UNIT 2 TOPIC: Development of 21st Century Literacie

Course Intended Understand the principles of developing traditional literacy and new literacies.
Learning Outcomes
Identify the different traditional literacy skills that can be used to learn and improve the differ

Essential Question/s 1. How does literacy develop?

2. What are the principles of developing literacy?
3. What are the principles / theories that support the development of 21st century literacies?
developing traditional literacy?
4. What literacy skills can be used to develop the new literacies?
5. How can traditional literacies help in improving 21st century skills?
Description of the This unit focuses on the development of traditional and new literacies.
Lesson
Learning Target/s 1. Compare the Traditional & 21st Century Learning
2. Explain the Pedagogical Theories that support 21st Century Literacy Developme
 Induction of Prior Knowledge

One of the key purposes of schooling is to familiarize the learners to the present
environment and prepare them for the future. By that we mean that learning evolve in a
continuum of bridging the past to the present and from the present to the future. It is also
appropriate to say that education has developed into many dimensions.

Dissection of Concepts

One of the educational thrusts of the 21st century is focused on the democratization of
education. Preparing the Filipinos to have access to learning opportunities and developing
literacy skills so that they can enjoy a better quality of life characterized by social responsibility
and economic prosperity. Science and technology foretells certain scenario; that our educational
planners and experts will have to take alternatives considering the traditional literacies to
develop more advance literacies to meet the challenging needs and global issues of our times.
Traditional literacy is defined as the ability to read and write or the ability to use
language to read, write, listen and speak. It is the traditional literacy that is considered the
building block for all other literacies, because without, it would be impossible to master or
develop other skills.
Modern literacy refers to reading and writing at a level adequate for communication or
at a level that enables one to successfully comprehend and communicate in print society, thus
literacy plays a role of providing access to power.
In today’s world, modern literacy is bridging to the present demands on the learners
which has increased substantially. In the traditional classroom, we view the teacher standing in
front of the classroom while students sit and listen. Where once it may have been sufficient to
learn rote experiences within given working environment, now the real world demands that
individuals use higher-order-skills to solve complex problems. According to Bruer (1993),
learners must rise above the rote, factual level to begin to think critically and creatively. In most
cases, there is a shift in the way of learning experience is carried out. Instead of the teacher’s
total control and manipulation, the importance of the learner’s role in planning, implementation,
and self-evaluation will now be emphasized. Learners engage in learner-centered instruction
proactively engage with various sources of potential information (e.g. the teacher, technology,
parents, media) to gain insights into a problem and its possible solutions. (Source: Written to
Digital: The New Literacy at https://er.educause.edu/articles/2016/3/from-written-to-digital-the-
new-literacy)

Theories of Literacy Development

Theories of literacy development explain the development of literacy and provide instructional
guidance to promote early literacy growth (Bowser, 2012).

LITERACY DEVELOPMENT
Literacy development is a vital part of your child’s overall development. It is reported to
be a natural process that begins at birth. It’s the foundation for doing well at school, socializing
with others, developing independence, managing money and working.
But before the child learns to read and write, he needs to develop the building blocks for literacy
– the ability to speak, listen, understand, watch and draw.
And as the child gets older, he/she also needs to learn about the connection between
letters on a page and spoken sounds. For this to happen, she needs plenty of experience with:
 pictures and objects – how you can use words to talk about them
 letters and words – their shapes, sounds and names
 sounds – how words can rhyme, begin and end with the same letters, be broken up into
parts like syllables, be formed by blending different sounds and so on.

An adult, parent, or teacher can help with all these areas of the child’s early literacy
development by:
 communicating with the child
 reading together
 playing with rhyme and other sounds with the child.

