Advancing Early Literacy Learning for All Children

Abstract

The authors examine the implications and limitations of the National Early Literacy Panel report on the early care of young children who are dual-language learners (DLLs). They examine the relevance of the report for DLLs, particularly the practice in this and other national synthesis reports of extrapolating implications for the education of young DLLs based on a broader population of children. The article addresses the existing gaps in knowledge about literacy practices—knowledge that is central to the development of sound and appropriate educational policies and practices that support DLLs’ full development as language and literacy learners.