MODULE 2

Early Literacy
OVERVIEW
Behavior
This lesson explicitly describes the literacy behavior of emergent
learners, more particularly the commonly observable traits in
terms of their physical abilities, language skills, reading skills and
writing skills.

OBJECTIVES
1. To describe early behavior in terms of physical abilities,
language, reading and writing skills.
2. To discriminate the stages of the reading process.
3. To identify the type of child learner in terms of reading
abilities

PRE – TEST
CROSSWORD PUZZLE

Direction: Find the following words in the box.

Literacy Learner Ability

Emergent Behavior Writing

Child Reading Language

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 Module 2 – Early Literacy Behavior

L O P P E Q W P Q P Q Z X C T Y O P X C
G I G O Q A W L W I W X Z V R U I A Z V
A A T I W D W K W U E C L B E I U S A B
H G E E A E E J S Y R V K N W O Y D S N
J F W M R C E H F T T W R I T I N G D M
D J F E S A E F D R Y B J M Q P T F F L
B N D R C T C E Y F U N H Q M A R G G K
U G H G H H H Y N G I M G W N S E H H J
D B J E I Y I S I D O Q F E B D W J J H
D U K N L K L E A R N E R R V F Q K K G
V K L T I D D T H D P W O T C G M L L F
H Y S R O E Y R T D A E I Y X A N Z P D
K T F T L R U Y R S S R V U Z B B X O S
L G B M K R Y J R C D T A I L I V C I A
Y K N V K R U U F V F Y H O K L C V U Q
T O K B M T Y L G B G R E A D I N G Y W
F L O J G Y J M N U H U B P J T X B T E
R J U Y F U Y L N I J I D A H Y Z N R R
R L A N G U A G E O K O S S G H L M E T
E P R E E I O O N T L P A D F J K Q W Y

CONTENT
Behavior of Emergent Literacy
From the moment of birth, babies begin to acquire literacy
information and they continue to build their knowledge of oral
language, reading and writing as they go through their childhood. Thus, when
children attend formal
education, they have been
already equipped with many
literacy concepts and certain
oral language, reading and
writing competencies.
Goodman (1984) reported
that many children have
already known certain things
which are necessary for
reading. When children have
acquired naturally some
command of their language, similarly they will naturally develop these skills,
until they have internalized many of its rules and have learned its more
complex processes.

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 Module 2 – Early Literacy Behavior

This leads to relevant concepts about emergent literacy and guides

knowledge about early literacy behavior.

Literacy learning begins early in life and is ongoing. Literacy is

viewed as developmental
which is exemplified by
concurrent development of
literacy with oral language, by
learning to read and write as
social and cognitive
endeavours.

Vygotsky’s assertions
about higher mental functions
as internalized social
relationships show that
children increase their independent engagement in reading activities with
previously acquired interaction with more literate others, such as their parents.

Studies conducted about early literacy development recognize children

as natural readers and writers and that their literate behavior does not begin
at a particular age but emerges continually. Specifically, literacy development
begins with children’s first experience with print in the home and continues
through preschool and to the first few years of formal schooling (Clark, 1976;
Clay, 1967, 1975; Durkin, 1996; Grave, 1978).

When children are immersed in literacy by being surrounded with

materials that promote their early literacy, by being exposed to meaningful
literacy events, and by having constant interaction
with literate adults, they demonstrate that behavior
as they acquire,
approximate and
develop their early
literacy skills. The
behavior provided for
is a guide:

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 Module 2 – Early Literacy Behavior

1. To determine which behavior can be identified for acquisition – early

signs of their abilities, interests and
information about literacy,
2. To recognize which behavior can
be associated with approximation –
conditions when children are almost
correct in their literacy skills, and

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 Module 2 – Early Literacy Behavior

3. T o i d e n t i f y
scaffolding, up to minimal
adult supervision or no
guidance at all since they can
independently perform those
early literacy skills.

