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. 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.
Reading aloud has been connected to the growth of children’s literacy ability (Duurusma, Augustyn, Zuckerman, 2008). During shared reading sessions, children learn the meaning of new words with their parents. Reading aloud acquaints children with the language discovered in books. Duurusma, Augustyn, Zuckerman (2008) affirm that books contain sophisticated words that children might never encounter in a normal conversation. Moreover, shared reading can encourage verbal exchange or interaction between parent and child, hence, the child’s language and vocabulary development increases than any other activity.
Television and Reading in the Development of Imagination. Children's Literature. 9 (10), 126-136 Wolf, W. King, M.L and Huck, C.S. (1968). Teaching Critical Reading to Elementary School Children.
“Land of Literacy” is a literacy program designed for Kindergarten students to promote the love of literature as well as build a strong literacy foundation. The purpose of this literacy program is to integrate unique and fun ways to learn literature while taking into consideration developmental and cultural differences. The idea of the “Land of Literacy” program is to show parents and students that through literature we can all connect as one diverse community while sharing and learning literacy. For this literacy program I have chosen to work with Kindergarten students (JK/SK). I decided to work with this grade level because at this age is where we are able to build a strong literacy foundation from the start of a child’s education experience.
Outside the walls of the classroom and teacher education, the world is advancing to be more multimodal. With the increase in technology, children have access to multimodal texts everyday through digital devices. Children are able to access sites, communicating instantly through text, social media, photographs and videos. As teachers it is important to educate children how to use multimodal literacy effectively. All children learn and communicate in different ways involving four main learning styles including visual, auditory, read-write and kinesthetic (Leite, Svinicki, 2010).
Literacy is used for many purposes across a range of socio-cultural contexts bringing meaning to texts, words and images (ACARA, 2011; Fellowes & Oakley, 2010). Socio-cultural theorist Vygotsky highlights the role of socio-cultural contexts and interactions in children’s learning, stating that children learn literacy through every day social interactions in which they take part such as, viewing and critiquing television programs, playing video games, playing sport and going shopping (Arthur, 2001; Christie, Enz, Vukelich & Roskos, 2013; Hill, 2012). Through these interactions children are developing a wide range of skills, knowledge and understanding from the surrounding popular culture that embraces their interests, while also promoting engagement in areas of literacy such as reading, talking, writing and responding to texts. (Beavis, 2012; Hall, 2011; Lotherington, 2003; Walsh, 2010). Research studies have found that popular culture can and has been successfully and effectively used in schools, giving diverse classrooms more opportunities to engage in critical thinking through common understandings and connections... ... middle of paper ... ... to the shift in contemporary communication and learning contexts.
However, it is becoming an area of interest. Sissi Carroll speculates, “Today, educators recognize that adolescents experiment with literacies in school, home, community setting, among friends, family member, even strangers. We know that what adolescents learn in their English language art classrooms needs to be applicable and transferable to home and community settings” (2009, 94). The idea that students need to take content and skills covered in a high school classroom and apply it to their daily lives seems like something new. However, elementary students always are expected to take what they read and learn and apply it to life.
Technology is not only in elementary schools, iPads and tablets are even incorporated into pre-school learning curriculum. Children as young as two and three are playing interactive games on tablets and iPads. At a very young age kids are being exposed to interactive learning and seem to be learning better because of it. Teachers have software that is able to demonstrate what area the child needs improving on whether it be vocabulary or critical thinking and provide the child with learning games or quizzes that are aimed to improve those fields (Roxby). The entire wo... ... middle of paper ... ... Tech in the Classroom Help Kids Learn?"
Some do not feel comfortable or professional enough to teach their child. Some may not know the importance of modeling reading to their children. Others may not realize that even babies can benefit from books. Other barriers in literacy development Through the support of libraries ... ... middle of paper ... ...cy instruction can be easily integrated into library story times. Based on studies of young kindergarteners, the most important elements to emphasize are alphabet knowledge, concepts about print, book handling skills, phonological sensitivity, and expressive vocabulary.
Six Components of Reading Reading is a complex process that’s difficult to explain linearly. A student’s reading capabilities begin development long before entering the school setting and largely start with exposure (Solley, 2014). The first remnants of what children are able to do in terms of reading are built from their parents and other people and object around them as they’re read to, spoken to, and taken from place to place to see new things (Solley, 2014). As kids are exposed to more and more their noises quickly turn into intentional comprehensible messages and their scribbling begins to take the form of legible text as they attempt to mimic the language(s) they’re exposed to daily. Oral Language and Phonological Awareness Oral language is the creation of messages produced with vocals, as opposed to written text or gestures.