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Research-Based Framework for SEEL
SEEL Literacy Combines Meaning and Skills.
Research suggests that literacy curriculum for young learners should focus on both meaning (comprehension, vocabulary, print awareness) and skills (letter knowledge, letter-sound associations, phonological awareness) (Dickson, McCabe, Anastasopoulos, Peisher-Feinberg, & Poe, 2003; McCardle, Scarborough, & Catts, 2001).
More Emphasis is Needed on Methods of Instruction.
Despite current research on meaning and skills in early literacy instruction, more understanding is needed regarding
how variation in the methods and strategies of early literacy instruction impacts children’s developing skills.
Professional Teachers Have the Primary Responsibility for Early Literacy Instruction.
The need for understanding becomes evident when one considers not only the wide variation in instructional formats being researched and subsequently utilized in early literacy instruction (e.g., one-on-one tutoring, computer-based programs, whole class methodologies, small group activities), but also who is primarily responsible for implementing these methods (e.g., researchers, classroom teachers, paraeducators, parents, after-school programs) (Pinell, Lyons, DeFord, Bryk, & Seltzer, 1994; Snow et al., 1998). For example, intervention studies demonstrate that classroom teachers who are provided with strong training and professional development in a literacy curriculum that focuses on phonemic awareness and alphabetic activities can significantly improve at-risk kindergarten children’s development of critical early literacy skills (Coyne, Kame’enui, Simmons, & Harn, 2004; Elbro & Peterson, 2004; Foorman et al., 2003; McFadden, 1998; Torgeson et al., 1999). In contrast, relatively little research supports the notion that supplemental instruction in early literacy can be effectively implemented by paraeducators (Gunn, Smolkowski, Bigland, & Black, 2002; Simmons, Kame’enui, Stoolmiller, Coyne, & Harn, 2003). However, in one recent exception to this trend, Vadasay, Sanders, and Peyton (2006) found that children who received one-on-one phonemic and alphabetic code instruction by paraeducators significantly outperformed children in the comparison group on reading development indicators.
SEEL Is Interactive, Emphasizing Children's Responses and Ideas.
Systematic and Engaging Early Literacy (SEEL) is an early literacy framework that combines systematic, explicit instruction with engaging activities, providing frequent opportunities for children to practice literacy skills. Implementation and research have demonstrated that it raises levels of motivation as children become engaged and participate in instructional conversations and activities (Culatta & Hall, 2006; Culatta, Reese, & Setzer, 2006). SEEL instruction follows a systematic developmental curriculum by which skills are taught in sequence with scaffolding from one skill level to the next (Culatta, Aslett, Fife, & Setzer, 2004; Ukrainetz, Cooney, Kyer, Kysar, & Harris, 2000).
SEEL is Explicit and Playfully Engaging.
Explicit
The first principle of SEEL is that instruction should be explicit. Previous research suggests that children of all ages, particularly those who struggle with early literacy skills, benefit from explicit instruction (Ehri et al., 2001; Elbro & Peterson, 2004). During explicit instruction, teachers help children to understand what they are learning and why, then arrange for children to encounter frequent and salient examples of lesson targets (e.g., letter names, letter sounds, rhyming words, etc.) within instructional activities. In particular lessons or activities, teachers follow a simple set of steps to make instruction explicit: They label the target objective, frequently model examples, and expose children to further examples by providing multiple experiences with the literacy target/skill (Culatta & Hall, 2006).
Playful
The second SEEL principle is that instruction should be playful and engaging. Research suggests that effective literacy instruction engages children in a variety of tasks that are child centered and interesting (Verhooven, 2001). Although such tasks should involve frequent and meaningful exposure to targets/skills, they should be playful and engaging in order to attract and maintain children’s attention and memory skills (Justice & Kaderavek, 2004).
SEEL Is Built on Literacy Research.
Studies show that children entering kindergarten or first grade with early literacy deficits are at risk for future academic difficulties (Cunningham & Stanovich, 1998; Juel, 1988; Scarborough, 2001). To ensure school success, children with limited emerging literacy skills must be provided with intense and appropriate early literacy instruction (Bowman, Donovan, & Burns, 2001; Simmons et al., 2003; Snow et al., 1998). Studies to date demonstrate important benefits that intense and appropriate early literacy instruction have on children’s early literacy development.
SEEL applies the findings of highly respected researchers in developing curriculum and instruction that result in effectively promoting important early literacy skills.