ERIC Number: EJ1034914
Record Type: Journal
Publication Date: 2014
Pages: 15
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: N/A
Language and Literacy Development in the Early Years: Foundational Skills that Support Emergent Readers
Brown, Carmen Sherry
Language and Literacy Spectrum, v24 p35-49 Spr 2014
For all students, a high-quality early education is critical to ensuring their long-term academic success. Early learners need to understand why people read and write in order to be motivated to excel in their own literacy development. Through active engagement in the reading process, children learn ways to use their growing knowledge and skills flexibly and in combination with all domains of development. All children can develop a strong foundation for literacy and reading development when they are given opportunities to engage in purposeful, meaningful language and early print activities. Effective early literacy instruction provides preschool children with developmentally appropriate settings, materials, experiences, and social support that encourage early forms of reading and writing to flourish and develop into conventional literacy.
Descriptors: Emergent Literacy, Literacy Education, Preschool Children, Developmentally Appropriate Practices, Teaching Methods, Learner Engagement, Beginning Reading, Skill Development, State Standards, Child Development, Concept Formation, Written Language, English Language Learners, Educational Environment, Phonological Awareness, Phonemic Awareness, Phonics, Word Recognition, Reading Fluency, Oral Language, Language Proficiency
New York State Reading Association. PO Box 874, Albany, NY 12201. Tel: 518-434-4748; e-mail: tlalspectrum@mville.edu; Web site: http://www.nysreading.org/
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Preschool Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New York
Grant or Contract Numbers: N/A