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Developmental Review Paper

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Developmental Review Paper This paper will discuss early literacy development in preschool-age children. As explained in class, literacy refers to the ability to read, write, speak, and listen in a way that allows young children to communicate effectively. Literacy is a children’s capacity to apply numerous methods to learn to read and write and effectively associate and interpret the world in which they live (Wilcox-Herzog, 2015).
In order to master reading and writing activities, children need both phonics-based and whole language approaches. Phonics is the basic rules for translating written symbols into sounds. Phonics teaches children the relationships between the letters of written language and the sounds of spoken language. For …show more content…

While children become exposed to a wide variety of words as they read more, the distribution of words used during early learning may determine how quickly children learn GPC regularities. If children are faced with primarily overlapping words, from tasks like word families or beginner’s books emphasizing rhymes, this may not benefit their acquisition of crucial reading skills to the same extent as a much more variable word list. Teachers should always find a variety of new words to expose children to in order to help them expand their reading …show more content…

Through daily, explicit, and systematic instruction, the project targeted to improve preschoolers’ oral language skills, phonological awareness, print awareness, and alphabet knowledge that coordinated with the existing curriculum of the local school district. The study included monthly full-day workshops, weekly literacy coaching, and a 4-day summer institute for teachers and assistants. These courses addressed fundamental knowledge about early literacy development, classroom design and instructional strategies, assessment, special needs (developmental delays and English language learning), and family involvement. Child-level outcomes assessing early literacy and language skills included Peabody Picture Vocabulary Test, 4th edition—PPVT-IV, Phonological Awareness Literacy Screening—PALS-PreK, and Test of Preschool Early Literacy—TOPEL (Xu et al., 2014). Children’s early language/literacy skills were measured at two time points, once at the beginning of the spring semester and once at the end of the spring semester. Parent/ family involvement elements were also evaluated using multiple instruments for collecting pre- and

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L., & McKeown, M. G. (2007). Increasing young low-income children’s oral vocabulary repertoires through rich and focused instruction. The Elementary School Journal, 107, 251–271. Biemiller, A. (1999). Language and Reading Success.

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In the session I attended ‘’High Frequency Word Walls in Elementary Classrooms’’ by Sonia Gonzalez, I learned that the use of word walls in classrooms can be a highly effective teaching strategy to improve literacy skills. Gonzalez emphasized that word walls offer visual reinforcement which can be very helpful for students to improve their spelling, reading comprehension, writing style, and awareness of spelling patterns. Gonzalez suggested to put word walls, word pictures and word cards at home. Gonzalez also advised that parents of children who have difficult reading should put word cards on furniture at home to help children recognize the words and that parents should assign their children to learn three to five words a day. Also, parents

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Early learning goals are the knowledge, skills and understanding that children should have when they turn 5. In relation to literacy development, this is the early learning goal stated in Development Matters, ‘children use their phonic knowledge to write in ways which match their spoken sounds. They also write some irregular common words. They write simple sentences which can be read by themselves and others. Some words are spelt correctly and others are phonetically plausible.’

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Betty Hart and Todd R. Risley conducted the report “ The Early Catastrophe” The 30 million word gap by age 3 discusses the importance of child development beginning at an early phase and how vocabulary and spoken language develops from family interaction, beliefs, and cultures. The goal of this study is to compare and contrast a child’s ability to communicate at home versus communcation in a school context. Families from different socioeconomic backgrounds determines the relevancy of the quality of language spoken against the amount of the words used in the student's household and at school. Studies have reveled the conflict between amounts of spoken words and the messages they express a tremendous reduction in literacy development. This essay will talk about the findings of the studies conducted and show how

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Part One Final What are developmentally appropriate practices? Developmentally appropriate practices is used by educators and is also referred as “DAP”. DAP was created by the NAEYC for children and their families. It is designed to help and improve the education of each child between birth through the age of approximately eight years old by researching.

