Emerging literacy : from research to practice

Thumbnail Image
Glass, Vicki
University of Lethbridge. Faculty of Education
Journal Title
Journal ISSN
Volume Title
Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 1997
The fascinating study of Emerging Literacy, encompasses the learning process from birth to approximately eight years of age. The significance of this period of early childhood development is becoming increasingly more evident to educators. As children engage in a continuum of learning from birth, they are developing skills, knowledge and attitudes about all aspects of the world, including reading and writing. Research reveals the nature and manifestations of emerging literacy, endeavours which may little resemble independent literacy activities. Cognizance of these processes enable educators to accept and build upon each individual's diverse background, developmental ability and motivation to learn. Programs which invite children to access prior knowledge as the basis for individual development and growth, while providing differentiated activities and opportunities to learn which are consistent with a variety of developmental abilities, will encourage the emergence of early literacy skills. Learning must be accomplished through an intrinsically social and successful context, which accepts and celebrates the levels of diversity represented by the learners and their families. Current research findings and exemplary practices which promote emerging literacy development are provided for the reflection of educators.
iv, 88 leaves ; 28 cm. --
Literacy -- Study and teaching , Language acquisition