF)

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