scholarly journals Commentary: Early Literacy Development and Implications for Practice

2009 ◽  
Vol 3 (1) ◽  
pp. 41-46
Author(s):  
Anne Haas Dyson
Keyword(s):  
Early Literacy ◽  
Literacy Development ◽  
Positive Impact ◽  
Learning Experience ◽  
Literacy Skills ◽  
Peer Collaboration ◽  
Early Literacy Development ◽  
The Everyday ◽  
Children's Literacy ◽  
The Right

In this interview with Anne Haas Dyson she discusses literacy, examining the connection between language, culture, and the positive impact of play. Anne speaks about the importance of incorporating literacy into the everyday life of children, and encouraging creativity and peer collaboration in the home as well as in classrooms. She stresses that children’s literacy skills must be assessed within context, taking into consideration the child’s perspective and the resources available. She emphasizes the individuality of every child’s learning experience and the right for children to progress at their own speed.

scholarly journals Co-production of family literacy projects to enhance early literacy development

2015 ◽  
Vol 10 (3) ◽  
pp. 265-279 ◽  
Author(s):  
Cathy Nutbrown ◽  
Julia Bishop ◽  
Helen Wheeler
Keyword(s):  
Early Literacy ◽  
Literacy Development ◽  
Knowledge Exchange ◽  
Parental Engagement ◽  
Early Years ◽  
Literacy Programme ◽  
Content Type ◽  
Literacy Experiences ◽  
Early Literacy Development ◽  
Children's Literacy

Purpose – The purpose of this paper is to report on how early years practitioners worked with the ORIM Framework to support work with parents to promote early literacy experiences. Design/methodology/approach – Co-produced Knowledge Exchange (KE) was used to develop and evaluate work with parents to facilitate their young children’s literacy. Information was gathered in discussion groups, interviews with parents and practitioners and feedback from all the parties involved. Findings – Practitioners and families engaged with each other in the further development of an established literacy programme, and families demonstrated “ownership” of the co-produced knowledge after the end of the project. Research limitations/implications – Project design in co-produced research and KE is necessarily flexible. The focus is on practitioners’ knowledge and ownership of the process, sharing knowledge with parents and enhancing children’s experiences. Practical implications – Practices that can enhance parental engagement in their children’s early literacy are varied and multiple and ORIM can be used flexibly to plan, develop and evaluate innovative and community – (and family –) specific practices. Social implications – Where parents have more knowledge of children’s early literacy development they are in a better position to support them; for learning communities there are implications in terms of future development of work with families to support early literacy development. Originality/value – This paper contributes an original approach to the co-production of research with early years practitioners. It also identifies specific issues around the ethics of ownership in co-produced research.

Early Literacy Skills

2020 ◽  
pp. 256-274
Author(s):  
Adalet Biltekin ◽  
Müdriye Yildiz Biçakçi
Keyword(s):  
Language Development ◽  
Early Literacy ◽  
Future Development ◽  
Motor Development ◽  
Literacy Development ◽  
Literacy Skills ◽  
Early Literacy Skills ◽  
Early Literacy Development ◽  
Definition Of

Early literacy skills are related to many developmental areas of children such as language development and motor development. The development of children's early literacy skills affects their future development of literacy. Therefore, teachers should promote children's early literacy skills. In addition, the activities of conscious parents with their children positively affect their early literacy development. Based on these, it is important to address the issue of early literacy. For this reason, the definition of early literacy and concepts related to early literacy, the importance of early literacy, the factors which affect early literacy skills, the development process of early literacy, educational approaches related to early literacy, promotion of early literacy skills are included in this book chapter.

The Development of Early Literacy Skills Among Children With Speech Difficulties

2004 ◽  
Vol 47 (2) ◽  
pp. 377-391 ◽  
Author(s):  
Liz Nathan ◽  
Joy Stackhouse ◽  
Nata Goulandris ◽  
Margaret J. Snowling
Keyword(s):  
Early Literacy ◽  
Literacy Development ◽  
Literacy Skills ◽  
Phoneme Awareness ◽  
Language And Literacy ◽  
Speech And Language ◽  
Preschool Language ◽  
Early Literacy Development ◽  
Language Difficulties ◽  
Unique Predictor

