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Strands of early literacy development
Strands of early literacy development
Emergent literacy in young children
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This article Curriculum-Based Early Literacy Assessment and Differentiated Instruction with High-Risk Preschoolers by Maribeth Gettinger and Karen Stoiber (2012) claims that the National Early Literacy Panel (NELP) was chosen to examine literacy practices used with young children due to the growing national recognition the importance of early childhood education mainly achievement of early literacy and language skills. NELP found during its analysis of the literacy practices used with young children to be moderate-to-large positive effects with preschool interventions. With the knowledge gained from the NELP report, teachers and researchers will develop prereading skills prior to kindergarten entry.
The authors suggest the rational for early
The purpose of this study is to figure out which ways experienced teachers work best with culturally and linguistically diverse students. This study illustrates which strategies experienced teachers have found to work best. The diversity in school in the United States has increased each year. This means that there are an increasing amount of students who are learning English, English language learners (ELLs). This article comes from the perspective that each child should be taught to their specific needs. All students deserve a fair chance to learn. Fair means that every student is treated differently, not equally. Every student learns differently. In order to give every student a fair chance at learning, you must teach them according to their needs. An experienced teacher, Tiffany, describes her experiences working with culturally and linguistically diverse students. This study watches her methods and discusses what works based on data analysis of the success of her students.
Lonigan, C. J., Allan, N. P., & Lerner, M. D. (2011). Assessment of Preschool Early Literacy
… Being read to has been identified as a source of children’s early literacy development, including knowledge of the alphabet, print, and characteristics of written language. By the age of two, children who are read to regularly display greater language comprehension, larger vocabularies and higher cognitive skills than their
National Early Literacy Panel, 2008. Developing early literacy. Report of the National Early Literacy Panel. Washington, DC: National Institute for Literacy.
The purpose of my annotated bibliography is to help you understand the research behind my research paper. This annotated bibliography focuses on how exposure to reading and writing skills early play a role in the successfulness of a child’s literacy abilities. Moreover, the focus question for my paper is, does exposure to reading and writing skills before school help a child become successful in literacy. The reason I wanted to research this is because I wanted to see if exposure early to either skills will be beneficial for a child literacy. The articles in this bibliography will give you some background on the research I have done to support my research question in my paper.
Research and studies that have been conducted for the Early Literacy Skills Builder by the Attainment Company (Browder, Gibbs, Ahlgrim-Delzell, Courtade, & Lee, in press) prove that this literacy program is effective in teaching students with moderate and severe disabilities. The teaching strategies used in this literacy program are based on scientifically based reading research. The purpose of this literature review is to familiarize myself and other educators with the effectiveness of this program.
Literacy has a strong impact on ones life’s in many reasons such as it can open doors for an individual to become successful in the world. Literacy is never easy to develop but once it is developed it is something that can never be forgotten. Achieving the quality of literacy can determine your efficiency in life. An individual environment throughout early childhood has an impact on the quality of literacy they develop.
Dulac, B. (n.d.). 356.dulac. Retrieved October 15, 2011, from Literacy Development in Early Childhood Education: http://sitemaker.umich.edu/356.dulac/emergent_literacy-_first_encounters
This research report presents an analysis of and conclusions drawn from the experiences and perspectives of two educators that work in the early childhood setting. The main objective is to identify key elements and issues in relation to the families, diversity and difference. In particular how an early childhood educator implements, different approaches to honour culture and diversity, and to advocate for social justice in an early childhood settings. As such, it allows an insight into the important role that families and their background plays in the everyday lives of the children and educators within early childhood settings. In today’s ever-changing growing society it is essential for educators to be flexible to the diversity and differences with families of today. Gaining an insight into way that educators view and approach these important elements will enable the readers to understand that diversity and social justice is not only interwoven into today’s education system but also the educators themselves.
In the article: Effects of Small-Group Reading Instruction and Curriculum Differences for Students Most at Risk in Kindergarten by Debra Kamps, Mary Abbott, Charles Greenwood Howard Wills, Mary Veerkamp, and ,Jorun Kaufman they argue that the implementation of small group reading intervention done on the three-tier model of prevention and intervention were beneficial to students. The study was conducted using 83 at risk (reading failure) students during the winter of kindergarten. It was an evidence-based curriculum done in groups of one to six. They concluded that students in the small interven...
The study, “Joint Storybook Reading and Joint Writing Interventions Among Low SES Preschoolers: Differential Contributions to Early Literacy” (2004), was conducted to measure and compare the efficacy of a joint book reading program with the efficacy of a joint writing program in children from low SES backgrounds. The two programs were implemented to target the skills of storybook reading and orthographic skills, respectively. In the article, the benefits of storybook reading are described as encouraging the child to obtain general knowledge from reading, develop the ability to generalize his or her findings from reading, and to learn the art and proper habits of writing. Results indicated that children in both programs performed significantly better on orthographic skills compared to the control group; however, children in the joint writing program performed significantly better than children in the joint reading program on the measures of letter awareness, orthographic and letter knowledge, word writing, and phonological awareness. The authors indicate that a joint writing program, according to its benefits in children from low SES backgrounds, should be implemented in addition to a joint reading program to promote literacy in children. Since this study utilized well-designed, randomized control trials, it contains Level II evidence.
The goal of education is to provide children with the opportunity to amass a wealth of knowledge, love for learning, and academic strength. Children go to school to read, write, and learn a variety of subjects. While education is meant to be exciting for children, there have to be standards in order to make sure that progress is being and those children are where they need to be in order to move onto the next phase of their education. Education builds as it grows, and students need a strong foundation in order to succeed and continue. Without those strong building blocks, students will continue to fall back and repeat the same material again and again. And so, testing and assessment come into play to make sure children are where they need to be. However, in early childhood settings testing is almost non-existent because of the stigma around testing. The current debate in our education system argues that testing is not a good measure of a child’s actual knowledge. Rather, assessment gives teachers a better picture of a student’s abilities and capabilities in the classroom. Thus, currently the debate continues over assessment versus testing in the classroom due to the demand for knowledge on whether or not testing is a good way of measuring a student’s progress in school.
The assessment is to inform a beginning teacher of the most important philosophical and developmental factors which should be considered when planning a literacy rich environment for an early years setting. As children in the early years from aged three to five require a literacy rich environment to learn and develop sound language and literacy skills. A high quality literacy environment is one that includes well designed with literacy materials and resourced, and provides effective teaching and learning practices for children to experience (McLachlan, Nicholson, Fielding-Barnsley, Mercer & Ohi, 2013, p. 102). In addition, the importance of intentional teaching, reading, writing, engaging in multi literacies and teaching approaches that would be suitable to phonological awareness would be considered to design a literacy rich environment. The role of the teacher Educators play important roles in children’s lives in
A comprehensive approach to literacy instruction is when reading and writing are integrated. This happens by connecting reading, writing, comprehension, and good children’s literature. A comprehensive approach to literacy should focus on the many different aspects of reading and writing in order to improve literacy instruction. This includes teachers supporting a comprehensive literacy instructional program by providing developmentally appropriate activities for children. Comprehensive literacy approaches incorporate meaning based skills for children by providing them with the environment needed for literacy experiences. This includes having a print rich classroom where children are exposed to charts, schedules, play related print, and
Early childhood education directly affects the overall development of infants and young children, in addition to it affects the adults they become. Providing excellent early education is an effective way to not only benefit the economy as a whole but also families and communities more importantly. Investing in early education universally has potential to improve economic and equitable growth while decreasing social issues. Early education allows for disadvantaged, most at-risk children to have a better chance at achieving success (Lynch,