Emergent Literacy
Emergent Literacy
During the last 3 decades, increased attention has been focused upon the effects of emergent literacy in an early childhood education environment and children 's later knowledge (Roberts, Jurgens, & Burchinal, 2005). It was once believed that children learned to read and write only when they entered elementary school and received specific instruction. However, most research now indicates that a preschool environment is critical in the development of a variety of cognitive and linguistic skills and that it is an important factor in early literacy development (Levy, Gong, Hessels, Evans, & Jared, 2006; Rashia, Morris, & Sevick, 2005; Weigel, Martin, & Bennett, 2006). Research has shown that home experiences need to be developmentally appropriate and should emphasize the natural unfolding of skills through the enjoyment of books, positive interactions between young children and adults, and literacy-rich activities (Roberts et al., 2005). Probably no area of education has seen as much controversy over teaching methodology as beginning reading instruction (Teale, 1995). Two phases of reading development are typically discussed in the literature. The first is the preschool period, which signifies the time before formal instruction begins. The preschool phase of reading is typically associated with home, childcare or preschool settings, and with adults who are parents or child-care providers (Teale, 1995). The second, the beginning reading phase, commences with formal instruction in reading. Much of this instruction has focused upon children no younger than age 6, which our society has generally selected for reading instruction to begin (Justice & Kaderavek, 2004; Neuman & Dickinson, 2003; Teale, 1995). Emergent literacy is the term used to describe these early childhood reading experiences. Emergent implies something that is noticeably evolving and suitable, not a specific point or period in time, and literacy stresses the
During the last 3 decades, increased attention has been focused upon the effects of emergent literacy in an early childhood education environment and children 's later knowledge (Roberts, Jurgens, & Burchinal, 2005). It was once believed that children learned to read and write only when they entered elementary school and received specific instruction. However, most research now indicates that a preschool environment is critical in the development of a variety of cognitive and linguistic skills and that it is an important factor in early literacy development (Levy, Gong, Hessels, Evans, & Jared, 2006; Rashia, Morris, & Sevick, 2005; Weigel, Martin, & Bennett, 2006). Research has shown that home experiences need to be developmentally appropriate and should emphasize the natural unfolding of skills through the enjoyment of books, positive interactions between young children and adults, and literacy-rich activities (Roberts et al., 2005). Probably no area of education has seen as much controversy over teaching methodology as beginning reading instruction (Teale, 1995). Two phases of reading development are typically discussed in the literature. The first is the preschool period, which signifies the time before formal instruction begins. The preschool phase of reading is typically associated with home, childcare or preschool settings, and with adults who are parents or child-care providers (Teale, 1995). The second, the beginning reading phase, commences with formal instruction in reading. Much of this instruction has focused upon children no younger than age 6, which our society has generally selected for reading instruction to begin (Justice & Kaderavek, 2004; Neuman & Dickinson, 2003; Teale, 1995). Emergent literacy is the term used to describe these early childhood reading experiences. Emergent implies something that is noticeably evolving and suitable, not a specific point or period in time, and literacy stresses the
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