Session 4 Emergent Literacy I PDF

Session 4: Emergent Literacy I Dr. Vanessa Pang Content 1. Foundations of early reading instruction: the relationship between oral language and literacy development in early childhood will be the quiz on 2. Emergent literacy [defi 1.Foundations of early reading...

Session 4: Emergent Literacy I Dr. Vanessa Pang Content 1. Foundations of early reading instruction: the relationship between oral language and literacy development in early childhood will be the quiz on 2. Emergent literacy [defi 1.Foundations of early reading instruction: the relationship between oral language and literacy development in early childhood Foundations of early reading instruction (Vukelich et al., 2020) Meaning-level skills Must remember ØTo become a skilled reader, children need a solid set of meaning-level skills, including: oral 1) good listening comprehension (language and vocabulary) and 2) good reasoning abilities to understand written texts. Cognitive development Foundations of early reading instruction (Vukelich et al., 2020) Code-level skills ØThey must develop code-level skills built from: syllable individu , word , on etc 1) a basic understanding that spoken words are composed of smaller elements of speech (phonological awareness), 2) the idea that letters represent these sounds (alphabetic principle), 3) the many systematic correspondences between sounds and spellings (orthographic knowledge), and EG three /Gri : Eith rir ee : i : 4) a bank of highly familiar words that can be easily recognized (sight vocabulary; MaCardle, Scarborough, & Catts, 2001). (Commonly do use the etc. : , , Foundations of early reading instruction Watch the video. List the five predictors of early literacy. Read & vocabulary foundation. Oral language : 1. manipulate sound hear identify a , phonemic awareness : ,. 2 batare those letter ? ? alphabeticawareness W : use them Howfo read lound 3 function of print EG a. purposes practice , concept aboutprint :. word to use what describe & write they are doing , with name early writing to finger : , use. 5 demonstrate text reventive spelling Language (Vukelich et al., 2020) listening skills Spoken language is the foundation speaking a of learning to read and reading. in pre-school years. It is defined as the ability to speak and listen with understanding. Children’s verbal abilities are consistently the best predictors of their later reading achievement PN : 2-3 Yes Yoral (Scarborough, 2001). important very K1 : 3-7 yes language is very foundation important for and reallingfor writing K2-K3 Language (Vukelich et al., 2020) Skilled early readers typically draw upon multiple levels of the language system, including 1) sounds in words, phonetic phonological knowledge 2) word meanings, semantic 3) syntax, and grammer 4) discourse patterns (Dickinson, McCabe, Essex, 2006) short paragraphs , stor Language (Vukelich et al., 2020) important K1 - super K2 A PN , , In particular, children’s listening comprehension is strongly linked to their reading comprehension. When listening to stories, young children engage in a syntactic and semantic semantic a too mapping between their own syntaxzand to match background knowledge and the deep syntactical structures and vocabulary of stories (Perfetti, 2007). · ta Britten Stories (written language Oral language mapping syntatic knowledge > syntatistical structures of - stories mapping semantic knowledge - > Vocabulary in stories Language (Vukelich et al., 2020) They need to grasp those special ways of saying things that are unique to written texts. "Long timeago", etc (Don't say it in oral , only happened in written text) from oral to written When children “tune into” the sequence, beginning, comlax end text structure, plot, and so forth of oral , stories and narratives, they are also developing skills critical for reading comprehension later on down the road.  