Learning to Read: Where Should Early Childhood Educators Begin?

Autor/inn/en	Nicholas, Maria; Rouse, Elizabeth
Titel	Learning to Read: Where Should Early Childhood Educators Begin?
Quelle	In: Literacy, 55 (2021) 1, S.3-13 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Nicholas, Maria) ORCID (Rouse, Elizabeth)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1741-4350
DOI	10.1111/lit.12229
Schlagwörter	Foreign Countries; Beginning Reading; Reading Instruction; Preschool Children; Reading Skills; Communication Skills; Oral Language; Interpersonal Communication; Story Reading; Phonological Awareness; Phonics; Emergent Literacy; Australia + Suchen Sie Ihr Suchwort? Ausland; Erstleseunterricht; Leseunterricht; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Reading skill; Lesefertigkeit; Kommunikationsstil; Oral interpretation; Mündlicher Sprachgebrauch; Interpersonale Kommunikation; Frühleseunterricht; Australien
Abstract	Learning to read is a process that begins well before children commence formal schooling and well before children learn to decode print. Children's early reading skills are, first and foremost, foundationally contingent upon children's oral language and phonological awareness proficiencies -- skills that can be mapped across a continuum of development from speech-to-print. Nine educators from Victoria, Australia, were interviewed, asked to share their understandings and planning for literacy learning when working with 2-3-year-old children. Findings showed that the educators exposed children to opportunities to develop their communication and oral language skills, privileging general conversation and storybook reading. However, some educators appeared unaware of the various stages of phonological awareness and/or appeared to privilege phonics over and above earlier stages of development. The authors recommend that educators, managers and course designers seeking to support young children's emergent literacy development use a framework such as the one presented in this paper to evaluate their knowledges/practices/programmes and that further, larger scale research be conducted that compares educators' interview data with what they do in practice. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01