Running head: STRENGTHENING EARLY LITERACY SKILLS IN STUDNETS: LANGUAGE AND WORD RECOGNITION
Strengthening Early Literacy Skills in Students: Language and Word Recognition 510: Grand Canyon University
September 9, 2012
Strengthening Early Literacy Skills in Students: Language and Word Recognition Introduction
When discussing early literacy, its development begins at birth and continues its development throughout yearly childhood years. Literacy is having the skill to read and write. Early stages of literacy begin to develop with the pre-alphabetic skills where they are able to understand the function and its characters and print. “An alphabetic period wherein the child becomes conversant with the alphabetic code and acquires increasingly function word identification and text processing skills Literacy: Reading (Early Stages), 2005.” Phoneme awareness is developed during this stage of literacy as well. The third and final stage of literacy is considered to be advanced alphabetic/orthographic stage where children have the ability to combine their knowledge in decoding and spelling. These beginning years of a young child are the years where teachers and parents have the ability to prepare youngsters with concepts and skills in reading and wring. Having this ability will allow students to further a lifelong desire for reading that may help other areas of development as a growing child. In this paper, practical techniques in increasing early literacy skills among children will be discussed and examined. Strategies in improving development in all areas of literacy including listening skills will also be gathered and discussed. Promoting Development of Phonological Awareness
Being phonetically aware offers the foundation in becoming a fluent reader, along with preparing them in skills for later reading skills in phonics, word analysis, and spelling words out. Studies have shown that the common thread in early reading skills is the failure to understand or process language phonologically (David J. Chard and Shirley V. Dickson, 1999). This problem has been considered to be effecting for both students with and without learning disabilities. The basis of phonological awareness comprehends how “oral language can be divided into smaller components and manipulated. Spoken language can be broken down in many different ways, including sentences into words and words into syllables (David J. Chard and Shirley V. Dickson, 1999).” One other component that is associated with these skills is obtaining phonemic awareness. This is having the understanding how words individually sound, while being able to influence or change these words into blends or segmenting them into new words. Promoting phonological skills and awareness begins as early as four years old. Including a variety of activities that will help train these youngsters in developing strong reading skills is highly important and much needed to see successful progression. Reasonable instructional actives for young children should include rhyming activities, nursery rhymes, and other activities the sensitize children with in comparison and differences in sounds of words. Segmentations words games such as “I scream you scream” while clapping each word out and change the name games by removing first letters of words to make new words. Vocabulary based learning can positively help develop literacy development. Children are able to make further connections when words that are already spoken are implemented into new parts of instruction. Implementing sight words, letter patterns, and pictures words are also highly recommended when trying to infuse old and new skills. Enhancing Listening Skills
Successful learning is needed in many areas that teachers need to consistently meet and introduce. Students need direct instruction, structure, practice, and time on task routines where they are able to explore and engage in active learning. “Skills...
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