Emergent Literacy: A case-study of a two-year-old

Observations of the spontaneous behaviors and comments of one child aged 24 to 36 months pertinent to emergent literacy are reported. The child was not an early reader. The following areas were addressed: letter/numeral naming, the meaning of print, the communicative function of print, conception of meaning-units or words, language games, awareness of the sound of language, and the relationship between spoken words and specific characteristics of print. The child's responses at the age of 34 months to testing, on some of these topics, are described. Discussion treats cultural aspects, as the child was not exposed to book reading or television. An obstacle the child must overcome in order to understand print, to grasp that letters in text are sequentially ordered, is also discussed.     

Literacy through play: how families with able children support their literacy development

This article reports on findings from a research study that set out to identify factors that enable children considered to be able by their teachers to extend and develop their literacy. The data substantiated much that is already known about the significance of preschool home influences on the emergence of literacy. It underlined the importance of children being able to hear the sounds in words - phonemic awareness - through frequently playing games and hearing nursery rhymes, which led to their early success with reading. It suggested that there might be a link between their ability to plan their imaginative play and their ability to learn aspects of literacy systematically on entry to school. This comes at a time when there has been a resurgence of interest in play as a means of learning in the early years in the UK, after the influence exerted by the downward thrust of the National Curriculum in 1990 and the National Literacy Strategy in 1998.     

Literacy through play: how families with able children support their literacy development

This article reports on findings from a research study that set out to identify factors that enable children considered to be able by their teachers to extend and develop their literacy. The data substantiated much that is already known about the significance of preschool home influences on the emergence of literacy. It underlined the importance of children being able to hear the sounds in words – phonemic awareness – through frequently playing games and hearing nursery rhymes, which led to their early success with reading. It suggested that there might be a link between their ability to plan their imaginative play and their ability to learn aspects of literacy systematically on entry to school. This comes at a time when there has been a resurgence of interest in play as a means of learning in the early years in the UK, after the influence exerted by the downward thrust of the National Curriculum in 1990 and the National Literacy Strategy in 1998.     

Family Literacy: Exploring Family Practices

For many decades, research has supported the family's influence and their children's acquisition of literacy. Family literacy theories have been generated and challenged, while studies have been conducted on the family's application of literacy interactions, experiences, strategies, materials, influential factors and programs in a variety of context and both inside and outside the home. Most studies suggest that family literacy contributes to young children's literacy development.     

Family Literacy: Exploring Family Practices

For many decades, research has supported the family's influence and their children's acquisition of literacy. Family literacy theories have been generated and challenged, while studies have been conducted on the family's application of literacy interactions, experiences, strategies, materials, influential factors and programs in a variety of context and both inside and outside the home. Most studies suggest that family literacy contributes to young children's literacy development.     

The Relationship Between Early Language Delay and Later Difficulties in Literacy

The relationship between early language delay and later literacy development is explored. The paper begins by considering a diagnostic model of early language delay, upon which subsequent definitions of language delay are based. The degree to which there is continuity between early language delay and later difficulties in literacy development is then explored. The findings of four longitudinal studies are considered in turn, and the degree to which they show evidence of continuity between early language delay and later literacy difficulties is evaluated. From these four studies, the author identifies two significant findings: (a) there is strong evidence of continuity between early language delay and later reading difficulties for all children with early language delay, although some of these reading difficulties may be residual and mild; and (b) the likelihood that children with early language delay will develop later difficulties in literacy depends largely on the age to which language impairment persists and the severity of the impairment. The author concludes that language delay in the early years is a key risk factor for later literacy difficulties. Implications for future research and practice are identified and discussed.     

The Relationship Between Early Language Delay and Later Difficulties in Literacy

The relationship between early language delay and later literacy development is explored. The paper begins by considering a diagnostic model of early language delay, upon which subsequent definitions of language delay are based. The degree to which there is continuity between early language delay and later difficulties in literacy development is then explored. The findings of four longitudinal studies are considered in turn, and the degree to which they show evidence of continuity between early language delay and later literacy difficulties is evaluated. From these four studies, the author identifies two significant findings: (a) there is strong evidence of continuity between early language delay and later reading difficulties for all children with early language delay, although some of these reading difficulties may be residual and mild; and (b) the likelihood that children with early language delay will develop later difficulties in literacy depends largely on the age to which language impairment persists and the severity of the impairment. The author concludes that language delay in the early years is a key risk factor for later literacy difficulties. Implications for future research and practice are identified and discussed.     

Literacy Education and Families: A Program and its Progress

Project Literacy Education and Families (LEAF) is a family literacy program that provides experiences for parents to develop their skills and confidence that will enable them to see possibilities instead of limitations. The purpose of Project LEAF is to provide intervention composed of four basic program components: adult literacy, early childhood education, parent education and parent-child literacy and play interaction time. The purpose of this article is to provide information related to the program's development, implementation, and evaluation.     

Literacy identity and agency: linking classrooms to communities

Family literacy is frequently taken to mean involving parents in helping to teach their children school-type literacy tasks in the home (for example, Hannon, 2000; Poulson Macleod Bennett, and Wray, 1996). This article presents the case for an alternative approach to family and community involvement in school-based literacy tasks by drawing on the child's agency. The argument is rooted in theoretical, conceptual and methodological advances to studying real-world everyday literacy across the life span and is based on the principles for pedagogy that flow from that work.     

