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