This article presents a longitudinal study of the early literacy development of 47 children with speech difficulties from ages 4 to 7 years. Of these children, 19 with specific speech difficulties were compared with 19 children with speech and language difficulties and 19 normally developing controls. The risk of literacy difficulties was greater in the group with speech and language difficulties, and these children displayed deficits in phoneme awareness at 6 years. In contrast, the literacy development of children with isolated speech problems was not significantly different from that of controls. A path analysis relating early speech, language, and literacy skills indicated that preschool language ability was a unique predictor of phoneme awareness at 5;8 (years; months), which, together with early reading skill, predicted literacy outcome at 6;9. Once the effects of phoneme awareness were controlled, neither speech perception nor speech production processes predicted variation in literacy skills. However, it is noteworthy that children with persisting speech difficulties at 6;9 were particularly vulnerable to deficits in reading-related processes.

Sharing stories: An exploration of genres in storytimes

2019 ◽  
Vol 52 (3) ◽  
pp. 905-915 ◽  
Author(s):  
Jacqueline Kociubuk ◽  
Kathleen Campana
Keyword(s):  
Young Children ◽  
Early Literacy ◽  
Literacy Development ◽  
Public Library ◽  
Literacy Skills ◽  
Early Literacy Skills ◽  
Video Recordings ◽  
Early Literacy Development

Exposure to a variety of stories can support many early literacy skills for young children. Using video recordings from a previous study that examined early literacy in public library storytimes, this study investigated the use of genre and story variety in storytimes for young children (birth to 60 months). Findings showed that attendees were primarily exposed to stories from the storybook/narrative genre with limited use of both non-narrative and narrative informational genres in number of stories and time spent reading each genre. Story variety and the use of current titles can be improved to better support early literacy development in public library storytimes.

What Clinicians Need to Know About Early Literacy Development in Children With Hearing Loss

2019 ◽  
Vol 50 (1) ◽  
pp. 16-33 ◽  
Author(s):  
Elizabeth Runnion ◽  
Shelley Gray
Keyword(s):  
Hearing Loss ◽  
Early Literacy ◽  
Skill Development ◽  
Reading Proficiency ◽  
Literacy Skills ◽  
Literacy Skill ◽  
Early Literacy Development ◽  
Literacy Skill Development ◽  
Children With Hearing Loss

PurposeChildren with hearing loss may not reach the same level of reading proficiency as their peers with typical development. Audiologists and speech-language pathologists (SLPs) have important roles to play in preventing this problem early in children's development. In this tutorial, we aim to communicate how the habilitation practices of audiologists and intervention services of SLPs can support early literacy skill development in children with hearing loss.MethodWe describe key findings from peer-reviewed research articles to provide a review of early literacy skill development, to explain the relationship between early literacy skills and conventional reading skills, and to highlight findings from early literacy skill intervention studies that included children with hearing loss who use spoken language. We conclude with a hypothetical case study to illustrate how audiologists and SLPs can support early literacy acquisition in children with hearing loss.ConclusionFindings from studies of young children with hearing loss suggest that a promising approach to improving reading outcomes is to provide explicit early literacy instruction and intervention.

Paternal and Maternal Cognitive Engagement and Preschoolers’ Literacy Skills Across Six Ethnic Groups in Suriname

2021 ◽  
pp. 009579842110076
Author(s):  
Elif Dede Yildirim ◽  
Jaipaul L. Roopnarine
Keyword(s):  
Early Literacy ◽  
Ethnic Groups ◽  
Cognitive Engagement ◽  
Sociodemographic Factors ◽  
Literacy Skills ◽  
Sociodemographic Predictors ◽  
Multiple Indicator ◽  
Children's Literacy ◽  
Cultural Ecological ◽  
Paternal Engagement

Using propositions in cultural-ecological and maternal and paternal engagement models, this study utilized the 2018 UNICEF Multiple Indicator Cluster Surveys to examine which sociodemographic factors were associated with fathers’ and mothers’ cognitive engagement and the associations between parental and maternal cognitive engagement and preschoolers’ literacy skills in Amerindian, Maroon, Creole, Javanese, Hindustani, and Mixed-ethnic families in Suriname ( N = 1,008). After establishing measurement invariance in constructs across ethnic groups, analyses revealed few consistent sociodemographic predictors of paternal and maternal cognitive engagement. Patterns of associations between paternal and maternal cognitive engagement and children’s literacy skills were not uniform across ethnic groups. Data have implications for understanding mothers’ and fathers’ contributions to children’s early literacy skills development and for developing parenting intervention programs in Suriname.

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