LESSON 2

EARLY
LITERACY
BEHAVIOR
MIND SET

 describe early literacy behavior in terms of

physical abilities, language, reading and
writing skills.

• discriminate the stages of the

reading process
• .identify the type of child learner
in terms of reading abilities
 BEHAVIOR OF EMERGENT LITERACY
 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.


 VYGOTSKY- asserts about higher mental

functionsas internalized social relationship show
that children increase their independent
engagement in reading activities with previously
acquired enter action with more literate others
such as their parents.
CLARK 1976,CLAY
1967,1975,DUNKIN1996,GRAVE,1978
 Literacy develpment begins with childrens first
experiences with print in the home and continues
through preschool and to the first few years of
formal schooling.
SCARBOROUGH AND DOBRICH(1994)
 described emergent literacy as a highly complex
concept and that children are developing
simultaneously with respect to many crucial and
eventual literate behavior.
THE BEHAVIOR PROVIDED FOR IS A GUIDE
 1. to determine which behavior can be identified
for acquisition
 2. to recognized which behavior can be
associated with approximation
 3.to identify which behavior can be linked to
development.
HOLDAWAY
 describes young childrens approximations of
reading like play that is almost unintelligible at
first until this reading like play rapidly becomes
picture stimulated page matched and story
complete.

MEEK(1982)
 describes learning to read in the early stages, like
everything else a child has come to know
approximation of adult behavior with agenuine,
meaningful function.
TABLE 4 EARLY LITERACY BEHAVIOR

Physical Abilities Language Reading Writing Skills

Skills Skills

.playing toys .humming .browsing .scribbling

.attempting .imitating books and .squiggling
puzzle work familiar other colorful .drawing
.putting together sound reading .tracing
toy parts .singing materials .coloring
.dismantling toy .counting .looking at .interested in
parts .reciting pictures and pencil and
other paper
materials activities
 holding  producing  looking at  attempting
and using pleasant pictures to make
pencil sound to and other marks on
 holding imitate print paper
and using reading materials  recognizing
crayon voice  eyes lines and
 finger  using focused shapes
painting incomprehe intently on  imitating
nsible books adult
language  recognizing writing
but pictures
perceived  observing
as reading adult
reading
Physical Language Reading Writing Skills
Abilities Skills Skills

 holding  using oral  emulating  practicing

books language adult writing
 turning  possessing reading strokes
pages of oral  enjoying  copying
books vocabulary story letters and
 attempting  reading telling numbers
to use aloud  interested
paper and  narrating in reading
pencil familiar aloud
 drawing stories  retelling
 tracing  half
narrating
 scribbling  Inquiring  half  starting to
 discriminating pictures  commenti reading write his
 discriminating colors ng  possessing name and
 recognizing shapes and  using oral reading names of
size language vocabulary family
 identifying textures for  naming members
 discriminating sounds communic objects  copying
 imitating movements ation and environme
characters nt print
.  writing
with adult
supervisio
n