Emergent Literacy Development in Early Language Education

2021 ◽  
pp. 1-27
Author(s):  
Miriam Minkov ◽  
Liubov Baladzhaeva
Keyword(s):  
Emergent Literacy ◽  
Literacy Development ◽  
Language Education ◽  
Early Language

Overheard: Know Your Morphemes

ASHA Leader ◽  
2013 ◽  
Vol 18 (7) ◽  
pp. 16-17
Author(s):  
Julie Wolter
Keyword(s):  
Language Development ◽  
Literacy Development ◽  
Morphological Awareness ◽  
Early Language ◽  
Online Chat ◽  
Early Language Development

Julie Wolter, an expert in early language development, recently led an online chat about the contribution of morphological awareness to semantic understanding and literacy development. Here's what the Leader overheard ...

scholarly journals Early Language and Literacy Development Among Young English Language Learners: Preliminary Insights from a Longitudinal Study

2009 ◽  
Vol 26 (2) ◽  
pp. 24 ◽  
Author(s):  
Hetty Roessingh ◽  
Susan Elgie
Keyword(s):  
English Language Learners ◽  
Early Literacy ◽  
Language Learners ◽  
Literacy Development ◽  
English Language ◽  
Time Series Data ◽  
Series Data ◽  
Language And Literacy ◽  
Early Language ◽  
Language And Literacy Development

This article reports on the preliminary findings of a two-staged empirical study aimed at gaining insights into the variables salient in the early language and literacy development of young English language learners (ELL). Increasingly, young ELL, whether foreign-born or Canadian-born, arrive at school with little developed English-language proficiency. They must acquire oral language and literacy synchronously. Stage one of this study consists of time series data for reading and vocabulary scores using the Gates MacGinitie reading tests. Stage two consists of an early literacy screen and vocabulary profiles generated from an oral storytelling task for 65 kindergarten-aged ELL and a comparison group of 25 native speakers of English (NS). The findings suggest that although reading and vocabulary are closely interrelated in the stages of early literacy development, over time ELL youngsters face the greatest learning challenges in the area of vocabulary development. Implications for the design of early literacy programs are offered

scholarly journals Foundations for Literacy: Emergent Literacy Competencies of Grade R Learners on the Cape Flats

2007 ◽  
Vol 54 (1) ◽  
pp. 20-28 ◽  
Author(s):  
Ingrid Willenberg
Keyword(s):  
Emergent Literacy ◽  
South African ◽  
Literacy Development ◽  
Assessment Tool ◽  
Developed Countries ◽  
The United States ◽  
Literacy Skills ◽  
Assessment Protocol ◽  
Emergent Literacy Skills ◽  
Children's Literacy

International research has demonstrated that a considerable amount of children’s literacy development occurs prior to formal schooling and that emergent literacy skills at school entry are strong predictors of later literacy and general academic achievement. These findings have prompted vigorous early intervention programmes aimed at promoting emergent literacy development to optimise the development of conventional literacy. While there is considerable research conducted in developed countries, there is limited research on the emergent literacy skills of children in South African contexts. In the light of increasing evidence of poor literacy performance of South African children in the foundation phase of schooling it is imperative that appropriate and timely intervention be undertaken. However it is important that intervention be informed by baseline assessments of the children’s literacy competencies in the full spectrum of socio-cultural contexts in this diverse country. This study documents the emergent literacy competencies of 101 grade R (the year prior to grade 1, equivalent to kindergarten in the United States) learners attending schools in historically disadvantaged coloured communities on the Cape Flats in the Western Cape. An Emergent Literacy and Language Assessment protocol was developed for use with this population. The children’s performance on the assessment tool indicated that in general they possessed a reasonable repertoire of emergent literacy skills. Although they displayed adequate skills to support acquisition of print decoding skills necessary for fluent reading, weaknesses in the decontextualised language skills that have been found to support later reading comprehension, were evident.

An investigation of the perspectives of low-income Latina mothers with preschoolers transitioning to kindergarten

2020 ◽  
pp. 146879842090182 ◽  
Author(s):  
Sarai Coba-Rodriguez ◽  
Robin L Jarrett
Keyword(s):  
Emergent Literacy ◽  
Low Income ◽  
Literacy Development ◽  
Qualitative Interviews ◽  
Family Members ◽  
Literacy Skills ◽  
Latina Mothers ◽  
Quantitative Studies ◽  
Demographic Risk ◽  
Demographic Risk Factors

Research in the United States (U.S.) documents that young Latino children whose families are characterized by demographic risk factors disproportionately lack the early literacy skills needed to successfully transition to kindergarten. Quantitative studies using comparative samples have found lower quality home learning environments and lower scores on a child outcome assessments among Latino children compared to their Black and White peers. A small body of qualitative, non-comparative studies that focus on Latino families in their own right provides descriptive accounts of the positive ways that Latina mothers and other family members promote child literacy development, despite being characterized by demographic risk factors. However, the social address variables utilized in quantitative studies limit our understanding of the family processes affecting child literacy development, and most qualitative studies focus on older, school-aged children with very few studies focusing on the early transitional period before kindergarten, especially for Latinos. Addressing current gaps in the literature on preschool-aged children, we conducted in-depth qualitative interviews and photo-elicitation interviews with 17 low-income Latina mothers of Head Start preschoolers in a northern Chicago suburb in the U.S. Privileging mothers’ voices and experiences, we explored their in-home emergent literacy practices and the role of other family members in promoting children’s literacy development. Informed by a family resilience framework, we accessed intimate family worlds that reveal highly engaged and resilient parents. Specifically, we identified numerous child literacy skills that families supported through an array of family instructional practices and tools. We further identified the role of various available family members, particularly fathers and siblings. These findings add to substantive discussions of emergent literacy, resilience and familismo. Insights from the qualitative interviews lead to recommendations for how early childhood educators can capitalize on families’ funds of knowledge, and view them as valued collaborators.

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