Emerging literacy : from research to practice
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Date
1997
Authors
Glass, Vicki
University of Lethbridge. Faculty of Education
Journal Title
Journal ISSN
Volume Title
Publisher
Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 1997
Abstract
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.
Description
iv, 88 leaves ; 28 cm. --
Keywords
Literacy -- Study and teaching , Language acquisition