Early Childhood Literacy Proposal
Early Childhood Literacy
LaTonya Grady
EDU 626 Introductions to Research and Methodology
Dr. Paula Zobisch
July 30, 2012
Abstract
Research on early childhood literacy pinpoints the early childhood years as the foundational base period for developing the language and literacy skills that are fundamental to a young child’s long term developmental success in reading and writing. This study places theoretical attention on the essential components of literacy that promote and predict the essential emergent literacy development of a child. This efficacious aspect of learning acquisition is critically pertinent for the school readiness of a child in being well read. Findings support and highlight how the acquiring of skills in components of literacy such as phonological awareness, vocabulary and language knowledge, alphabet and sound recognition, print and text comprehension as well as the use of sound instructional practices and strategies among teachers will promote the optimal level of success in early literacy and beyond.
Introduction
Early childhood literacy is an emphatic, essential, and extensive branch of education that seeks to equip young children with the optimal skills that will cause them to emerge in reading and writing. These foundational skills are critical and predictive of one’s diagnosis of success within these parameters. Research notes that depending on where they start, their experiences in the home, and the curriculum being used in their classroom, many children will leave preschool with early literacy skills that put them on a trajectory to transition successfully to learning to read (Lonigan, Allan, & Lerner, 2011). To signify, the essence of these skills is manifested early in one’s life and is the predecessor of one’s future achievement in literacy. The developmental stage for the actual acquiring of these precursor skills begins in infancy and extends to the primary years. However, it is important to note that for the purpose of this
LaTonya Grady
EDU 626 Introductions to Research and Methodology
Dr. Paula Zobisch
July 30, 2012
Abstract
Research on early childhood literacy pinpoints the early childhood years as the foundational base period for developing the language and literacy skills that are fundamental to a young child’s long term developmental success in reading and writing. This study places theoretical attention on the essential components of literacy that promote and predict the essential emergent literacy development of a child. This efficacious aspect of learning acquisition is critically pertinent for the school readiness of a child in being well read. Findings support and highlight how the acquiring of skills in components of literacy such as phonological awareness, vocabulary and language knowledge, alphabet and sound recognition, print and text comprehension as well as the use of sound instructional practices and strategies among teachers will promote the optimal level of success in early literacy and beyond.
Introduction
Early childhood literacy is an emphatic, essential, and extensive branch of education that seeks to equip young children with the optimal skills that will cause them to emerge in reading and writing. These foundational skills are critical and predictive of one’s diagnosis of success within these parameters. Research notes that depending on where they start, their experiences in the home, and the curriculum being used in their classroom, many children will leave preschool with early literacy skills that put them on a trajectory to transition successfully to learning to read (Lonigan, Allan, & Lerner, 2011). To signify, the essence of these skills is manifested early in one’s life and is the predecessor of one’s future achievement in literacy. The developmental stage for the actual acquiring of these precursor skills begins in infancy and extends to the primary years. However, it is important to note that for the purpose of this
References: Bright From the Start: Georgia’s Department of Early Care and Learning. http://decal.ga.gov/documents/attachments/content_standards_full.pdf Callaghan, G., & Madelaine, A. (2012). Leveling the Playing Field for Kindergarten entry: Research Implications for Preschool Early Literacy Instruction. Australasian Journal of Early Childhood, 37, 13-23. Casbergue, R. M. (2010). Assessment and Instruction in Early Childhood Education: Early Literacy as a Microcosm of Shifting Perspectives. 13-20 Elliot, E. M., & Oliff, C. B. (2008). Developmentally Appropriate Emergent Literacy Activities for Young Children: Adapting the Early Literacy and Learning Model. Early Childhood Education Journal, 35, 551-556. Green, S. D., & Peterson, R. (2006). Language and Literacy Promotion in Early Childhood Setting: A Survey of Center Based Practices. Early Childhood Research and Practice, 14 (1) Heroman, C., & Jones, C. (2010). The Creative Curriculum for Preschool: Literacy. Vol. 35, 537-567. Invernizzi, M., Landrum, T. L., Teichman, A., & Townsend, M.(2010). Increased Implementation of Emergent Literacy Screening in Pre-Kindergarten. Early Childhood Education Journal, 37, 437-446. Landry, S. Swank, P. R., Smith, K. E., & Assel, M. A. (2006). Enhancing Early Literacy Skills for Preschool Children: Bringing a Professional Development Model to Scale. Journal of Learning Disabilities, 39, 306-324. Longman, C. J., Allan, N. P., & Lerner, M. D. (2011). Assessment of Preschool Early Literacy Skills: Linking Children’s Educational Needs with Empirically Supported Instructional Activities. Psychology in the Schools, 48, 488-501.