Emergent Literacy Paper

Phonics is imperative to learning to read because it allows for the reader to distinguish these associations in letters and words that they read to captivate comprehension (Walbank & Bisby, 2016). At the preschool-grade, knowledge of the alphabetic principles should be extensive and in-depth, however, too much focus can lead to over application of this skills having words read but not comprehended. The directional approach for teaching phonics should be precise, articulated well with graphemes organised in a logical and systematic way allowing plenty of time to recite the new skills received inherited obtained attained gained acquired (Learning Point Associates, 2004). Likewise, with phonological awareness the expertise of listening to the sounds in phonemes and words, phonics helps complete the process of sounding out to decode what has been read to eventually move onto the primary goal of learning to read being comprehension (Fellows & Oakley, 2014). Another approach is to teach phonics is the analytical technique in which the teacher guides students to observe phonemes and graphemes by scrutinising full words to bring forth another critical thinking skill required to understand what the text means (Ewing & Maher, 2014). This essential component combined with

Three preschoolers who had various degrees of hearing loss were scanned. The philosophy of education was Total Communication. The 40-weeks of intervention (50-week in one case) approximately an hour a week was delivered. During the interventions, the Reading Mastery I (2008) curriculum supplemented with Visual Phonics and smart board technology was used. Researchers found that all the students demonstrated significant improvements. “The results showed that all participants demonstrated at least some use of phonemic awareness and phonics skills when they were explicitly trained, and that these skills were sustained in early elementary school. Furthermore, all participants exhibited overall reading levels at or above age level when measured in early elementary school” (p. 107). Because of the limitations with generalization, the researchers recommended further research to confirm outstanding results of this

Phonemic awareness is a vital role in literacy instruction. Many schools and districts adopt a commercially published basal reading program and it becomes the cornerstone of their instruction ( (David Chard, n.d.). We also know that through investigation and research it has shown us that word-recognition instruction and instruction in oral language skills related to word recognition were inadequately represented. (David Chard, n.d.) The same researchers have found that the reading passages that students are reading didn’t relate to the words they were learning. In order for students to read at grade level or above a supplemental program should be implemented. I have found that at my school we are lacking a phonics program that will reach different students abilities and make them successful in reading. My goal for this paper is to show my district that using a supplemental phonics program aside from our basal phonics program will prove beneficial to strategic readers who fall below grade level.

Learning to read is beginning to develop earlier in elementary grades. Students are expected to be emergent readers by the time he or she leaves kindergarten and enters first grade. If a child is not, he or she is labeled as being behind. According to Hughes (2007) emergent readers are using early reading strategies in consistently, read easy patterned text, retell text with simple storyline, and respond to text at a literal level. Hughes (2007) also says literacy develops in young children through play, daily conversation and interactions with text of all kinds. Many children come with emergent literacy skills; can recognize signs and labels, scribble letters, retell stories by pointing at pictures and talking about them, and some have varying degrees of phonemic and phonological awareness. This essay will define and explain implication for each theory in learning to read.

After taking Emerging Literacy at Home & School, I realized there is a lot more to learn. Teaching is probably the neatest job I have ever heard of. Teachers have the responsibility of teaching people things. They also have to be on time to school, and have lesson plans ready for the week. Teachers must have a steady and calm disposition when students give them attitude. A teacher must be able to keep a class under control, and to explain different subjects. I learned how important to think out the box and to treat everyone in the classroom with love and respect.

Ehri’s Phases of Word Reading and Spelling Development has four different phases that are used to describe the progressive stages of a reader. The first phase is the Pre-alphabetic phase, in this phase there is no letter to sound consciousness only visual features of a word which the students use as a reminder of how to read the words. Phase two is the Partial Alphabetic. When readers are in this phase they use some of the letters in the word (mainly the first and the last letters) to attempt to pronounce the word. Phase three is the Full Alphabetic Phase. In this phase the readers are now able to use and understand the alphabetic connections in words. The readers are now able to map graphemes to phonemes of words that have been read to them

Even though advanced cochlear implant (CI) and hearing aid (HA) technology is making tremendous strides in the DHH community, these hearing devices still cannot completely restore normal hearing or fully represent all aspects of normal speech sounds. Therefore, children within this population are potentially at a higher risk for speech disorders, speech delays, or language difficulties. The acquisition of phonological awareness (PA) and PA abilities is an important developmental step in speech and language. Moreover, PA skills have been shown to significantly affect early literacy abilities in normal hearing children. PA is commonly defined as the conscious ability

