Learning theories supporting early literacy development


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Learning theories supporting early literacy development

  1. 1. Learning Theories Supporting Early Literacy Development
  2. 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. 3. Teale Own initiative of child to reading and writing Clay Sulzby Stages of development as he grows Development of knowledge
  4. 4. Theories On Child Development that Support Early Literacy
  5. 5. Emergent Literacy Child School Knowledge Skills Training Vocabulary Home Environment Literacy Environment Influence Acquired Skills
  6. 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. 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. 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