Reading development 2

1. Learning Theories
Supporting Early
Literacy
Development

2. The main goal of theory in early
literacy instruction and research,
that is, to present a central premise
of a theory, to characterize the
nature of early literacy which
constitute the young learners
literacy at any point of development
and to explain how and why
emergent literacy takes place.

3. Teale
Own initiative of
child to reading and
writing
Clay
Sulzby
Stages of
development as he
grows
Development of
knowledge

4. Theories On Child
Development that
Support Early Literacy

5. Emergent Literacy
Child
School
Knowledge
Skills
Training
Vocabulary
Home
Environment
Literacy
Environment
Influence
Acquired
Skills

6. Concepts on Emergent Literacy
BEFORE
NOW
Early literacy was somewhat
neglected
A great deal of attention to
literacy development in early
childhood
Little attention given to a
child’s literacy was in grade 1
Acquisition of given
information about literacy
begins at birth and continues
at the course of early
childhood
Development of literacy in a
child’s earliest years
Assumed that the beginning
of literacy was in grade 1
Speaking and listening will
learned in early childhood
while reading and writing will
learned in school age
Simultaneous development of
language-related abilities

7. Concepts on Emergent Literacy
BEFORE
NOW
Reading instruction was
ignored in pre-school
education
Emphasis on oral language
development and preparation for
reading
No advocacy for formal
reading instruction in early
childhood
Capitalized on child’s existing
knowledge, information about
literacy and reading and
writing experiences
Pre-schoolers were not
perceived as readers and
writers
Children are active constructor
of their own learning
Waiting for a child natural
maturation to unfold
Nurture emergent literacy
from birth to kindergarten to
grade 1

8. Concepts on Emergent Literacy
BEFORE
NOW
Preparation for literacy was
through the acquisition of a
set of prescribed hierarchy
of skills
Continuous building of knowledge
on oral language, reading and
writing
Progression from part to
whole, a set of skills as
prerequisites to reading
Children learn from meaningful
and functional situations
Drills from contrived
Children are interested and
attempt early to communicate
in writing reading and writing
Writing had been certainly
missing writing develops after are cultivated concurrently
reading