7. Summing it Up

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Back to: EC1. Building Emergent Literacy

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Lesson Overview

The goals of this module were to (1) Identify examples of research-based emergent literacy practices; (2) Describe the history of early literacy; (3) Explain considerations for facilitating emergent literacy skills; and (4) Discuss environmental factors that may impact emergent literacy. We reviewed the importance of emergent literacy as a foundation for learning in young children’s development, discussed the connection between these abilities and the goals of future reading skills, and provided examples of the developmental progression from birth through age five. This module offered practical strategies for supporting emergent literacy of infants, toddlers, and preschoolers in different early learning settings. 

Estimated Time: 5 minutes

Course Contents

  • The Simple View of Reading
    • Pre-Assessment
    • 1. Introduction
    • 2. What is the Simple View of Reading?
    • 3. The Simple View of Reading in the Classroom
    • 4. It’s Simple and Complex
    • 5. The Changing Emphasis
    • 6. Developing Word Recognition Skills
    • 7. Developing Language Comprehension Skills
    • 8. Implications for Educational Practice
    • 9. Summing It Up
    • Post-Assessment: simple

Course Menu
  • EC1. Building Emergent Literacy
    • Pre-Assessment: Emergent Literacy
    • 1. Introduction to Emergent Literacy
    • 2. History of Teaching Literacy
    • 4. Assessment in Early Literacy
    • 5. Fostering Emergent Literacy
    • 6. Inclusive Approaches in Promoting Emergent Literacy
    • Post-Assessment: Emergent Literacy
    • Module Evaluation

This module focused on building emergent literacy for young children with considerations on how to support a diverse range of learners. Throughout this module, you learned about evidence-based, literacy-related strategies that support vocabulary and oral language, phonological and phonemic awareness, and print knowledge in young children. As young children begin to develop their early language skills through home, school, and community settings, you can use this knowledge to foster their development. Using these strategies in naturalistic environments with young children ensures their language development and encourages their readiness for school entry. 

In the upcoming module, “Vocabulary and Oral Language in Early Childhood: The Why and The What”, you will learn about the three subcomponents including listening, speaking, and vocabulary. This next module will include evidence-based, literacy-related strategies that support oral language development in young children. Go to the ALL Ohio Literacy Library to enroll today!

Reflection:

How can you apply the concepts learned in this module to enhance your practice?

Take NotesOn the lower right-hand corner of this page, you will find a Take Notes button. Click on the button to record your response. The button looks like this →

Summing It Up

This module introduced a foundational overview of building emergent literacy skills that can start well before children are reading. Hopefully, the content here can serve as a guide for determining how and when to foster language and literacy skills in all children while also serving as a resource to identify red flags early. By completing this module, we hope you have gained the necessary background knowledge to continue with further modules that delve deeper into best practices in early childhood literacy. The content of this module is designed to assist early childhood educators, families, and other stakeholders in learning why phonological processing is an essential component of early literacy learning and how to support all children.

In this module, you learned instructional practices for supporting emergent literacy in young children. You explored instructional ideas outlined by research and literature including Moats (2018) and Ohio’s Plan for Literacy Achievement (2020). Each literacy skill and sub-skill lays a strong foundation in emergent literacy, leading young children toward school readiness.

Things to Remember

In the upcoming modules, you will continue to learn the importance of all three emergent literacy components and how to apply the knowledge gained to real-world settings. Go to the ALL Ohio Literacy Library to enroll today!

References
  1. Adams, M. J. (1990). Beginning to read: Thinking and learning about print. Cambridge, MA: MIT Press.
  2. Bus, A. G., van IJzendoorn, M. H., & Pellegrini, A. D. (1995). Joint book reading makes for success in learning to read: A meta-analysis on intergenerational transmission of literacy. Review of Educational Research, 65(1), 1-21.
  3. Carnine, D. (1997). Instructional design in mathematics for students with learning disabilities. Journal of Learning Disabilities, 30(2), 130-141.
  4. Clay, M. M. (1993). An observation survey of early literacy achievement. Heinemann.
  5. Clay, M. M. (1991). Becoming literate: The construction of inner control. Heinemann.
  6. Gillon, G. T. (2004). Phonological awareness: From research to practice. Guilford Press.
  7. Gough, P. B., & Tunmer, W. E. (1986). Decoding, Reading, and Reading Disability. Remedial and Special Education, 7(1), 6-10.
  8. Hart, B., & Risley, T. R. (2003). The early catastrophe: The 30 million word gap by age 3. American Educator, 27(1), 4-9.
  9. Hoover, W. A., & Gough, P. B. (1990). The Simple View of Reading. Reading and Writing: An Interdisciplinary Journal, 2, 127-160.
  10. International Reading Association & National Association for the Education of Young Children. (1998). Learning to read and write: Developmentally appropriate practices for young children. Young Children, 53(4), 30–46.
  11. Isbell, R., Sobol, J., Lindauer, L., & Lowrance, A. (2004). The effects of storytelling and story reading on the oral language complexity and story comprehension of young children. Early Childhood Education Journal, 32(3), 157-163.
  12. National Association for the Education of Young Children (NAEYC). (2009). Where We Stand on Curriculum, Assessment, and Program Evaluation. NAEYC highlights the significance of using assessment to inform instruction and improve early childhood programs.
  13. National Early Literacy Panel. (2008). Developing early literacy: Report of the National Early Literacy Panel. Washington, DC: National Institute for Literacy.
  14. National Institute of Child Health and Human Development. (2000). Report of the National Reading Panel: Teaching Children to Read: An Evidence-Based Assessment of the Scientific Research Literature on Reading and Its Implications for Reading Instruction. NIH Pub. No. 00-4769.
  15. National Reading Panel. (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. National Institute of Child Health and Human Development.
  16. National Research Council. (2008). Early Childhood Assessment: Why, What, and How. National Academies Press. This book emphasizes the importance of early assessment in identifying developmental delays and informing interventions.
  17. Neuman, S. B., & Celano, D. (2001). Access to print in low-income and middle-income communities: An ecological study of four neighborhoods. Reading Research Quarterly, 36(1), 8-26.
  18. Neuman, S. B., & Dickinson, D. K. (Eds.). (2014). Handbook of early literacy research (Vol. 3). Guilford Publications.
  19. Paris, A. H., & Paris, S. G. (2003). Assessing narrative comprehension in young children. Reading Research Quarterly, 38(1), 36-76.
  20. Piaget, J. (1952). The origins of intelligence in children. International Universities Press.
  21. Reach Out and Read. (2021). The Importance of Early Literacy. Reach Out and Read.
  22. Scarborough, H. S. (2001). Connecting Early Language and Literacy to Later Reading (Dis)abilities: Evidence, Theory, and Practice. In S. B. Neuman & D. K. Dickinson (Eds.), Handbook of Early Literacy Research (pp. 97-110). Guilford Press.
  23. Shonkoff, J.P., & Phillips, D.A. (Eds.). (2000). From Neurons to Neighborhoods: The Science of Early Childhood Development. National Academies Press. This report underscores the importance of early developmental assessments and interventions.
  24. Snow, C. E., & Van Hemel, S. B. (2008). Early Childhood Assessment: Why, What, and How. National Academies Press. This publication discusses the purposes of early childhood assessment and provides guidelines for effective practices.
  25. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
  26. Weisberg, D. S., Hirsh-Pasek, K., & Golinkoff, R. M. (2013). Guided play: Where curricular goals meet a playful pedagogy. Mind, Brain, and Education, 7(2), 104-112.
Acknowledgments

Special thanks are extended to the following individuals for developing the content and design of this module:  

UC SDI Center