2. WHAT IS EMERGENT LITERACY?
Emergent literacy is a gradual process that takes place over time from birth - until a child
can read and write in what we consider to be a conventional sense. This is an important
process involving the development of language and concepts, especially as they begin to be
linked together. This may include listening and speaking, signing, using objects, pictures,
gestures, or any combination of ways in which a child understands interprets experiences.
http://literacy.nationaldb.org/index.php/early-emergent-literacy/
http://www.pathstoliteracy.org/emergent-literacy
3. EMERGENT
LITERACY VIDEO
Emergent literacy has also been defined as “reading and writing knowledge and
behavior of children who are not yet conventionally literate” (Emerging Literacy Views
and Practices, 2005).
4. TEXTURED
BOOKS
Textured books
allow children to
explore reading
while also
exploring their
sense of touch.
This is important
as children are
still very
sensory-driven
at this point in
life and this can
help to connect
words to
objects.
5.
6.
7. TOOBALOO
Uses
The toobaloo is used
to help students hear
themselves speaking
softly. This is
particularly useful for
students learning
about vowel and
consonant sounds so
they can decipher if
they are using the
correct sounds. This
tool increases
comprehension as the
students can see and
hear what they are
reading.
8. The toobaloo is a very important tool as can be observed in this video.
9. BOOKWORM
The bookworm is a device that
is used to expose students to
books visually and with audio.
The parent or teacher can
record themselves reading the
book. Then, the student is able
to read along while the
recording plays. This is valuable
as the students get a full
experience and can go back as
many times as they want to
reread and to re-listen to
previous pages.
10. Book stands increase the size of text when students are
close to the book by bringing the book closer to the student.
This technology also helps eliminate postural fatigue.
11. WORDLESS
PICTURE BOOKS
Wordless picture books
are pure picture books
(Hillman 1995). “High
quality wordless books
tell it all”( Lukens,
1995)
Wordless books that
contain minimal text
such as books with
one word like
“Oink”(Geisert 1991)
•Books that include
words for sound,
such as the city
(Florian,1992)
Picture, one word, or
minimal text books
offer surprising variety
in topics, themes, &
levels of complexity &
difficulty
12. WORDLESS
PICTURE BOOKS
CONT’D
Rationale for using wordless
picture connects visual
literacy(learning to interpret
images)
Cultural literacy(
learning the
characteristics &
expectations of
social groups)
Literacy with print(
learning to read &
write language)
These
linkages of
wordless
books
support
various
literacy skills
13. Making wordless picture books in groups.
Split classroom in two with two minute time-
limit. After creating story, groups will share
story with the class.
14. ELECTRONIC BOOKS E-
READERS-ASSISTIVE &
INSTRUCTIVE TECHNOLOGY
Electronic books, e-readers, or iRead by Apple are
innovative dialogical reading methods that are used to
promote language development in children. These electronic
applications utilize animations, graphics, sound, language,
speech, and sound effects to foster reading literacy in
children.
17. MOVE AND SIT CUSHION-SENSORY
STRATEGY RESOURCE
Move-n-sit
cushion
Move-n-sit junior wedge
cushion
The Move n Sit cushion is a triangular wedge shaped cushion designed to promote correct
seated posture. The wedge shape is particularly helpful for children who have low muscle tone
and tend to sit with a slumped posture. These cushions are also an effective way to provide
children with regulating sensory input while they remain seated. Effective with students who
18. BIG BOOKS
Over-sized picture books
with enlarged pictures and
text. Help children connect
cultural & visual literacy
meanings through text and
pictures. Ideal for using
with smaller or large
groups.
Age-appropriate
storytelling and
illustrations to
challenge & increase
children literacy and
handling of books.
Quality construction,
illustrations, and
textures that teach
children the purpose of
literacy through
reading(how books
works)
19.
20. CONCLUSIO
N
Emergent Literacy provides low, mid, and high-tech assistive
&instructive devices to assist students with sensory concentration
and posture issues, cultural and social struggles, visual impairment,
and multiple cognitive and physical disabilities. These assistive and
instructive resources are being utilized by educators, parents, and
life care facilities to promote emergent literacy and various life skills
to redress & manage socio-behavioral challenges as they begin to
navigate the various institutions of learning throughout the
emergent literacy cycle.
21. SOURCE
S
http://literacy.nationaldb.org/index.php/early-emergent-literacy/
Emerging Literacy Views and Practices: Results from a National Survey of Headstart Teachers, 2005. Authors:
Leanne S. Hawken, Susanne S. Johnston, and Andrea P. Mcdonnell
http://www.ablenetinc.com/Assistive-Technology/Learning-Technology/Bookworm
http://www.learning-loft.com/products/toobaloo
http://nashvillepubliclibrary.org/bringingbookstolife/2013/08/12/reading-with-pictures-rebus-books/
http://www.nationalautismresources.com/movin-sit.html
http://www.lifeskills4kids.com.au/product/move-n-sit-cushion/
http:// pathstoliteracy.org
