Week 1 Assignment Early Literacy Development

Running head: EARLY LITERACY DEVELOPMENT 1

Week 1 Assignment: Early Literacy Development

Name

Professor

EDU 371: Phonics Based Reading & Decoding

/10/2017

EARLY LITERACY DEVELOPMENT 2

Children begin acquiring knowledge as soon as they are born. As they grow their

complexity of their speech and language increases. They gain knowledge on the application of

language in the expression of thoughts, feelings, and ideas. Children acquire skills that are

crucial for the development of literature during early speech and language development, that is,

the children learn essential skills that facilitate reading and writing. The initial stage of literacy

learning is referred to as emergent literacy. The scene begins at birth and continues through

elementary schooling years. In everyday circumstances, children interact with print materials

such as books before joining preschool. The appreciation and enjoyment of print materials are

evident when children when they begin to identify rhyming words, name some alphabets among

other signs. Eventually, children combine what they have acquired in speech and language with

skills on print material hence are ready to learn. In the article I reviewed, I was able to conclude

the connection between language and literacy among children. The report also revealed the signs

and the kind of children who were at a risk of literacy skills acquisition. Equally important the

paper covers the essence of early intervention, and finally, the paper proposes what parents can

do to help their children develop literacy skills.

Language and literacy are connected since the talking, and learning experiences gained

during preschool are helpful in the way children learn the writing and reading skills during

elementary schooling period (McMunn Dooley & Matthews, 2014). The latter means that

children who join a school with verbal challenges are more susceptible to difficulties in learning

literacy skills than those who do not have oral problems. Phonological awareness is one of the

language skills that is intimately connected to early activities of reading and writing (McMunn

Dooley & Matthews, 2014). Isolation of sounds, rhyming, and alliteration, are some of the many

events that depict children’s natural phonological awareness. The engagement of children in

EARLY LITERACY DEVELOPMENT 3

sound play facilitates their ability of word segmentation into distinctive sounds hence mapping

the sounds of printed letters. The sound game helps the kids to start reading and writing.

Therefore, it is evident that kids with an active sound awareness of becoming lucky readers and

writers. On the contrary, those who lack sufficient knowledge on sound face challenges in

acquiring reading and writing skills (McMunn Dooley & Matthews, 2014).

Equally important to note, the paper reveals the kind of children who are at risk of

literacy skills acquisition and the signs those kids. According to McMunn Dooley & Matthews

(2014), the children in the preschool with speech and language challenges usually encounter

problems in reading and writing when they join a school. Physical and mental conditions, for

example, cerebral palsy and chronic ear infection are responsible for the difficulties in learning

literacy skills. Additionally, children with developmental disorders such psychological

retardation affect such a kid in literacy skills acquisition (McMunn Dooley & Matthews, 2014).

The other factors include poverty, the condition of the literacy environment at home. The family

history of language and literacy disabilities may affect the kid’s ability to learn how to read and

write efficiently. On the other hand, the early signs of reading and writing disabilities persistent

baby talk. Lack of interest among in nursery rhymes among children. Notwithstanding difficulty

in observing simple instructions (McMunn Dooley & Matthews, 2014). Also important to note, a

problem in names of letters learning. Finally, failure in recognition and identification of letters in

the child’s name.

Additionally, McMunn Dooley & Matthews (2014) proposes that early intervention is

crucial in addressing kid’s difficulty in acquisition of literacy skills. Emergent literacy guidance

is of significance when it begins during the first preschool years since the reading and writing

problems are persistent. Therefore, the challenges have a negative influence on the child’s

EARLY LITERACY DEVELOPMENT 4

learning on literacy and language in his or her entire schooling. The article also suggests that

literacy promotion should be confined to young children only. Older kids with language

impairment should be incorporated. This attempt is purposed to establish and strengthen the

following skills which are essential in learning how to read and write.

Moreover, the paper suggests the things that guardians can do to help in the development

of their children’s literacy skills (McMunn Dooley & Matthews, 2014). The activities involve

taking children and naming people, place, and objects. Repetition of string word and

consequently adding them. The children could also be engaged in rhyming games, songs, and

nursery rhymes. Availing a variety of material to facilitate drawing.

I would apply the skills learned above in the following ways: first I would introduce the

student’s language activities such as sound play to enhance the kid’s sound awareness thus

efficiency in learning reading and writing skills since it is clear that language and literacy are

connected. Second, I will observe the pupil’s behavior to point out the literacy learning risks. If

the dangers such as physical and mental incapacitation and development problems appropriate

measures will be taken to help such children to develop the literacy skills. The teaching methods

should care for the slow pace learning. For instance, it should involve more prolonged periods of

sound play hence phonological awareness. The latter is the foundation of efficient acquisition of

literacy skills. Lastly, I would incorporate the suggestions of the article in my class instructions. I

will engage the pupils in the identification and naming of objects and items in their surrounding

environment. The students will also be involved in the repetitive pronunciation of string words

and the eventual addition of such words. I will even intensify the use of songs in my teaching

since it helps children develop their sound awareness.

EARLY LITERACY DEVELOPMENT 5

During the review of the article, I agree that language is connected to literacy. The

assumption is correct since research shows that children with language challenges find it

challenging to gain skills on how to read and write since language is the basis of literacy skills.

On the other hand, children with dynamic language, for instance, sufficient sound awareness find

it easy to learn how to read and write. I also concur with an argument that early intervention of

kid’s learning challenges is essential. This is because of the ease in teaching ability of young

children compared to older children. Why is sound awareness critical for learning literacy skills?

This is a question to me since the article does not reveal how the audio recognition results in the

ability of a kid in reading and writing.

EARLY LITERACY DEVELOPMENT 6

Reference

McMunn Dooley, C., & Matthews, M. (2014). Emergent comprehension: Understanding

comprehension development among young literacy learners. Journal Of Early Childhood

Literacy, 9(3), 269-294. http://dx.doi.org/10.1177/1468798409345110

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