EMERGENT
AND EARLY
LITERACY
DEVELOPMEN
prepared by: ann grace u. abling
T
WCCFLIX DEFINITION COMPONENTS FURTHER UNDERSTANDING
DEFINITION OF
EMERGENT AND EARLY
LITERACY DEVELOPMENT
Refers to the period from infancy to early childhood
when children are becoming increasingly well
acquainted with language and the conventions of
print.
EXPRESSIVE
LANGUAGE
refers to how students
communicate with
others.
RECEPTIVE LANGUAGE
has to do with how they
understand
communication.
DEFINE EMERGENT
LITERACY
EMERGENT
LITERACY
EMERGENT
LITERACY
EMERGENT
LITERACY
EMERGENT
LITERACY
196
1966
MARIE CLAY
first introduced the term emergent literacy
to describe the behaviors used by young
children with books and when reading and
writing, even though the children could not
actually read and write in the conventional
sense.
197
1975
MARIE CLAY
emphasized the importance of the
relationship between reading and writing in
early literacy development.
198
1982
WILLIAM TEA
viewed literacy as the result of
children’s involvement in reading
activities facilitated by literate
adults.
198
1985
ELIZABETH S
defines LITERACY as the reading
and writing behaviors of young
children that precede and develop
into conventional literacy.
Piaget & vygotzky: view on emergent
literacy
Jean piaget
Emergent Literacy is partly
discovered; children construct their
own ideas about literacy as they
actively participate in literacy
activities.
Piaget & vygotzky: view on emergent
literacy
Lev vygotzky
also is based on behaviors modeled
and supported by adults that
encourage children to change and
refine their own ideas to more
closely match conventional notions.
COMPONENT
S OF
EMERGENT
LITERACY
1. Literacy as a Source of Enjoyment
Instill in children a
love of reading!
2. Vocabulary and Language
Oral language is the
foundation of literacy
3. Phonological Awareness
develops along a
continuum from simple
skills to very complex
skills
4. Knowledge of Print
also called concepts of print is
the understanding that print
carries meaning, that books
contain letters and words.
5. Letters and Words
Readers must understand that a
letter is a symbol that
represents one or more sounds.
6. Comprehension
the process of making meaning,
is the goal of reading
instruction. It is connecting
what you read and hear with
your experiences.
7. Books and Other Texts
(also called concepts of print) is the
understanding that print carries
meaning, that books contain letters
and words.
STAGES OF
5 LITERACY
DEVELOPMENT
4
3
2
1
5 SEmergent
t a gliteracy
e1
4-6 years old
4
Pretending to be able to read children’s
books.
The ability to recognize the first letter of their
3
name.
Singing the ABCs, even if unable to identify
letters separately.
Trying to memorize certain books to “read”
them.
2 The ability to recognize some letters and
potentially their sound.
The ability to find words in their environment.
1
5 SALPHABETIC
tage2
6-7 years old
INFLUENCY
4 No longer “pretend” reading.
Pretending to be able to read children’s
books.
Finger-pointing to words while
The ability to recognize the first letter of their
reading them.
3 name.
Beginning
Singingto the
recognize
letters that
Admitting
words.
ABCs, even
separately.
if unable to identify
they’re unable to read
certainTrying
words. to memorize certain books to “read”
them.
Using pictures and context clues to
Reading
The ability to recognize some letters and
figurepotentially
out certain
Theout loud
ability
words.
their sound.
word
to find by word.
words in their environment.
2
1
5 SWORDS
t a g& e 3
7-9 years old
PATTERNS
4
Less decoding of words and to
Pretending stronger
be ableability
to toread children’s
comprehend reading
[Link].
More self-correction whento what
The ability is read
recognize is letter of their
the first
unclear. name.
Less sound by Singing
sound reading and easier
the ABCs,
grouping [Link] separately.
even iftime 3
unable to identify
Able to recognize
Trying words that pop certain
to memorize up mostbooks to “read”
often automatically.
them.
Less reliance onThecontext
abilityclues to figure out
to recognize
unknown [Link] their sound.
Beginning to The be ability
able to findspell
wordscomplex
some letters and
2
in their environment.
consonant words like “-tch”.
1
5 SINTERMEDIAT
tage4
9-11 years old
E READING
books.
writing for multiple purposes.
and
4
Pretending to be able to read children’s
Reading to learn new information
The ability to recognize the first letter of their
3
Less difficulty withname.
independent reading.
Reading to explore new
Singing concepts
the ABCs, even from
if unable to identify
numerous [Link] separately.
Trying tosuch
Reading longer materials memorize certain books to “read”
as textbooks
them.
with little difficulty.
An interest in wanting
The ability to recognize some letters and
to learn
potentially their and develop
sound.
new vocabulary. The ability to find words in their environment.
2
1
STAGES OF
Stage5
LITERACY
DEVELOPMENT ADVANCE
5
11-14 years old
READING
materials.
books. 4
Pretending to be able to read children’s
The desire to read numerous types of reading
The ability to recognize the first letter of their
Reading becomes a daily
new information.
tool for learning
name.
3
Singing the ABCs, even if unable to identify
The ability to formulate letters
longerseparately.
texts such as
essays or book reports. Trying to memorize certain books to “read”
them.
Readers usually have a strong understanding
The ability to recognize some letters and
of the meaning and semantics
The ability to understandThe
of words.
potentially
andability
their sound.
retain complex
to find words in their environment.
2
reading materials.
1
WHAT EMERGENT
LITERACY IS NOT?
It is not “ formal
teaching of reading”
to younger children
It is not
reading
readiness!
No rote
memorization, no
flashcards, no
workbooks and no
drills are necessary.
CONVENTIONAL
vs
ELECTRONIC
CONVENTIONAL
LITERACY
LISTENIN
G
READING
SPEAKING
WRITIING
ELECTRONIC
LITERACY
INTERACTIVE
MULTIMEDIA
DIGITAL
MULTIMEDI
A
Dilemma &
CHALLENGE
For The teachers
“because all children deserve the best
reading instruction possible.”
-Blanchard
THANK YOU
FOR
LISTENING!
REFERENCES:
Barclay, Kathy; Benelli, Cecelia; & Curtis, Ann. (1995). Literacy begins at birth: What caregivers can learn from
parents of children who read early. Young Children, 50 (4),
Clay, Marie. (1966). Emergent reading behaviour. Unpublished doctoral dissertation, University of Auckland, New
Zealand.
Clay, Marie. (1975). What did I write? Auckland, New Zealand: Heinemann Educational
Delgado-Gaitan, C. (1996). Protean literacy: Extending the discourse on empowerment. London: Falmer Press.
Goodman, Yeta "Children Coming to Know Literacy." In Emergent Literacy: Writing and Reading, ed. William
Teale and Elizabeth Sulzby. Norwood, NJ: Ablex.
Goldenberg, C., Reese, L., & Gallimore, R. (1992). Effects of literacy materials from school on Latino children's
home experiences and early reading achievement. American Journal of Education, 100,
Gunning, T. J. (2005). Creating literacy: Instruction for all students. Boston, MA: Pearson Education, Inc.
Morrow, Lesley Mandel. (1997). Literacy development in the early years: Helping children read and write. Boston:
Allyn and Bacon.
Teale, William, & Sulzby, Elizabeth. (1986). Emergent literacy: Writing and reading. Norwood, NJ: Ablex
Publishing Corporation
