The Importance Of Emergent Literacy

I. Declarative Knowledge Children of all ages should know that reading is a process in which the reader actively searches for meaning in what he or she reads. The cognitive-constructivist view of reading states that reading is a process of construction, integration, and metacognition. When reading, readers should connect one idea to another, use prior knowledge to comprehend and make connections, and attentively reflect about one’s own thinking process. Comprehending text is very much an active process and meaning is subjective; it depends on the readers’ schema and comes from each person’s different background. In the process of constructing the text, the three-cueing systems play an important role, helping the development of the understanding

“Emergent Literacy” refers to the “reading and writing behaviors that precede and develop into conventional literacy.” Emergent literacy is also a process of learning to read and write. There are several skills that are important for children in the process of beginning to read and write. Such skills as phonological and phonemic awareness, alphabetical awareness, concepts about print, knowledge of sight words, beginning writing, and oral language and vocabulary build up to full and fluent

Devoting time to reading, reading books that support engagement in literacy, and giving children choices about literate activities all serve to promote a literate environment in a classroom. Having a literate environment is especially important for student who do not come from a literate environment. Literacy-rich classroom environment is a starting point in fostering children’s emerging literacy. Walls filled with posters, signs, labels, and student work, reading center with many books, comfortable setting for reading, area designated for writing materials such as paper are all important aspects of a literacy-rich classroom. Children need limitless reading opportunities such as morning meetings, free independent reading, and selecting books for specific purposes. They also need writing opportunities such as writing journals, shared reading and writing experiences. Some activities outside of the classroom that promotes literacy in children are book fairs, libraries both public and school, and book