Elizabeth Fila
5/15/2014
Augustine
AP Literature
“Learning to read can be a joyful and natural process” (Holdaway). Mastering literacy skills from an early age is associated with a successful academic career. Achieving familiarity with early literacy skills for children has risen as a controversial topic; if children do not gain these skills from the beginning of their academic development, they tend to have a more difficult time advancing to higher grade levels. Understanding simple reading concepts from an early age will allow young children to successfully master literacy skills. This way, these proactive students will not encounter difficult endeavors along the path to success. While it is important for early literacy learners to be challenged, it is equally important for them to learn reading skills that will allow smooth transitions throughout each school year. Preparing for the future is critical, and young students should start developing these skills as early as possible. Encouraging children to read will help them gain the motivation they need to continue learning throughout the years, especially as reading material becomes more difficult. The initial knowledge that children learn serves as a strong foundation for the learning abilities for their future. In order for children and toddlers to understand the importance of literacy skills from an early age, parents must enroll their children in classes that pay special attention to reading skills to better prepare them for their educational careers in the future.
Initially, “providing a literacy-rich or language-rich classroom environment” assists in early childhood education (National Institute for Literacy). Children should start with a strong foundation of lit...
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... in small groups”, gaining a better understanding of not only the piece of technology, but improving on reading proficiencies (Beschorner and Hutchison). Children can become easily equipped to technology, which will lead to a studious form of education, rather than fall behind in the educational process.
The early literacy skills developed by young children depend on the materials they are provided with, and the ability to identify various types of text. Enrolling in preschool and kindergarten classes that take the initiative on literacy skills will offer more opportunities for children to learn these skills instead of falling behind. Classes that specialize in reading knowledge will help children achieve their goals in the future, and will allow them to have an advantage when it comes to understanding difficult reading material in high school and college.
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.
Support from parents has proven to be of extreme importance in the literacy success of a child. This often begins with the simple ritual of “bedtime stories” in the home. Studies show that children who are read to as infants perform better in literacy later in life. From a young age, children begin to understand the workings of the written word if they are exposed to it frequently. Babies who are nowhere near having the mental capacity to read and comprehend a book are still able to “follow along” when their parents or caregivers read to them. These children understand that each segment of writing represents a word and they are even able to recognize when a text is upside-down because they are accustomed to the appearance of writing. This puts the child significantly ahead when the time comes to learn to read.
This detailed text provides an understanding of reading and writing through detailed case studies, reflective questioning and further reading; in addition to links with the Early Years Curriculum (EYFS)(DCSF, 2008) provide informative information accessible to both practitioner and parent. As pointed out by the authors, literacy relates to fifty % of the early learning goals, therefore highlights the importance by the practitioner to make the acquisition of literacy exciting and meaningful through a multitude of role play scenarios, stories, rhymes and oral language, thus providing opportunities for the child to put life experiences of literacy into context, while scaffolding existing knowledge.
The most important reason that the parents would force their children to receive the early education may be enhancing the academic result in the children’s later study, especially in the reading and writing skills (Heckman, 2011). Barnett (2001) states the preschool education scheme is highly associated with the reading and writing aptitudes, which enhances the language proficiency for future ...
With such high numbers of adolescents falling below basic in reading, illiteracy is a battle that must be fought head on. The largest dilemma with the struggle is the number of variations that cause adolescents to become reluctant, unmotivated or struggling readers. Fortunately, a large number of strategies exist to encourage and strengthen readers of all ages, proving that adolescence is not a time to give up on faltering students. Rather, it is a time to evaluate and intervene in an effort to turn a reluctant reader into an avid one (or near enough). Ultimately, educators must learn to properly assess a student’s strengths and weaknesses (Curtis, 2009) and pair them with the proper intervention techniques. If one method does not work, countless others exist to take its place.