Holdaway describes young

children’s approximations of
reading as “reading – like
play”, this is almost
unintelligible at first, until this “reading – like play” rapidly
becomes picture – stimulated, page – matched and story –
complete. Moreover, Meek (1982) describes learning to
read in the early stages, like everything else a child has
come to know, as an approximation of adult behavior with a
genuine, meaningful function.

Children have started to acquire knowledge about

literacy since infancy and even before they enter
preschool. Thus, infants and toddlers certainly possess
literacy skills which they acquire in their homes as
nurtured by their parents, and these are the same
information and skills they bring as soon as they enter
formal schooling.

In the course of their childhood, these literacy skills are developed with
the guidance of parents but in an informal setting so as to encourage
children, and the supervision of teachers in a formal classroom setting like
guided play. However, since kids are active constructors of their language,
they learn best when they are put in meaningful activities.

Teachers also
enhance their
early literacy skills
through free – play
or outdoor play,
informal reading
and writing
activities that
would eventually
lead to actual
reading and

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 Module 2 – Early Literacy Behavior

writing, artwork activities and circle – time to enjoy singing, dancing, and
interacting with their schoolmates.

In determining early literacy behavior, it is important to discriminate

among nursery, kinder and preparatory kids, because of individual
differences. Not all preschool kids possess these same skills or
demonstrate the same behaviors. Instead, they are unique individuals who
come from unique homes, have unique literacy background, have varied
exposure to print materials and belong to diverse community with diverse
culture.

Moreover, these behaviors are not generalizable in terms

of age since emerging kids vary with respect to their
readiness. Thus, not all kids belonging to the same age
group are supposed to be reaching the same stage of
literacy, and in fact, to force them would not even yield the
expected behavior. Instead, kids develop naturally. With this,
parents and teachers should create an environment and
provide opportunities that would positively promote and allow
the natural development of their early literacy.

To further understand this complex concept, Table 4

presents indicators of early literacy behaviors commonly
demonstrated by kids as they acquire and develop literacy in
their early childhood.

Table 4. Early Literacy Behavior

Physical Abilities Language Skills Reading Skills Writing Skills

 Playing toys  Humming  Browsing  Scribbling

books
 Manipulating  Imitating and other  Squiggling
clay, blocks, familiar colourful
legos sound materials  Drawing

 Attempting  Singing  Looking  Tracing

puzzle work at

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 Module 2 – Early Literacy Behavior

 Counting pictures  Coloring

 Putting and other
together toy  Reciting print  Interested
parts materials in pencil
 Producing and paper
 Dismantling pleasant  Eyes activities
toy parts sound to focused
imitate intently  Attempting
 Holding and reading on books to make
using pencil voice marks on
 Recogniz paper
 Holding and  Using ing
using crayon incompreh letters,  Recognizin
ensible numbers g lines and
 Finger language shapes
painting but  Recogniz
perceived ing  Imitating
 Holding as reading pictures adult
books writing
 Using oral  Observin
 Turning language g adult  Practicing
pages of reading writing
books  Possessin strokes
g oral  Emulatin
 Attempting to vocabular g adult  Copying
use paper y reading letters and
and pencil numbers
 Reading  Enjoying
 Drawing aloud story  Starting to
telling write his
 Tracing  Narrating name and
familiar  Intereste names of
 Scribbling stories d in family
reading members
 Discriminatin  Inquiring aloud
g pictures
 Commenti  Retelling  Copying
 Discriminatin ng environme
g colors  Half ntal print
 Using oral narrating  Writing
 Recognizing language with adult
shapes and for  Half supervision
sizes communic reading
ation  Making
 Identifying  Possessi notes
texture ng
reading
 Discriminatin vocabular
g sounds y

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 Module 2 – Early Literacy Behavior

 Imitating
movements  Naming
objects
and
character
s
(Morrow, 1989)

STUDY HELP
1. What is literacy?
2. What is emergent literacy?
3. What are the behaviors of emergent learner?