Infants and children who suffer from hearing loss are at an increased risk for developing delayed speech, language, social, and emotional skills 1. Many children who suffer from mild to moderate hearing loss have great success with hearing aids, however those who are born profoundly deaf cannot benefit from hearing aids alone. If a profoundly deaf individual chooses to hear their only option is to have cochlear implants. Cochlear implants are a two-part system consisting of external and internal parts 2. The external part is much like a hearing aid that has a transmitter, speech processor, and microphone 2. The internal parts consist of the receiver and electrodes. The speech processor process sounds, sends the code to the transmitter 2. The

As the standards of education change a consistent factor remains the focus on reading. Early childhood educators must provide an atmosphere that is both developmentally stimulating to the student while also meeting the standards of education. The methods used to help recognize phonics and begin the transition into emergent readers vary from student to student. Without the foundation of phonics research shows that a child will not learn to read. All children must know the alphabet in order to communicate effectively. Phonics cannot be drilled into the child. This will only produce memorization. Instead, educators must understand a child’s individual needs as well as balance. There is no true need to teach phonics as a separate subject. Most children will develop a sense of curiosity from their own knowledge, ideas, and interest. There will of course be a select few that may benefit from a more formal instruction. When children

Literacy is important for young children. It’s so much a child has to know before entering kindergarten. The Essentials of Early Literacy Instruction stressed the importance of teaching literacy. Early literacy is an emerging g set of relationships between reading and writing. Today a lot of terms have been referred to for literacy development for preschoolers the term that’s mostly used is early literacy. The term was chosen because the earliest forms of literacy development are forming reading and writing concepts. Linking early literacy to play is the most effective way to for young children to learn. There are many ways educators can teach literacy activities such as rich teacher talk, storybook reading, phonologic awareness activities, alphabet activities, support for emergent writing, shared book experience, integrated, and content-focused activities, Young children understand print by oral and written language. Asking students to help read a book and turn the page help them understand the basics of a book. There are at least three critical content categories in early literacy: oral language comprehension, phonological awareness, and print knowledge. Children need to learn phonological awareness, alphabet letter knowledge, the function of written language, a sense of meaning making texts, and vocabulary. Alphabetic writing is quite difficult once children understand the language of their community they learn which words stand for which concepts in that language.

According to Provo City Library’s (2010) archived information, a young child’s knowledge of skills before they can read or write words is known as Emergent literacy. As a matter of fact, researchers posit that society produce literacy in children as young as one year old when parents, educators or care givers take the time to help prepare the child by implementing skills everyday beginning from birth. Strangely enought, a child's parents help prepare their child to become a successful reader by implementing such skills everyday when parents take time out and interact with their child by using the serve and return method. Serve is the action when a baby points to something, kicks arms, etc.Return is when the parent’s action of looking at what

Minimal contrast therapy in English language only was used to treat the child’s phonological disorders for a five month period. The purpose of the study was to determine whether the identified hypothesis was true that “a multilingual child is likely to use a common phonological system that may be shared by two or more languages during the early learning stages” (Ray, 2002). Questions are discussed throughout in determining appropriate assessment and intervention for bilingual or multilingual children. One question being considered in the article is whether “bilingual children maintain separate or shared phonological systems” (Ray, 2002). The researchers question whether one a cognitive linguistic approach or minimal contrast therapy is an appropriate therapy technique for generalization of targeted sounds as well as untrained sounds in multilingual children across languages. Ray, demonstrates an underlying theoretical view of a shared phonological system reflective of a Unitary system; meaning that children begin with a shared phonological system that eventually separates into two separate phonological systems. Noted from the study was that the child chose “two different phonological processes for one word in two different contexts” (Ray, 2002). Minimal contrast therapy was used to help the child distinguish the differences between sounds through sorting minimal pairs with words in which the child would identify the targets sound versus

During the last 3 decades, increased attention has been focused upon the effects of emergent literacy in an early childhood education environment and children 's later knowledge (Roberts, Jurgens, & Burchinal, 2005). It was once believed that children learned to read and write only when they entered elementary school and received specific instruction. However, most research now indicates that a preschool environment is critical in the development of a variety of cognitive and linguistic skills and that it is an important factor in early literacy development (Levy, Gong, Hessels, Evans, & Jared, 2006; Rashia, Morris, & Sevick, 2005; Weigel, Martin, & Bennett, 2006). Research has shown that home experiences need to

Software furthers the experience that hardware brings by offering tools that can perform tasks to educate learners. Without software hardware would have very limited applications. Software online dictionaries and text-to-speech help meet the individual needs of learners and can give confidence in a user’s ability and motivation to keep learning.

“Phonological disorders in children can result from physical or organic causes or may be functional in nature ("Phonological disorders in," 2013)”. Children with a phonological disorder may experience a higher risk for reading and writing disabilities. “If left unresolved, phonological disorders have long-term consequences that may interfere with an individual's future social, academic, and vocational well-being, largely resulting from persistent, reduced intelligibility of speech ("Phonological disorders in," 2013).”