The Essentials of Early Literacy Instruction

Kathleen A. Roskos · James F. Christie · Donald J. Richgels

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Reading and Literacy Development Early Childhood Education and Development Literacy and Educational Practices

Abstract

The cumulative and growing research on literacy development in young children is rapidly becoming a body of knowledge that can serve as the basis for the everyday practice of early literacy education (IRA & NAEYC 1998; National Research Council 1998; Yaden, Rowe, & MacGillivary 2000; Neuman & Dickinson 2001; NAEYC & NAECS/SDE 2002). Although preliminary, the knowledge base outlines children’s developmental patterns in critical areas, such as phonological and print awareness. It serves as a resource for designing early literacy programs and specific instructional practices. In addition, it offers reliable and valid observational data for grounding approaches to early reading assessment.

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References

1998Preventing Reading Difficulties in Young Children 2000From Neurons to Neighborhoods 1996A dynamic systems approach to the development of cognition and action 1975Learning How to Mean 1977From Utterance to Text: The Bias of Language in Speech and Writing 2000The Rebirth of Children's Learning 2001On Refining Theoretical Models of Emergent Literacy The Role of Empirical Evidence 1993Access to Print for Children of Poverty: Differential Effects of Adult Mediation and Literacy-Enriched Play Settings on Environmental and Functional Print Tasks

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2017Examining early childhood teachers’ writing practices: Associations between pedagogical supports and children’s writing skills 2004Developing and Validating the Classroom Literacy Environmental Profile (CLEP): A Tool for Examining the “Print Richness” of Early Childhood and Elementary Classrooms 2010Contributions of the Emergent Literacy Environment to Literacy Outcomes for Young Children Who Are Deaf 2015“Little Pig, Little Pig, Yet Me Come In!” Animating The Three Little Pigs with Preschoolers 2012

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