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EMERGENT LITERACY

SCENARIO
EDRD 630 PBA
Meghan Williams
Fall 2014
What is Emergent Literacy?
Emergent literacy is the theory that children can acquire
literacy before entering school.
Children have knowledge of reading and writing before
they know how to read and write actual words.
Their literacy skills can be developed and shown through
language, reading, writing, and listening.
Adults act as models to help develop early literacy skills.
Literacy is developed in a natural setting.
Elements of Emergent Literacy
Oral Vocabulary
Phonological Awareness
Phonemic Awareness
Concept of Print
Alphabet Knowledge
Historical Perspectives on
Emergent Literacy Principles
Conditioned Learning (1950-1965)
The Era of Natural Learning (1966-1975)
Sociocultural Learning (1986-1995)
Engagement (1995-Present)
Relationship of Emergent Literacy with Other
Major Literacy Theories
Linguistic Approach
Whole Language Approach
Vygotskian Perspective
Motivational Theory
Balanced Literacy
Emergent Literacy Compared with Reading Readiness

Emergent Reading Readiness

Children can learn literacy before school Waits until the child is ready to
age learn
Children already have literacy skills at a Reading is too difficult a skill for
young age, but they are not fully children at a young age
developed Children need prerequisite skills
Literacy is more than decoding. It is the before learning to read
whole act of reading. Mental readiness focus
Problem Solving/Child-centered Rote memorization, drills, practices
How the Principles of Emergent Literacy
Contribute to a Students
Writing Process
(social, cognitive and physical processes)
Children are capable of learning to write at a young age
(cognitive, physical)
Scribbles and invented spellings show knowledge of
writing and attempts to match spoken word to print
(cognitive)
Children learn the purpose of writing before they learn
how to write (cognitive)
How the Principles of Emergent Literacy
Contribute to a Students
Writing Process (continued)
Adults model writing through lists, letters, and notes
Social interaction is important when learning to write and
express ideas
Teachers acknowledge early signs of writing and provide
instruction based on individual needs
Teachers scaffold and differentiate to meet the needs of
all young writers
How the Principles of Emergent Literacy
Contribute to a Students
Reading Process
(social, cognitive and physical processes)

- Engaging in conversations with adults increases childrens


oral language and vocabulary (social, cognitive)
- Children can acquire early literacy skills by listening and
watching adults read (cognitive, physical)
- Children develop concepts of print and realize words have
meaning (cognitive)
How the Principles of Emergent Literacy
Contribute to a Students
Reading Process (continued)

Children can develop concepts of print through


environmental print.
Phonemic awareness teaches children that words are
made up of individual sounds.
Suggestions for Incorporating the Principles of
Emergent Literacy
Morning message:
Interactive writing process that models for children what
to do when they are writing
Focus on a particular letter and its sound to increase
alphabet knowledge
When writing, practice segmenting and manipulating the
sounds in words to build phonological awareness
Suggestions for Incorporating the Principles of
Emergent Literacy
Read Aloud/Think Aloud:
Choose texts with new vocabulary and introduce them
to the class.
Use big books to emphasize print concepts during read
alouds.
After reading, have class discussions about characters
in the books and model making connections to increase
oral language and critical thinking.
Suggestions for Incorporating the Principles of
Emergent Literacy
Guided Reading:
Small group reading instruction break down-
Model decoding strategies
Word Study
Guided Writing
Running Records
.
Suggestions for Incorporating the Principles for ESL Students

Take picture walks before reading new texts and discuss


new vocabulary words.
Providing sentence frames for ESL students to use during
book discussions.
Ex: The boy rode his _______.
Provide daily small group instruction that includes
vocabulary.
.
Suggestions for Incorporating the Principles for ESL Students

Provide opportunities for social interaction


Turn and Talk
Buddy Reading

Specifically, if collaboration is to support engaged reading


for ELL, these children need opportunities to be exposed to
the use of the English language by their English-speaking
peers, as well as to engage in oral and written
communication themselves. (Toboada, Guthrie, & McRae,
2007, p.158).
Something to consider
Children who are particularly likely to have difficulty
learning to read in the primary grades are those who begin
school with less prior knowledge and skills in certain
domains, most notably letter knowledge, phonological
sensitivity, familiarity with the basic purposes and
mechanisms of reading, and language ability (Snow,
Burns, & Griffin, 1998, p.137).
References
Alexander, P.A., & Fox, E. (2004). A Historical perspective on reading research and
practice. In R.B. Ruddell & N.J. Unrau (Eds.). Theoretical models and processes in
reading (5th edition) (pp. 33-68). Newark, DE: International Reading Association.
Green, K.B., Terry N.P., & Gallagher, P.A. (2013). Progress in language and literacy
among children with disabilities in inclusive reading first classrooms. Topics in Early
Childhood Special Education. 33(4), 249-259.
Mason, J.M., & Sinha, S. (1993). Emerging literacy in the early childhood years:
Applying a Vygotskian model of learning and development. In B. Spodek (Eds.),
Handbook of research on education of young children (pp. 137-150). New York, NY:
Macmillan.
Morrow, L.M. (2009). Literacy development in the early years: Helping children read
and write. Sixth Edition. Boston: Allyn & Bacon.
References (continued)
Noe, S., Spencer, T.D., Kruse, L., & Goldstein H. (2014). Effects of a Tier 3
phonological awareness intervention on preschoolers emergent literacy. Topics in
Early Childhood Education, 34(1), 27-39.
Snow, C., Burns, S., Griffin, P. (1998). Preventing reading difficulties before
kindergarten. In Snow, S.Burns, & P. Griffin (Eds.) Preventing reading difficulties in
young children (pp. 137-171). National Research Council.
Taboada, A., Guthrie, J.T., & McRae, A. (2007) Building engaging classrooms. In R.
Fink & J. Samuels (Eds.), Inspiring Reading Success (pp. 141-166). International
Reading Association.

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