Transcript of Emergent and Early Literacy: Reading Development and

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Emergent and Early Literacy: Reading Development and Performance
Step 1
From birth, infants listen to sounds of speech and that of their native language.
Step 2
Fast mapping is the childs ability to map the meaning of a new word onto a
referent after hearing the word used on context just once.
Holophrase is a single word used to represent a phrase sentence; typical of the
first stage of language acquisition.
Vocabulary explosion is the rapid addition of new words to a toddlers vocabulary
which usually occurs late in the second year.
Step 3
Using this index, stages of language development have been identified (Cobb,
2001):
1. Children speak in two-word sentences.
2. Children use rules to inflect words, indicating plurality and tense.
3. Children can use rules to transpose meaning from one form of sentence to
another.
4. Childrens sentences become increasingly complex in the fourth and fifth stages.
Step 4
Teale and Sulzby (1989 as cited by Tompkins, 2002) paint a portrait of young
children as literacy learners with these characteristics:
1. learning the functions of literacy through observation and participation in real-life
situations in where reading and writing are used;
2. developing reading and writing abilities concurrently and interrelatedly through
experiences in reading and writing; and
3. constructing understanding of reading and writing through engagement with
literacy materials.
Step 5
According to Juel (1991 as cited by Tompkins, 2002) children move through three
stages as they learn to read, namely: emergent reading, beginning reading, and
fluent reading.
Children may communicate single words not only to name things but also to
communicate more complex thoughts. This is usually called holophrase the first
stage of language acquisition.
Another strategy used in learning new words is bootstrapping which is using their
knowledge of word class and syntactic clues to learn the meaning of new words.
Literacy is a process that begins well before the elementary grades and continues
into adulthood and even throughout life.
Students also grow in their ability to stand back and reflect on language. The ability
to talk about concepts of language is called metalinguistics and childrens ability to
think metalinguistically is developed by their experiences with reading and writing

(Templeton and Spivey, 1980 as cited by Tompkins, 2002).

In emergent reading, the purpose of communicative print is understood by children.
They start to notice environmental print, can dictate stories for the teacher to
record, and even read predictable books after they have memorized the pattern.
It is in the beginning reading stage that children learn phoneme-grapheme
correspondences and start to decode words.
In the fluent reading stage, children have learned to read, decode unfamiliar words
and recognize words automatically. The fluent stage is reached in the third grade.
Once this stage is reached, children are able to make use of their cognitive energy
on comprehension. This accomplishment is significant because beginning in fourth
grade, children read more information books and content area textbooks as reading
becomes a learning tool (Tompkins, 2002).
A. Early Language Stimulation
Learning occurs through the process of equilibrium.
Disequilibrium often times referred to as cognitive conflict arises from
encounters that a child cannot understand nor assimilate.
The three steps of the process are :
1. Disruption
2. Occurrence
3. Attainment
According to Russian Psychologist
Lev Vygotsky
( 1896 - 1934)
Asserted that children learn through socially meaningful interactions and that
language is both social and an important facilitator of learning.
The teacher's role in guiding students' learning within the Zone of Proximal
development includes three components , According to Dixon - Kras ( 1996 ) as
cited by tompkins ( 2002 ) :
1. Teachers mediate or augment children's klearning through social interaction.
2. Teachers are flexible and provide support based on feedback from children as
they are engaged in the learning task.
3. Teachers vary the amount of support from very explicit to vague , to suit
children's needs.
According to Vygotsky , Language can be used for purposes other than social. Piaget
described how young children engage in EGOCENTRIC SPEECH.
The following are ideas contributed by the constructivist and
sociolinguistic learning theorist :
1. Students actively participate in learning.
2. Students learn by associating new information
to acquired knowledge.
3. Students organize their knowledge in schemata.
4. Students consciously and automatically
use skills and strategies as learning
process.

5. Students learn through social interactions.

6. Teachers provide scaffolds for students.
B. Literate Communities and Environment
Elementary classrooms as venue for language acquisition.
There is no single best classroom physical arrangement.
The teacher plays a multifaceted role in a language classroom.
Teachers begin the process of establishing a community of learners when
they make deliberate decisions about the kind of classroom culture
The classroom environment needs to be established within the first two
weeks of the school year.
Teachers are classroom manager.
C. Story Reading
Young children are aware of what makes a story knwledge about stories is called a
concept of story.
Childrens concept of story begins in the pre school years and that children as young
as two years old have a rudimentary sense of story. ( Tompkins, 2002 ) .
Children's concept of a story contributed to a better understanding of the stories
read and even through reading and writing experiences.
Key Concepts in Story Reading ( Tompkins, 2002 )
1. Elements of story structure
2. Forms of writing
3. Elements of story
4. Aesthetically
5. Comprehension involves three factors : the reader .
the text . and the purpose.
6. Five comprehension prosesses
7. Students read and write as part focus units ,
literature circles , reading and writing workshop , and theme circles.
D. Exceptional Development : Aphasia and Dyslexia
LANGUAGE
Aphasia - is the loss of ability to use and understand language.
Receptive aphasia - is also referred to as sensory aphasia or " Wernicke Aphasia " .
Expressive aphasia - also called motor aphasia and " Broca's aphasia " .
Global aphasia - is characterized by the combined symptoms of expressive and
receptive aphasia .
Dyslexia - is defective reading.
The two adult conditions of posterior alexia
and dysgnosia affect the visual - spatial dyslexias in children .
Posterion Alexia - iniatially described the syndrome of posterior alexia in an adult
who could write but not read.
Optic Alexia - is seen in adults with occipital lesions where letters similar in
configuration are mistaken from another .
Verbal Alexia is also associated with occipital lesions .
Dysgnosia - means inefficient recognition.
Agnostic Dyslexia - remains after more generalized agnosia in adults with brain
lessons.