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Communication Disorders Quarterly
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Project SEEL

Part I. Systematic and Engaging Early Literacy Instruction

Barbara Culatta

Brigham Young University

Richard Aslett

Provo School District

Megan Fife

Brigham Young University

Lee Ann Setzer

Brigham Young University

Part I of a three-part series, this article describes Systematic and Engaging Early Literacy Instruction (SEEL), a program designed to engage and motivate children as they learn early literacy skills. The project, implemented in Spanish as part of a dual-language program, used a variety of interactive literacy activities and tailor-made texts to expose children to target phonic patterns. The teacher and trained assistants provided practice with reading and writing the target literacy patterns using customized texts associated with read-alouds, story enactments, play routines, and "make and do" activities. This article provides the project's rationale; describes the texts, activities, and contexts; and explains how the program was implemented in a dual-language (Spanish—English) kindergarten.

Communication Disorders Quarterly, Vol. 25, No. 2, 79-88 (2004)
DOI: 10.1177/15257401040250020501
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This article has been cited by other articles:


Home page
 Communication Disorders QuarterlyHome page
B. Culatta, K. Hall, D. Kovarsky, and G. Theadore
Contextualized Approach to Language and Literacy (Project CALL): Capitalizing on Varied Activities and Contexts to Teach Early Literacy Skills
Communication Disorders Quarterly, August 1, 2007; 28(4): 216 - 235.
[Abstract] [PDF]

Home page
 Communication Disorders QuarterlyHome page
B. Culatta, M. Reese, and L. A. Setzer
Early Literacy Instruction in a Dual-Language (Spanish--English) Kindergarten
Communication Disorders Quarterly, January 1, 2006; 27(2): 67 - 82.
[Abstract] [PDF]

Home page
 Communication Disorders QuarterlyHome page
B. Culatta, L. A. Setzer, C. Wilson, and R. Aslett
Project SEEL: Part III. Children's Engagement and Progress Attainments
Communication Disorders Quarterly, January 1, 2004; 25(3): 127 - 139.
[Abstract] [PDF]