L I T E R A C Y P L A N 2 0 1 5

THE NEVADA STATE LITERACY PLAN
Introduction
The Comprehensive P-3 Reform Effort:
A thorough examination of the Birth-Pre-K stage of literacy learning would be incomplete without a brief discussion of the
ever-growing practice of embedding this entire layer of early learning (Birth – Pre-K) right within a P-3 (Pre-K through 3 rd grade)
continuum. This practice has emerged nationally as an educational “reform effort”; it is one that has captured the attention of many
educational leaders across Nevada. A clear definition of the P-3 movement is provided by the Colorado P-3 Consortium (2007):
P-3 focuses on the earliest years of the P-20 education
continuum, beginning with the years before children enter
school (Pre-school) and extending through 3 rd grade,
transcending the traditional boundaries of early care and
education (ECE) and elementary school. Here, the term
“pre-school” is used not to describe a specific program,
but to encompass all of the voluntary services and
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programs that children experience before their entry into
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the formal K-12 school system, including early intervention
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Emergent literacy skills begin developing in early infancy and toddler years (birth – 3 years) and continue on through
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the Pre-K years (ages 4-5) when many children are exposed to their first formal school experience. All children acquire these
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skills through active participation with adults in meaningful activities that involve talking and exposure to print. Therefore, the
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actual act of reading to youngsters by B-Pre-K providers becomes critical. Evidence suggests that the three primary domains of
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emergent literacy are causally related to conventional reading and writing. They are: oral language development, phonological
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processing, and print knowledge (Phillips, 2005).
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Birth to Pre-K Literacy Plan
(BOARD OF REGENTS 12/03/15 & 12/04/15) Ref. BOR-25, Page 24 of 241
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