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Reading development 2
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Learning Theories Supporting Early
Literacy Development
Learning Theories Supporting Early
Literacy Development
The main goal of theory in early literacy instruction and research, that is, to present a central premise of a theory, to characterize the nature of early literacy which constitute the young learners literacy at any point of development and to explain how and why emergent literacy takes place.
Teale
Own initiative of child to reading
and writing
Clay
Stages of development as he
grows
Sulzby
Development of knowledge
Theories On Child Development that
Support Early Literacy
Theories On Child Development that
Support Early Literacy
Emergent Literacy
Child
School HomeEnvironme
nt
Knowledge
Literacy Environme
nt
Skills
Vocabulary
Training Influence
Skills
Acquired
Concepts on Emergent Literacy
BEFORE NOW
Early literacy was somewhat neglected
A great deal of attention to literacy development in early childhood
Little attention given to a child’s literacy was in grade 1
Acquisition of given information about literacy begins at birth and continues at the course of early childhood
Assumed that the beginning of literacy was in grade 1
Development of literacy in a child’s earliest years
Speaking and listening will learned in early childhood while reading and writing will learned in school age
Simultaneous development of language-related abilities
Concepts on Emergent Literacy
BEFORE NOW
Reading instruction was ignored in pre-school education
Emphasis on oral language development and preparation for reading
No advocacy for formal reading instruction in early childhood
Capitalized on child’s existing knowledge, information about literacy and reading and writing experiences
Pre-schoolers were not perceived as readers and writers
Children are active constructor of their own learning
Waiting for a child natural maturation to unfold
Nurture emergent literacy from birth to kindergarten to grade 1
Concepts on Emergent Literacy
BEFORE NOW
Preparation for literacy was through the acquisition of a set of prescribed hierarchy of skills
Continuous building of knowledge on oral language, reading and writing
Progression from part to whole, a set of skills as prerequisites to reading
Children learn from meaningful and functional situations
Drills from contrived Children are interested and attempt early to communicate in writing reading and writing are cultivated concurrently
Writing had been certainly missing writing develops after reading