This document discusses the behavior of emergent literacy in children from birth through early childhood. It describes how literacy development begins at home with exposure to print and continues through preschool and the early years of formal education. Children's literacy skills develop simultaneously in crucial areas as they gain independent engagement with reading through interactions with more literate individuals like parents. The document provides guidance for observing three types of behaviors in emergent children: behaviors that indicate early acquisition of literacy abilities, behaviors that show approximation of literacy skills, and behaviors linked to development where children can perform skills independently with minimal help.

1. Developmental Reading 2

3. BEHAVIOR OF EMERGENT LITERCY
 from the moment of birth, babies begin to acquire
literacy information and they continue to build their
knowledge of oral language, reading and writing as
they go through their childhood.

4. Reported that many children known certain
things which are necessary for reading

5. asserts about higher mental functions as
internalized social relationships show that children
increase their independent engagement in reading
activities, with previously acquired interaction with
more literate others, such as their parents.

6.  Literacy development begins with children’s first
experiences with print in the home and continues
through preschool and to the first few years of
formal education.

7.  Described emergent literacy as highly complex
concept and that children are developing
simultaneously with respect to many crucial and
eventual literate behavior.

8. GUIDES BEING PROVIDED FOR A CERTAIN BEHAVIOR
OF AN EMERGENT CHILD
 1. to determine which behavior can be identified for
acquisition- early signs of their abilities, interests and
information about literacy.
 2. to recognize which behavior can be associated with
approximation- conditions when children are almost
correct in their literacy skills, and
 3. to identify which behavior can be linked to
development- practices with scaffolding up to minimal
adult supervision or no guidance at all since they can
independently perform those early literacy skills.

9. Describes young children’s approximation of
reading as:
 Reading- like play
 Picture- stimulated
 Page- matched and story
 complete

10. Describes learning to read in the early stages, like
everything else a child has come to know, as an
approximation of adult behavior with a genuine,
meaningful functions.

11. Early literacy behavior
Physical Abilities
• playing toys
•Manipulating
clay, blocks,
legos
•Attempting
puzzle work
•Putting together
toy parts
•Dismantling toy
parts
•Holding and
using pencil
•Holding and
using crayon
Language Skills
• humming
•Initiating
familiar sound
•Singing
•Counting
•Reciting
•Producing
pleasant sound
to imitate
reading voice
•Using
incomprehensib
le language but
perceived as
reading
Reading Skills
• browsing books
and other colorful
reading materials
•Looking at
pictures and
other print
materials
•Eyes focused
intently on books
•Recognizing
letters, numbers
•Recognizing
pictures
•Observing adult
reading
Writing Skills
• scribbling
•Squiggling
•Drawing
•Tracing
•Coloring
•Interested in
pencil and paper
activities
•Attempting to
make marks on
paper
•Recognizing
lines and shapes
•Imitating adult
writing