DEVELOPMENTAL ACTIVITY
Based on the principles of early literacy behavior posed by the
following authorities, analyze whether they indicate similar or
contrasting views on emergent kid’s skills. Put a (+) if similar,
while a (-) if not.

Scarborough
Goodman Vygotsky Holdaway
and Dobrich
Physical abilities
Language skills
Reading skills
Writing skills

POST – TEST
TEST I.

Directions: Answer the following questions. Write your answer

on the space provided before the number. Good Luck!

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 Module 2 – Early Literacy Behavior

_________1. From the moment of birth, they begin to acquire literacy

information and they continue to build their knowledge of oral
language, reading and writing as they go through their childhood.
_________2. He reported that many children have already known
certain things which are necessary for reading.
_________3. It is viewed as developmental which is exemplified by
concurrent development of literacy with oral language.
_________4. He stated about higher mental functions as internalized
social relationships.
_________5. Described emergent literacy as a highly complex concept
and those children are developing simultaneously with respect to many
crucial and eventual literate behaviors.
_________6. Described young children approximation of reading as
“reading – like play”.
_________7. Described learning to read in the early stages, like
everything else a child has come to know.
_________8. It begins with children’s first experience with print.
_________9. They play an important role in developing child early
literacy.
_________10. It is manifested through the young learner’s physical
abilities, language skills, reading and writing skills.

TEST II. Insights gained about Early Literacy Behavior

Directions: Share your significant learning experiences gained from your

observation with young kids, their family and their home environment.
(5 POINTS)

1. What do you think is the role of the parents in the early literacy of their
kids? Elaborate.
2. What kind of home environment will positively influence the learning
potential of young kids? Explain.

WRAP UP

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 Module 2 – Early Literacy Behavior

Early literacy behavior is manifested through the young learner’s

physical abilities, language skills, reading and writing skills, even before they
enter formal learning. These early literacy behaviors are not generalizable to
all kids belonging to the same age group since every child is unique learner
who has unique literacy background. Further, these behaviors vary in terms of
the readiness of an individual learner which indicates differences in the stages
of reading reached even though he/she belongs to the same age group.
However, the commonly observable behavior of emergent learners
determines the five main stages of literacy development and indicates the
kind of reader that a particular child is.

KEY – TO –
CORRECTION
PRE – TEST: CROSSWORD PUZZLE

L O P P E Q W P Q P Q Z X C T Y O P X C
G I G O Q A W L W I W X Z V R U I A Z V

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 Module 2 – Early Literacy Behavior

A A T I W D W K W U E C L B E I U S A B
H G E E A E E J S Y R V K N W O Y D S N
J F W M R C E H F T T W R I T I N G D M
D J F E S A E F D R Y B J M Q P T F F L
B N D R C T C E Y F U N H Q M A R G G K
U G H G H H H Y N G I M G W N S E H H J
D B J E I Y I S I D O Q F E B D W J J H
D U K N L K L E A R N E R R V F Q K K G
V K L T I D D T H D P W O T C G M L L F
H Y S R O E Y R T D A E I Y X A N Z P D
K T F T L R U Y R S S R V U Z B B X O S
L G B M K R Y J R C D T A I L I V C I A
Y K N V K R U U F V F Y H O K L C V U Q
T O K B M T Y L G B G R E A D I N G Y W
F L O J G Y J M N U H U B P J T X B T E
R J U Y F U Y L N I J I D A H Y Z N R R
R L A N G U A G E O K O S S G H L M E T
E P R E E I O O N T L P A D F J K Q W Y

POST – TEST
TEST I.

1. Babies
2. Goodman
3. Literacy
4. Vygotsky
5. Scarborough and Dobrich
6. Holdaway
7. Meek
8. Literacy development
9. Parents
10. Early literacy behavior

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