Stages of Literacy Development

Considering language and literacy as developmental is really quite fundamental for us.
This might sound obvious, which will lead some readers to ask, “what’s all the fuss about? In
fact, there isn’t a fuss. Instead, we are noting an emphasis on observing how the capacity of a
learner or a group or a class or a community matures over time. We place an emphasis on a
developmental approach because we are sensitive to the long journey of acquiring the rich skills
that will prepare learners “to enter adulthood with the skills they will need to participate fully in a
democratic society. The child (or emerging learner) is not faced with the prospect of developing
such complex skills from the get go. There should be a progressive, temporal dimension to this
learning where the child is supported by others to develop foundational skills which lead into
competencies which lead to mastery which leads to further disciplinary practices. According to
se Chall’s , J.S.(1996) there are six stages of reading development as a framework, which
accounts for reading development from birth to adulthood.
In Stage 0 (pre-reading), typically between the ages of 6 months to 6 years old, the
child pretends to read, gradually develops the skills to retells stories when looking at pages of
books previously read to him/her. The child gains the ability to name letters of the alphabet,
prints own name and plays with books, pencils and paper. By six years old, the child can
understand thousands of words but can read few (if any). In this stage, adults are encouraged to
scaffold child’s language attempts through parallel talk, expanding on verbalizations and
recasting child’s verbalizations. Adults are encouraging children to use of two to three word
combinations within social contexts, and adults should implement dialogic reading or effective
shared reading for young children ages 2 to 5 years. Any instruction (phonics, vocabulary)
should be linked to the book reading, and such books should include rhyme, alliteration,
and repetitive phrases. In one’s environment, adults should verbally label objects with which
children are involved and encourage children to ask questions and elaborate on observations
(Westberg, et al., 2006).
In Stage 1 (initial reading, writing and decoding), typically between the ages of 6 and
7 years old, the child is learning the relation between letters and sounds and between print and
spoken words. The child is able to read simple texts containing high frequency words and
phonically regular words, and uses skills and insight to “sound out” new words. In relation to
writing, the child is moving from scribbling to controlled scribbling to nonphonetic letter strings.
Adults are encouraging the child to write about known words and use invented spellings to
encourage beginning writing, which can be extended through assisted performance. In this
stage, the main aims are to further develop children’s phonological awareness, letter-sound
knowledge, and ability to manipulate phonemes and syllables (segmentation and blending).
These skills should be taught in the context of print, and children should have ample
opportunities to manipulate, trace, and hear the sounds of letters. To encourage independent
reading, adults should select books that have few words on each page, with a large type size,
and with illustrations on each page. During shared reading, adults should increase the number
of print-focused questions that they ask children. Literacy instruction should incorporate listening
to stories and informational texts read aloud; learning the alphabet; reading texts (out loud and
silently); and writing letters, words, messages and stories. Teachers and parents must ensure
that children have ample opportunity to apply practices and strategies. (Westberg, et al., 2006).
In Stage 2 (confirmation and fluency), typically between the ages of 7 and 8 years
old, the child can read simple, familiar stories and selections with increasing fluency. This is
done by consolidating the basic decoding elements, sight vocabulary and meaning context in
the reading of common topics. The learner’s skills are extended through guided read-alouds of
more complex texts. By this stage, adults should be providing instruction that includes repeated
and monitored oral reading. Teachers and parents must model fluent reading for students by
reading aloud to them daily and ask students to read text aloud. It is important to start with texts
that are relatively short and contain words the students can successfully decode. This practice
should include a variety of texts such as stories, nonfiction and poetry, and it should use a
variety of ways to practice oral reading, such as student-adult reading, choral (or unison)
reading, tape-assisted reading, partner (or buddy) reading and reader’s theatre. In this stage,