Literacy identity and agency: linking classrooms to communities

Family literacy is frequently taken to mean involving parents in helping to teach their children school‐type literacy tasks in the home (for example, ; ). This article presents the case for an alternative approach to family and community involvement in school‐based literacy tasks by drawing on the child’s agency. The argument is rooted in theoretical, conceptual and methodological advances to studying real‐world everyday literacy across the life span and is based on the principles for pedagogy that flow from that work.     

Literacy,development and disabilities: are we moving in the right direction?

A growing body of research supports the belief that literacy begins at birth for all children, including young children with disabilities. The literature review revealed issues related to individuals with disabilities and literacy, including the differences in parental perceptions and lack of adequate support and exposure to literacy related materials for individuals with disabilities. This article highlights available research in this area and its implications for practice.     

Literacy, development and disabilities: are we moving in the right direction?

A growing body of research supports the belief that literacy begins at birth for all children, including young children with disabilities. The literature review revealed issues related to individuals with disabilities and literacy, including the differences in parental perceptions and lack of adequate support and exposure to literacy related materials for individuals with disabilities. This article highlights available research in this area and its implications for practice.     

An Evaluation of Family Literacy Bags as a Vehicle for Parent Involvement

Early childhood scholars concur that books and interactive reading between adults and children strongly support children's reading achievement. Furthermore, they argue for the importance of involving families in their children's education. The Family Literacy Bags (FLB) project described and evaluated here, is a parent involvement and education innovation designed to engage children and their families in reading books at home. To meet the diversity of family needs, some of the FLB contained materials in both Spanish and English. Findings from this inquiry conducted in four primarily rural, middle class school districts in the west, suggest that the FLB project encouraged home book reading in families. Furthermore, parents learned effective ways to read and discuss books with their children, new information about availability of various books, and information about their children's developing language skills. Children demonstrated an initial and sustained interest in the FLB project. Suggestions for further research and parent education are discussed.     

An Evaluation of Family Literacy Bags as a Vehicle for Parent Involvement

Early childhood scholars concur that books and interactive reading between adults and children strongly support children's reading achievement. Furthermore, they argue for the importance of involving families in their children's education. The Family Literacy Bags (FLB) project described and evaluated here, is a parent involvement and education innovation designed to engage children and their families in reading books at home. To meet the diversity of family needs, some of the FLB contained materials in both Spanish and English. Findings from this inquiry conducted in four primarily rural, middle class school districts in the west, suggest that the FLB project encouraged home book reading in families. Furthermore, parents learned effective ways to read and discuss books with their children, new information about availability of various books, and information about their children's developing language skills. Children demonstrated an initial and sustained interest in the FLB project. Suggestions for further research and parent education are discussed.     

Promoting Emergent Literacy in a Pediatric Clinic: Predictors of Parent-Child Reading

Shared parent-child reading during the preschool years is significantly related to children's emergent literacy skills. Factors potentially predictive of shared reading were assessed among low-income families of preschoolers (N = 79) attending a pediatric clinic. Demographic, experiential, attitudinal, and caretaker literacy measures were examined in relation to 2 self-report measures of shared parent-child reading: DeBaryshe's (1995) Reading Exposure Composite and Needlman, Fried, Morley, Taylor, and Zuckerman's (1991) Activity Recall Literacy Orientation. Regression analyses revealed that caretaker reading beliefs, self-reported caretaker literacy, and child interest in reading were significant predictors of both shared reading measures. Results are discussed in terms of implications for primary prevention programs aimed at encouraging children's emergent literacy skills in public pediatric settings.     

Teachers' Roles in Promoting Literacy in the Context of Play

This study focuses on the roles teachers undertake to promote literacy in a kindergarten classroom. Five early childhood teachers and their children participated in this study. Data were collected through systematic videotaped observations during the children's play periods. Inductive content analysis was the method used to analyze the data. The results identify, define, and describe the teachers' roles that they assumed in promoting the children's literacy development in the context of children's play. Teacher roles supporting literacy learning in children's play were identified, defined, and described as discussion leader, storyteller, examiner, instructional guide, informer, learning center monitor and decision-maker.     

湖北省居民健康素养分布特征调查研究

目的通过调查了解湖北省居民健康素养的分布现状,为制定健康教育策略提供参考。方法采用多阶段分层抽样的方法,抽取城市和农村居民进行问卷调查。结果一般人群对慢性非传染性疾病、营养和药品等方面的知晓情况较差,而对传染性疾病等方面的知晓情况相对较好;人群中大多数人能持有一种积极的健康信念;人群日常健康行为状况较好,医疗行为有待改善;人群健康技能掌握情况较好。结论加强健康生活方式和慢性非传染性疾病方面的健康教育,创造支持性的环境。     

Literacy for early childhood: Learning from the learners

The originator of LETTERLAND describes a unique teaching model which blends a structured phonics approach with whole language teaching. Children are introduced to a language about language which enables them to acquire a confident mastery of print based on parallel learning. Its pictogrammatic approach creates a stimulus to inquiry and a learning environment which is imaginative and friendly.