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Vocabulary Strategies Even before entering elementary school, youngsters learn environment print, which is the print that they see in the outside world. These youngsters recognize the logos and therefore learn what these logos represent providing a false sense that they are “reading”. Despite being able to tell you what something is by the logos themselves, they are not really reading. Literacy, on the other hand, is the ability to learn to write and read and is taught at a young age, usually when a child enters school. Once in school, a child learns how to manipulate words in a variety of ways also known as phonemic awareness; phonics, where they use discriminative listening to make the connections between speech and sounds; phonological

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A language-rich environment forms the foundation on which reading skills are built, including; decoding, fluency, vocabulary and understanding. A child’s vocabulary development will grow if they are part of a rich language environment and if they are regularly exposed to increasingly challenging texts. A child’s vocabulary skills can be measured by their understanding of words and expressive vocabulary words. If a child does not have a wide vocabulary then they will not be able to read

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Educators can foster an inclusive learning environment for all kids by employing evidence-based tactics such as differentiated instruction, phonological awareness activities, multisensory techniques, phonics instruction, and the dual-route theory. References Birsh, J. R., & Carreker, S. (2018). Multisensory Teaching of Basic Language Skills: Vol. Fourth edition of the book. Brookes Publishing.

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In result, every morning during morning work, I pull each of these selected students individually to my table and go over their personal flashcards to help them them learn the sight words they need to succeed and catch up with the rest of their class and grade. Some of the students I see have trouble with reading fluently and smoothly. For these students they also have papers that have reading selections in them. Children from low-income families hear, on average, 13 million words by age 4. In middle-class families, children hear about 26 million words during that same time period.

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Instructions for phonemic awareness comes from activities that are child appropriate, deliberate and purposeful, and only one part of a broader literacy program. Some examples, of activities in instruction is songs, word-sound games, nursery rhymes, and story books like Dr Seuss. When picking these activities there should be a deliberate and mindful reason behind the activities to have an effective development in phonemic awareness. Phonemic awareness is important in the context of a comprehensive reading instruction. Teachers ought to consider different dimensions of instruction, for example, units of sound, tasks or operations, and use of cues.

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Early Literacy Experiences Growing up as an early reader under the tutelage of a dedicated nanny and attending an exclusive Catholic school provided me with a structured and nurturing environment for literacy development. I vividly recall the colorful, whimsical worlds of Dr. Seuss, which were my first foray into reading (Martinez & Teale, 1993). His books' playful rhythms and rhymes were not just captivating—they were crucial in helping me "crack the code" of language. This initial learning phase was heavily focused on phonics and repetitive practice, traditional methods that sometimes felt tedious but were instrumental in building my confidence in reading and writing (Adams, 1990). Whenever I encountered difficulties, my nanny's gentle guidance ensured that my literacy skills continued to develop.

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As for Vocabulary, there is a dramatic difference in the exposure that children have to language between children living in poverty and children from middle-class families. By the age of 4, just one year before the start of a typical Kindergarten education, middle-class children have heard a staggering 46 million words spoken at home compared to the 15 million that their counterparts, children in poverty, have. Knowing the importance that spoken language and vocabulary play in development and education makes the figure even more frightening. Therefore, to bridge the gap, teachers need to be persistent in their efforts to introduce and utilize a vast array of both familiar and new words, of simple and challenging words, and giving exposure to

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Constrained skills are the quickest to develop and master, such as decoding, fluency, and word recognition (Kintsch, 2004; Paris & Hamilton, 2009). As children acquire and become automatic in these reading skills, these constrained skills aid the child in a smooth transition to the later stages of reading development where there is a heavy focus on unconstrained skills. Unconstrained skills such as comprehension, vocabulary, and composition, continually develop over time making them much more complex with uncertainties of when or how they become automatic (Kamhi, 2009;

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Phonics play an essential role in reading development. It the way the children learn the language. The phonics are the sounds associated with letters and syllables. It is an important part of speech, reading, and writing in the classroom, therefore it is extremely important in instruction. Direct instruction of phonics for preschool children is not necessary.

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Literacy is “the quality or state of being literate, especially the ability to read and write” (Dictionary). Literacy means different things for different ranges of ages and can easily be broken up into stages. Stage one is early childhood literacy which normally would range from around birth until about the third grade. In this stage, “one of the most common threads throughout definitions of early childhood literacy is preparation. Key is building a foundation that prepares children for further stages of developing literacy” (What is Literacy).

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