Ruth Wilson's Emergent Literacy

Mesmer, E.M., & Mesmer, H.A.E. (2008). Response to intervention (RTI): What teachers of reading need to know. Reading Teacher, 62(4), 280-290.

For my first FIQWS class assignment we had to write a Literacy Narrative, a famous way for writers to discuss their association with reading, talking, and writing. Numerous education accounts have been composed

Fact that the early childhood years are the most crucial to developing literacy skills among children

This understanding of literacy development is relatively new and complements the research that supports the crucial role that early experiences play in shaping the development of our brain.

The paper aims at addressing education challenges, and illustrating the strategies required in addressing the challenges. Education is a basic need for every human being. It is necessary to obtain knowledge for one to survive in the world. However, obtaining education is not as easy as it is. For some, it is even harder to obtain education than to succeed in school. This article tries to explore the reasons why many people in the society around us either do not go to school or have dropped out of school by exploring some literary articles.

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

During class we were able to read a short essay about literacy and literacy practices written by Barton and Hamilton and also a video from

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.

Mrs. Wilson instilled a love for reading in me. In first grade this didn’t seem like much, but as the years went on I saw her impact on my life in many different ways. In fifth grade I was given the opportunity to be “student leader”, presented the opportunity to go to the young grades and read to the kids. I of course chose to read to Mrs. Wilson’s class. This

Some literacy issues are becoming more and more prevalent in recent times. In the day and age we live in; we have access to the newest data and notions regarding literacy in the current education

“How Do You Go From This….to This?”, a literacy narrative written by Amber Wiltse, is about herself and how literacy changed her family’s dynamics. The narrative opens with pictures of herself as an infant and her as a high school senior. It starts off with the question, “So how do you go from this… to this?” This beginning is effective because not only can everyone relate to the process of growing up, but also the opening question immediately draws the reader into the story. It leaves the reader intrigued and makes the reader want to figure out the meaning behind the question. In the narrative, Wiltse goes on to explain how literacy has “always been a big part of who I am” (Wiltse) and how literacy really has changed her family’s dynamics

According to May (1990, p. 59) emergent literacy is the process of learning. It is a product of children’s explorations with concepts and conventions about language with which they are familiar.

“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.

Literacy consists of a range of ways to understand and decode symbols for communication in a community (Barratt-Pugh & Rohl, 2000, p. 25). Emergent literacy is a term used to describe how young children interact with books, reading and writing (What is Emergent Literacy, 2006, p.1). Emerging literacy is an ongoing process and to ensure this process is successful children need to be stimulated through active engagement with books and writing opportunities.

By the mid-1980s emergent reading/literacy became accepted among researchers, early educators, and reading teachers. Emergent literacy appeared as an ERIC descriptor and was recognized as a justifiable area of work in the conventions of the National Association for the Education of the Young Children, the National Reading Conference, the International Reading Association, and other professional organizations (Teale, 1995). According to Teale, the emergent literacy model for preschool reading instruction had far-reaching implications. Daily interactions between parents or other caregivers and children in the home environment were emphasized. The shift to an emergent literacy perspective in the preschool and pre-kindergarten environments meant that reading needed to be taught in those settings (Teale, 1995; Roberts, Jurgens, Burchinal, 2005). In other words, adults in those environments must be considered as the child