Strenthening Early Literacy Skills in Studnets Language & Word Recognitio

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.

I chose to use the article “From the Reading Rug to the Play Center: Enhancing Vocabulary and Comprehensive Language Skills by Connecting Storybook Reading and Guided Play” by Susan L. Massey for my study group. As a primary school teacher, I try to implement storybooks into every literacy lesson possible. “Quality children’s literature provides exposure to abstract language and abstract concepts not commonly experienced in typical adult-child conversation” (Massey, 2013, p. 125). I chose this article because the variety of strategies and scaffolding techniques introduced. Not only has this article provided me with numerous ways of enhancing student involvement through conversation but, also by expanding student vocabulary and comprehension

In the article, the authors stress the importance of literacy education in the early years. In fact, it is noted that pre-school years are critical to the development of early literacy skills that will lay the foundation for future reading skills and help present problems from developing (Gischlar &

Recently the term “reading readiness” has given way “emergent literacy” by which we mean the many skills children need for reading and writing. From the time they were born and continuing through the preschool years, each child picks up in his or her own way. Listening, speaking, reading and writing are all part of emergent literacy. Literacy really begins when an infant coos or babbles, then hears those sound repeated by a responsive and loving adults. These early conversation, which can make adults feel a little silly, and a gentle introduction to spoken language

| After the story has been told several times the children willpantomine the story as the teacher tells it again. You can carry this “physical storytelling” further, as the teacher recombines previouslylearned TPR commands with familiar storymaterial as the children act out to create a new story. Activities that explore multiple intelligences are incorporated by the teacher (Gardner, 1998), or different methods of language needs for the students (Vogt, & Echevarria, 2008; Echevarria, Short, & Vogt. 2008).

Emergent literacy intervention is most beneficial when it begins early in the preschool period because these difficulties are persistent and often affect children's further language and literacy learning throughout the school years. Promoting literacy development, however, is not confined to young children. Older children, particularly those with speech and language impairments, may be functioning in the emergent literacy stage and require intervention aimed at establishing and strengthening these skills that are essential to learning to read and write.

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)

McGee and Richgels recognized four different stages of literacy development, which are the beginners, novices, experimenters, and conventional readers and writers. The first stage, which is the beginners, are children from birth to 3 years old age. These children are focused on awareness and exploration and have yet to find meaning in written symbols. Second is the novices, these children are 3 to 5 years of age and are conscious of writing. Thirdly, is the experimenters which are ages 5 to 7. During this stage, children become familiar with letters and are beginning to invent spellings. Lastly is the conventional readers and writer stage which is seen in ages 6 to 8. During this stage, children learn to read and write like adults do.

Chapters 6 through 9 discuss strategies that aid in comprehension. These chapters dive deeper into strategies that will help a reader’s comprehension while thoroughly explaining strategies that should be implemented in a classroom. One main point is that readers should follow their thinking tracks and explore their thinking and be able to notice when they are straying away from the meaning of the reading. It’s important that students are able to make connections while they’re reading. Another main point would be that questions help clarify and unlock a deeper meaning while reading. Visualizing and inferring is an important aspect for reading because it helps aid in understanding. Comprehension strategies allow readers to know a variety of tools that are beneficial.

Being able to read and write to think clearly and to communicate effectively is crucial to success in school, as well as in life. Research showed that from birth to age 8 literacy development is crucial. Exposure to oral and written language and through utilization of prior knowledge and language experiences encourages successful literacy development. Using play, print, and oral language children learn the significance of reading and writing.

There are six major stages of reading development; emergent literacy (six months old to six years old), initial reading and decoding (six years old to seven years old), confirmation and fluency (seven years old to eight years old), reading for learning the new (nine years old to thirteen years old), multiple viewpoints (fifteen years old to seventeen years old), and construction and reconstruction (eighteen years old and up) (Evans, 2014). Although all children develop at deferent paces, most of children’s development occurs in the first five to eight years of their life. In these beginning years, they go through the emergent literacy stage, initial reading and decoding stage, and the confirmation and fluency stage.

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

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 one of the uttermost important aspects of children’s development. Literacy can be defined as the ability to read, write, speak and listen (Fleer & Raban, 2018). During the early years, basic literacy skills are generally taught through a child’s

Children start to learn about and experience reading and writing in infancy, particularly when they start familiarising themselves with print media. From an early age children are able to read and recognise signs such as fast food logos, ect. (Alleyne, n.d. p.2) In addition, when young