vocabulary needs to be taught both indirectly and directly. Adults need to engage in
conversations with children to help them learn new words and their meanings. And during
reading, it is important to pause to define unfamiliar words and discussing the book upon
completion of reading (Westberg, et al., 2006). At the end of this period, the learner is
transitioning out of the learning-to-read phase and into the reading-to-learn phase.
In Stage 3 (reading to learn the new), typically developed between the ages of 9 and
13 years old, reading is used to learn new ideas, to gain new knowledge, to experience new
feelings, to learn new attitudes, generally from one or two points of view. There is a significant
emphasis placed on reading to learn, and writing for diverse purposes. There is time spent
balancing the consolidating of constrained skills (spelling, grammar, fluency) whilst providing
ample opportunities to explore topics through reading, writing, speaking, listening & viewing. By
this time, the learner has transitioned to a stage where he or she is expected to learn from their
reading. Adults should teach specific comprehension strategies, such as comprehension
monitoring, using graphic and semantic organizers, answering questions, generating questions,
recognising textual structures, summarizing, and identifying main ideas and important details.
Comprehension strategies can be taught through direct explanation, modeling, guided practice
and application. Students benefit from cooperative learning and students should be encouraged
to coordinate and adjust several strategies to assist comprehension. At this stage, students
should be encouraged to use a variety of tools to learn new words, such as dictionaries,
thesauruses, reference guides, word parts (prefixes, base words, etc) and contextual clues
(Westberg, et al., 2006).
In the penultimate Stage 4 (synthesizing information and applying multiple
perspective), typically between 14 and 17 years old, learners are reading widely from a broad
range of complex materials, both expository and narrative, and are asked to apply a variety of
viewpoints. Learners are required to access, retain, critique and apply knowledge and concepts.
Learners are consolidating general reading, writing and learning strategies whilst being required
to develop more sophisticated disciplinary knowledge and perspectives. These adolescent
learners deserve content area teachers who provide instruction in the multiple literacy strategies
needed to meet the demands of the specific discipline. In these areas, adolescents deserve
access to and instruction with multimodal as well as traditional print sources. Effective
instruction includes ample opportunities to discuss disciplinary content and explore how these
disciplines apply to the world outside the school walls. Adults should encourage learners to
refine interest, pursue areas of expertise, and develops the literacies reflective of the years
ahead in post-school contexts (International Reading Association, 2012).
In the final Stage 5 (critical literacy in work and society), reading is used for one’s
own needs and purposes (professional and personal). Reading serves to integrate one’s
knowledge with that of others to synthesize information and to create new knowledge. Reading
and writing is purposeful, strategic, often specialized and anchored. "Literacy" stratifies greatly
in adulthood, since our reading and writing habits are shaped by educational, cultural and
employment factors that become increasingly diverse in the post-school landscape. In
professional and specialized settings, individuals are required to synthesis information from a
diverse range of sources in order to form conclusions, shapes audiences views, and navigate
multiple points of views (or perspectives).
Through the stages of development, the teacher’s role is to arrange tasks and activities in such
a way that students are developing (Verhoeven and Snow, 2001). The teacher - therefore -
must be "aware of the learning intentions, [know] when a student is successful in attaining those
intentions, [have] sufficient understanding of the students’ prior understanding as he or she
comes to the task, and [know] enough about the content to provide meaningful and challenging
experiences so that there is ... progressive development” (Hattie, 2012, pp. 19). As noted by
Snow (2004), “literacy can be seen as dependent on instruction, with the corollary that quality of
instruction is key. This view emphasizes the developmental nature of literacy -- the passage of
 children through successive stages of literacy, in each of which the reading and writing tasks
change qualitatively and the role of the instructor has to change accordingly." (Chall, 1996 as
referenced in Snow, 2004)
(Source: https://www.theliteracybug.com/stages-of-literacy)

