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Emergent literacy is a term that is used to explain a child's knowledge of reading and writing skills before they learn how to read and write words.[1] It signals a belief that, in literate society, young children—even one- and two-year-olds—are in the process of becoming literate.[2] Through the support of parents, caregivers, and educators, a child can successfully progress from emergent to conventional reading.[3]
The basic components of emergent literacy include:
- Print motivation: Being interested in and enjoying books.
- Vocabulary: Knowing the names of things.
- Print awareness: Noticing print, knowing how to handle a book, and knowing how to follow words on a page.
- Narrative skills: Being able to describe things and events and to tell stories.
- Letter knowledge: Understanding letters are different from each other, knowing their names and sounds, and recognizing letters everywhere.
- Phonological awareness: Being able to hear and play with the smaller sounds in words.[1]
Emergent literacy is of critical importance in early education in light of research showing that children learn skills that prepare them to read years before they start school.[1]
- ^ a b c "Emergent Literacy". Provo City Library at Academy Square. Archived from the original on 2010-04-05.
- ^ "Learning Point Associates - Emergent Literacy". Emergent Literacy. North Central Regional Educational Laboratory. Archived from the original on 2000-08-31.
- ^ "Learning Point Associates - Critical Issue: Addressing the Literacy Needs of Emergent and Early Readers". Emergent Literacy. North Central Regional Educational Laboratory. Archived from the original on 2000-08-17.