Early Literacy 1.2

Learning to read and write as a child is an experience that all can relate to. The average child learns to read and write at the early ages of three and four. Developing literacy at an early age is crucial to academic development as well as to performance in life. Early development can be just what a child needs to stimulate their minds, which in turn is assisting in the evolution of their future. The early and latter stages of development in a child’s literacy journey are the makings for their reading and writing skills. It also plays part in their analysis of obstacles as well as their developed or problematic literacy future. A child

Introduction to reading comes through phonetic reading boxes. The reading boxes are cleverly organized, going from simple to the complex. Reading does not follow the same process of writing, which is taking our own thoughts and symbolizing. When we read, it is not our language with which we are working with, it is the author’s language. Reading is the analysis of the language followed by a synthesis. Story telling and socio-dramatic play in the environment can help the child develop an imagination that fosters a higher capability to understand what is being read to them.

I believe that reading is an important way for children to learn. However, there has to be a combination of everything. The primary goal of language and literacy during the infant and toddler years is to help children hear and distinguish the sounds of language in their environment (p.44). I believe that children need to play in order to develop their fine, gross, and other skills. The need to explore and the experience will help them to self-regulate their emotions. According to the article, the most effective ways to prepare your baby for reading involve playing games and sharing book, and repeating words.

Derry Koralek and Ray Collins (2013), English language researchers stated that: “Play is the work of children – through play and interaction; children learn how to talk, listen, read, and write. Read about typical behaviors of emergent and beginning readers, and how each of these behaviors relate to reading and writing”. According to them, as their language skills grow, young children tell stories, identify printed words such as their names, write their names on paintings and creations, and incorporate writing in their make-believe play. Reading and writing skills develop together. Children learn about writing by seeing how the print in their homes, classrooms, and communities provides information. They watch and learn as

SMES staff members understand the importance of early literacy skills. As a staff, we are committed in providing early reading instruction beginning in preschool and kindergarten in hopes of closing the achievement gap in reading. Our primary reading goal is for all students to read at grade level or above grade level by the end of their third grade school year. We want to ensure our third graders are able to read fluently and demonstrate high levels of comprehension.

Thank you for joining me today to discuss your daughters recent assessment scores. We do Dynamic Indicators of Basic Early Literacy Skills assessment or DIBELS 3 times per year. This information tells us where Suzie is in her reading skills and where we would like her to be. We gave her three very short assessment only consisting of 1-2 minutes each assessment. The three assessments that we gave her where Letter Naming Fluency or LNF for short, Phoneme Segmentation Fluency (PSF) and Nonsense Word Fluency (NWF).

Literacy is the most important skill when it comes to children’s personal growth, culture and development. Literacy is the ability to read and write, and is tied to everything children do, including their social interactions with others. When children don’t develop strong literacy and language skills in their early years, the impact on future educational attainment and employment outcomes are significant, (King-Smith, 2015, p. 5). It is crucial to help young children be ready for school by working with them to develop the necessary early literacy and learning skills, to become confident and involved learners. Educators are in charge of creating literacy rich environments for children, where children will experience effective teaching

“Literacy learning has a profound and lasting effect on the social and academic lives of children. Their future educational opportunities and career choices are directly related to literacy ability. Since early childhood is the period when language develops most rapidly, it is imperative that young children are provided with a variety of developmentally appropriate literacy experiences throughout each day, and that the classroom environment is rich with language, both spoken and printed. Early childhood teachers are responsible for both understanding the developmental continuum of language and literacy and for supporting each child’s literacy development.

The first steps toward literacy can be shown between the ages of one to five where children use talking, drawing and playing as symbols to communicate meaning. These early forms of a child's communication are said to be "bridges to literacy". (11)

For the purpose of this assignment I attended several sessions of the Letter, Sounds, and Words. This is a community-based literacy intervention program from students from Kindergarten to grade two, which is designed to provide one-on-one literacy support for students in their school setting. Classroom teachers use specific assessments in order to identify students in need for this program and based on the results program volunteers design an intervention plan for the student. The program supplies a large amount of high quality, evidence-based games and activities designed to target early literacy skills. The program volunteers are highly trained on early literacy development and skills as well as how to implement the resources provided.

Research by the Center for Early Literacy Learning in 2006 demonstrates the importance of providing diverse experiences to children in six primary domains of early literacy. These domains include: 1.alphabetic and print awareness 2. written language 3. reading comprehension 4. phonological awareness 5. oral language and 6. listening comprehension. As children learn to write about their own experiences, they must independently apply skills learned in reading, speaking, and listening within a very personal context. As a result, the link between the six domains of early literacy as outlined by the Center for Early Literacy (Masiello & Trivette, 2006) are uniquely

Development, learning, and motivation are major components that play an important role in how a child acquires language skills. One can see, that many of the principles, theories and research related to a child’s literacy development, revolve around these three major components. To clarify, literacy is communication in any form of listening, speaking, reading, and writing. From my understanding, literacy begins at birth and it progresses as the child grows; in addition, it progresses through the relations of others and the surroundings in which a child lives. In other words, literacy needs to be taught to a child; however, one must consider if the skills are age appropriate. In all honesty, literacy needs to be taught accordingly to how the child is developing

The article written by Kathleen Roskos, James Christie and Donald Richgels is on the importance of early childhood education. The fundamentals strategies for early literacy are communication, reading storybooks, phonological awareness activities, Alphabet events, encouragement of emergent reading and writing, sharing of book experience and encouragement of focusing on topics of interest (Roskos, Christie, & Richgels, 1998). Research has shown that written language

Literacy is a foundation of building experiences and relationships that occurs in early childhood. Language development is the starting of engaging children actively in the process of learning.Therefore, this concept is chosen for research and theoretical responses from the prior knowledge in the previous era.

This resource had been created to encourage a child to learn to read through play. It is in the form of a game and it is aimed at helping a child repeat the words that extra practice is needed from a book that has been read. The resource created is a game that incorporates play and praise in which are essential skills to support a child that is learning something new. Games enable all children to develop skills without pressure and are particularly important for children who may be less confident (Lindon, 1993). The ‘Let’s Read’ game can be used for a variety of ages as the words can be changed and personalised depending on the child’s reading ability. This game is a good way of helping to teach a child to read and improve on words that they struggle with because it is taught by learning through play, therefore the child is less aware they are learning and it is a fun way to practice. The child is also receiving praise and reward through the star reward sheet that comes with the game. By