Vocabulary (Vukelich et al., 2020) Children begin to make implicit comparisons between similar sounding words, a phenomenon described by Need to > linguists as lexical restructuring or know for - children paying attention to more detailed vocabulary. segments of a word (Goswami, 2001; drink , sink ↓ Metsala, 1999). make to comparisoa llama pajamas between word · mana similar similar words cat fat EG : hat , - red , read near , hear · children need to develop digger · & - · the size to compare vocabulary to make sound distinction words awareness >tie with - phonological Vocabulary (Vukelich et al., 2020) have vonological avamuss llama mamd , Frequent some-P Vocabulary size and rate of vocabulary growth are important for lexical restructuring (i.e., making sound distinction between words; Goswami, 2001). They are also strongly tied to the emergence of phonological awareness, which is crucial for learning to read. Phonological awareness (Vukelich et al., 2020) Must know what it is ! Discriminating the units of spoken smallest linguistics unit of sound [a]Ct] language (i.e., words, segments, phonemes) in the speech stream (an oral exchange) is linked to successful reading (NELP, 2008). Q -NeedNurLea ② water cantell words ? ia estuctures how many i love English word Normally, developing children begin first to t ③ discriminate among units of language # consonant inital I (phonological awareness) , then within cat offerinita? consonant :time these units (phonemic awareness). consonant) Croweltending individual sound Awareness of speech [K] (oes [t] , etc ,.,  Phonological awareness (Vukelich et al., 2020) K1 , K2 ,& k3 : Design to enhance syllabic before rhyme before sound individual Evidence (Whitehurst & Lonigan, 1998) suggests that children seem to achieve syllabic sensitivity earlier than they achieve sensitivity to phonemes and sensitivity to rhyme before sensitivity to phonemes. assignment, how you schedule & For Order the activity I :. arrangeyour aware First second third Sensitivity Syllabic Sensitivity to sensitivity to rhyme same as phonemes time awarness at some case words end with the k same. sound k2 E. G cat hat fat , , , mat - Phonological awareness (Vukelich et al., 2020) enhance phonological awareness Children’s entry to these skills typically begins with linguistic activities such as language song Also poem games and nursery rhymes - (Maclean, Bryant & Bradley, 1987) that implicitly compare and contrast the sounds of words and include alliterative phrases. begin with same sound rhyme sound -use poems aliterative phrase/sound Ed I Phonological awareness (Vukelich et al., 2020) E G Cat hat. , , mat > child says these threewords hyme sound Huseea same - - abilit Phonological awareness and phonemic a sound spake , snaf snape - begin , - same awareness are metalinguistic abilities (Adams, example of metalinguistics knowledge 1990; Kuppen, Huss, Fosker & Goswami, 2011). Children must develop a conceptual understanding that sounds map onto whole or parts of written language. sound letter sound letter apple Ct & EG CAta [ They need to actively link a sound they hear with a letter they see and recognize that they are doing just that. B - [b] boy bunny C- [K] cap clever Morphological Structure in Chinese Learning characters is the basis of Chinese EG literacy acquisition.. The Chinese writing system uses a logographic orthography, in which each Chinese character smallest language represents a morpheme and a syllable linguistics in a (Hoosain, 1991). A stroke is the basic orthographic unit that makes up a Chinese character. Morphological Awareness in Chinese In 貨⾞ Morphological awareness, defined as the “awareness of morphemic structure of words and their ability to reflect on and manipulate that structure has an important impact on children’s literacy development” (Carlisle, 1995, p.194). The Chinese writing system is morphosyllabic and each character usually has a one-to-one correspondence of morpheme to syllable, in both oral language and in print. E.g., the word “貨車”/fo3 ce1/(cargo vehicle), each of the two morphemes corresponds to one syllable (/fo3/and /ce1/), respectively, as well as to a morpheme in written form (貨/fo3/ and 車/ce1/). Oral Orlable) mapping to and written * 2 syllete - for 3 cel ① ② > - check pi mosphere level  radical Morphological Awareness in Chinese semantic Over 80% of each characters are compound characters, which include a semantic radical relating to the meaning of each character and a phonetic radical that gives information about the sound of each character (Shu & Anderson, 1997). meani清 ng Phonological awareness (e.g., Chow, McBride-Chang, & Burgess, 2005) and morphological awareness (e.g., Liu, McBride-Change, Wong, Shu, & Wong, 2013) predict later character reading among native-speaking Chinese preschoolers. or 睛 g Both MA & PA are important in Chinese and English, but PA appears to be more important in English, whereas MA seems to be more important in Chinese. languaga 請 See Ruan, Y., George, K, G., Song, S., Li, Y., & Shu, H. (2018). Is phonological