A Review of Emergent Literacy with Implications for Research and Practice in Reading. Technical Report No. 379.

Autor/inn/en	Mason, Jana M.; Allen, JoBeth
Institution	Illinois Univ., Urbana. Center for the Study of Reading.; Bolt, Beranek and Newman, Inc., Cambridge, MA.
Titel	A Review of Emergent Literacy with Implications for Research and Practice in Reading. Technical Report No. 379.
Quelle	(1986), (99 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Cognitive Processes; Early Reading; Emergent Literacy; Language Acquisition; Learning Processes; Learning Theories; Preschool Education; Reading Instruction; Reading Research; Reading Skills; Reading Writing Relationship; Skill Development; Theory Practice Relationship; Writing Instruction; Writing Readiness; Writing Skills + Suchen Sie Ihr Suchwort? Cognitive process; Kognitiver Prozess; Frühlesen; Frühleseunterricht; Sprachaneignung; Spracherwerb; Learning process; Lernprozess; Learning theory; Lerntheorie; Pre-school education; Vorschulerziehung; Leseunterricht; Leseforschung; Reading skill; Lesefertigkeit; Kompetenzentwicklung; Qualifikationsentwicklung; Theorie-Praxis-Beziehung; Schreibunterricht; Writing skill; Schreibfertigkeit
Abstract	Defining emergent as the process of becoming and literacy as the interrelatedness of reading and writing in young children's development, this paper reviews emergent literacy research and relates it to beginning reading and writing instruction. The first section of the paper describes the social and linguistic contexts for literacy, reviewing research that shows communication patterns and practices and parent-scaffolding of literacy for preschool children to be critically important events for literacy development. The second section deals with oral and written language distinctions and describes why literacy is not a simple extension of oral language. The third section reviews research on the acquisition of emergent reading and writing skills and knowledge, while the fourth presents examples of landmark instructional studies that adopt an emergent literacy perspective. (Author/FL)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01