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Essay on Emergent Literacy
Children’s literature is central to the literacy environment. Literature serves as a model for language learning and provides a strong motivation for learning to read and write. It is a springboard for many kinds of literacy-related activities. Becoming literate is a process that begins at birth and continues throughout one's lifetime. Although children differ in their rates of literacy acquisition, there are several stages through which most children progress. Language learning that is functional and related to real-life experiences is an important part of learning to read and write.
Emergent literacy, which describes the acquaintance of and skills in reading and writing that young children acquire prior to achieving predictable literacy, provides a foundation for higher-level literacy skills. Kindergarten children who are experiencing difficulties in emergent literacy development are at an increased risk for entering elementary school without an ample literacy organization. Sadly, children who start off slowly in literacy development rarely catch up with their peers, indicating the considerable difficulty in ameliorating literacy difficulties once they occur. The challenge for educators thus is to develop effective emergent literacy interventions to reduce this reading failure spiral.
Current years have seen a significant boost in studies examining the usefulness and value of diverse emergent literacy involvement approaches. Approaches with empirically demonstrated efficacy or effectiveness might be characterized as evidence-based. A significant amount of supportive empirical evidence exists for three approaches: adult-child shared storybook reading, literacy-enriched play settings, and teacher-directed structured phonological awareness (PA) curricula. This article describes these three types of promising interventions. The article is organized to first define emergent literacy and identify key principles for guiding intervention practices. Evidence-based practice is then defined, and the three approaches are presented. This article describes the level of empirical support for the effectiveness of interventions of that type for promoting emergent literacy skills in young children................