awareness a stronger correlate of reading in English and morphological awareness a stronger correlate of reading in Chinese? A meta-analysis. Journal of Educational Psychology, 110 (2), 180-202. https://doi.org/10.1037/edu0000216 sany-y 晴  drone , gove alliteration rhyme Group Task 1 , - sound shouts effects Morphological · jumps Watch the story “Llama Llama Red Pajama” by Anna Dewney. Discuss how listening to this story can help develop children’s foundations critical for learning to read and reading: 1) language; 2) vocabulary; and 3) phonological awareness rhyme Upload your answers to the Padlet: https://padlet.com/vhkpang/group-task-1- 2wnimg6jg191m241 2. Emergent literacy Emergent literacy Emergent literacy, a phrase first used by Marie Clay (1966), assumes that the child acquires some knowledge about language, reading and writing before coming to school. Emergent literacy behaviors refer to the skills, knowledge, and attitudes that young children develop before they formally learn to read and write. Emergent literacy behaviors These behaviors are the foundation for later literacy development and often occur naturally as children engage with their environment. These behaviors typically develop through interactions with caregivers, teachers, and peers in literacy-rich environments, such as reading books, singing songs, and engaging in storytelling. Signs of emergent literacy in preschoolers (Otto, 2019) 1. Awareness of sound patterns and individual sounds in words Rhyming game with singing and movement Preschoolers‘ phonological awareness is evident when they engage in spontaneous word play or rhyming. E.g., spontaneous rhyming chants, such as “fan, man, ran, pan, tan” shows that they are engaged in sound play. Signs of emergent literacy in preschoolers (Otto, 2019) 2. Associating sounds with letters of alphabet An example from (Otto, 2019) Preschool children are beginning to associate Mom: T is for? (pause) letter T with sounds with letters ( Mesmer & Williams, sound [t] 2015). Glynnis: Turtle and toast! Glynnis ( age 3 years) and her mum are sharing an alphabet book (Otto, 1994, 1996). This interaction shows two segments where Segment 2 Glynnis is beginning to associate beginning Mom: That’s a yak. What’s he sounds in words with letters of the alphabet. eating? (illustration appears to show a cup of ice cream) Didn't Glynnis: Yogurt. ice steam say becausethat letter is about page with Cy) Y [I] doesn't match · Signs of emergent literacy in preschoolers (Otto, 2019) I do when Observation assessment can 3. Developing a concept of how to read , child read signs a the book by this py in Children begin to interact with books on their own. concept of developrad ↑ They become more adept at orienting the supe & portant A book and turning pages from left to right, signs. visually scanning from the top to the bottom of the page, and paging from front to back. Signs of emergent literacy in preschoolers (Otto, 2019) 3. Developing a concept of how to read The text in books does not change Words in story don't ↳ , children realized it change from reading to reading: It is stable. ØE.g., one mother purposefully substituted different nouns for parts of a story reported that her son (3 years, 3 months) stopped her and said , “You are giving wrong words.” Signs of emergent literacy in preschoolers (Otto, 2019) 3. Developing a concept of how to read Children gradually begin to focus more on the print or text as what is “read” rather than the illustrations. Children may point to the print when attempting to figure out environmental print ( Haussler, 1985). EGM stands for Macdonalds Group Task 2 These emergent literacy behaviors do not develop in isolation, instead this development occurs in contexts in homes and in ECE settings. In groups, discuss 5 ways you can create an early childhood classroom that is responsive to children’s observations, explorations and experimentations with written language. Upload your answers to the Moodle discussion forum “Group Task 2”. Reference Morrow. L. M. (2020). Early Childhood Language Development: From Birth to Age two. Literacy Development in The Early Years: Helping Children Read and Write. (pp. 86-100). Boston: Allyn & Bacon. Otto, B. (2018). Language development in early childhood education (Fifth edition.). Pearson. Vukelich, C., Christie, J., & Enz, B. (2020). Helping young children learn language and literacy: Birth through kindergarten. (Oral language development: pp. 18-37). Pearson.