Teachers have a diverse group of learners in a classroom. English Language Learners represent a rapidly growing number in preschool age children. The preschool teacher needs to nurture and provide culturally and linguistically support for them to succeed in literacy and language. It has been proven educators support English Language Learners to gain literacy and language knowledge by encouraging children’s home language, social interaction, guided dialogue, and direct instruction. These foundations and resources serve for making the connection with English literacy text, language, and develop academic strengths. Teachers implement literacy and language interactions in the classroom by observing, planning intentionally goal settings, and developing literacy and language strategic instructional curriculum for English Language Learners.
Literacy is most commonly understood as reading and writing. But before children can read and write, they need to learn about sound, words, language, books and stories (Raising Children, 2015). Children begin to develop and gain knowledge quite differently and with support and developmentally appropriate learning skills children will also come to understand the connection between letters and sounds. Literacy development or early literacy is the most essential in the first three years of life as it the earliest experience children have with language, sound and the positive interactions between child and adult. Vygotsky (1978) believed in how children developed, and the important role of adults in leading child’s early development. The interactions
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.
Communication and Collaborative among educators and parents can increase the child’s reading skills. It is the educators and parent’s job to find effective strategies that promote children’s reading. By working together, students will achieve more in educational life and it will be the greatest memories for teachers and parents to celebrate. Reading build up everything we write learn in other content areas such as science, math, and so forth. If children cannot read, their educational life will not succeed and reading performance fall below grade level. Providing reading skills in the early age of children will encourage them to read and succeed throughout their educational life.
The teaching of reading has gone through numerous transformations and controversy continues over what is the best reading instruction. However, there is overwhelming evidence that the use of authentic literature and time for children to read, discuss what they have read and hear fluent readers, are critical to success.
Literacy development is a process that begins in infancy and progresses throughout early childhood. Literacy often begins early, long before children encounter formal school instruction in writing and reading. Literacy develops in parallel with language, but in contrast to language it is not natural or inherent, it is an acquired skill and must be taught (Hamilton, 2013). Emergent literacy is the term that is used to explain a child's knowledge of reading skills before they learn how to read. Also referred to as early literacy skills, these are the essential abilities that are relevant to later literacy development. There are numerous scientific studies that provide evidence showing the relationship between early skill attainment and later literacy growth. Some have argued that being literate goes beyond simply mastering skills related to language, and in fact it encompasses a complex set of understandings, attitudes, and behaviors.
Riley, J. (2003). The teaching of reading: the development of literacy in the early years of school. New York, NY: SAGE.
While I believe every child is a reader, I do not believe every child will be enthralled with reading all the time. All students have the capability to read and enjoy reading, but just like any other hobby, interest will vary from student to student. The students in my classroom will be encouraged in their reading, be provided with choice, taught how books can take you into another world but, my students will not be forced to read. This paper will illustrate my philosophy of reading through the theories I relate to, the way I want to implement reading and writing curriculum, and the methods I will use motivate my students to read and help them become literate.
Every child deserves a positive, safe, nurturing, and stimulating learning environment where they will grow academically, socially, emotionally, and physically. My role as an educator is to provide my students with this type of environment as well as an education that will help them succeed academically and become life long learners. It is the responsibility of a literacy educator to provide students with this type of environment, but also to provide instruction that will help students become successful readers and writers. There are numerous programs and philosophies about literacy and reading. Through years of experience and research, one begins to develop their own creative approach on teaching these skills. After looking at different programs and seeing the positive and negatives of each, an integrated and balanced approach of literacy seems to be the best way to teach the differing needs of each student.
Reading and writing is a key part of everyone’s life. There has been some encouraging levels of reading development in primary school assessments. According to the National Assessment Program Literacy and Numeracy report (2015), 95.5% of students achieve at or above the national minimum standard of reading. It is important to know effective ways to teach reading so children can become active problem solvers to enable them to read for meaning or for fun. Over the years, there has been a big amount of research into the most effective ways to teach reading skills to students. There are some systematically taught key skills and strategies that help achieve these levels of reading. Some of these skills include phonological awareness, phonemic awareness,