12 PRINCIPLES OF EFFECTIVE LITERACY LEARNING

1. Connecting literacy instruction with the linguistic, cultural, home backgrounds of the
learner:
2. Developing emergent literacy skills, behaviours and attitudes;
3. Phonemic awareness instruction;
4. Decoding instruction;
5. Comprehension instruction;
6. Independent reading;
7. Fluency instruction;
8. Integrating reading and writing activities to enhance the learning of both;
9. Encouraging enthusiasm for reading and writing;
10. Using technology wisely with early literacy development;
11. Assessing early and providing appropriate instructional intervention; and
12. Developing teachers’ knowledge, analytical skills and abilities to orchestrate the many
facets of language, literacy and learning. (from CTELL (Case Technologies to Enhance
Literacy Learning) [2004]

EMERGENT LITERACY THEORY

Emergent literacy is mostly associated with the literary development of a child from when
they are born until they begin schooling. Despite an inability to read or to write, many children
are exposed to these skills from an incredibly early age - with bedtime stories to speaking skills
all preparing a child for the carefully crafted learning plans that they will begin from the age of
four or five.
Emergent literacy was originally conceived by Marie Clay as a way to convey this
process of development. The term is directly connected to a number of academic studies into
how children progress through their early years. Amongst experts, the general consensus that
children in the introductory stages of the education system can perform better if they were
exposed to books appropriate to their skill level and understanding early on.
 Reading is only one component of what emergent literacy stands for. All of the time,
young children listen and interact with those around them as their vocabulary develops - and
this sets the foundations for how they will progress when they start their education. Prolonged
exposure to speaking, listening, writing or reading; a combination; or all elements of literacy, can
generally support the ability of the child in question.
Writing skills do not necessarily have to be gathered through writing down letters, words or
simple sentences. With young people being naturally creative, even scribbling can allow them to
become acquainted with the utensils that we use to communicate through writing. Writing can
usually come before reading because of how simple it can be to begin. With the frequent
consumption of books, or various words around them, they will try to replicate this in their writing
work. Despite some efforts being seemingly nonsensical or unorganized, it is all a delicate
process which is emergent literacy in motion.( Source:
https://www.teach-nology.com/themes/lang_arts/reading/emerlit.html)

Strategies to Support the Development of Early Emergent Literacy Skills

1. Modelling reading and writing behaviors
What to do

 Let child know that you are going to be reading and writing by telling, signing, using
an object cue or picture
 Bring child to where you are when you are reading and writing
 Describe what you’re doing as you read and write (e.g. Mommy is paying bills,
Daddy’s reading the paper, teacher is taking attendance, Joey is working on the
computer)
 Let child see/feel/hear/touch as you read and write (e.g. book, magazine, pen, check
book, attendance sheet, computer)
 Let child know the activity is finished
 Let child explore reading and writing materials that others are using
 Use a similar format to expose children to reading and writing throughout the day
and in the variety of places within the home, school, community
Things to consider
 Has the team agreed on a communication method(s) that allows the child to understand
what you are telling him about what’s going to happen?
 Have you considered using hand-under-hand?
 Can the child access what you are doing in a way that makes sense to him? For
example, will you let him feel or smell the items if needed?
  What kind of back and forth interaction will you have when you’re modeling these
behaviors?
2. Embed the use of objects, symbols or words throughout the child’s day
What to do
 Label objects in the child’s environment using pictures, words, braille and/ or tactile
symbols (e.g. bed, sink, coat hook, desk)
 Identify objects and symbols within routines and activities familiar to the child
 Use familiar objects or symbol to create an anticipation calendar or daily calendar
 Draw attention to words and text in the environment during child’s daily routines and
activities
 Identify the child’s preferences and connect them to objects, symbols and words
 Teach child that objects and people exist, have names and purpose/meaning
 Point out logos, signs, packages, in the home, school and in the community
 Look at books, grocery ads, magazines and mail with the child
Things to consider
 Are you looking at things from the child’s perspective and selecting objects and symbols
that match the child’s experience of what you are trying to represent?
 Are you using cues in a consistent manner to help the child anticipate what is going to
happen next?
 Have you provided materials in a variety of formats?
 Does the child have a way to actively engage with the materials?
 Have you noticed whether the child appears to have put some meaning to these
activities?
 Have you seen the child respond in a consistent manner to objects, symbols and/or
words? What is the response?
 Have you thought about how you present a new person, activity or experience as
opposed to familiar one?
3. Incorporate rhythm, music, finger plays and mini games
What to do
 Sing and play with child often, regardless of concerns about what he or she is hearing
and seeing
  Look for opportunities within naturally occurring activities (e.g. in the car, on your lap,
during dressing/undressing, playing with brothers and sisters, during transition times
within classroom)
 Take advantage of times when the child is waiting for other things to happen (e.g. lunch
line, bus ride, classmates going to the bathroom)
 Use music and activities that are the same/similar to what other children the same age
would be involved with
 Add movement ,tapping, vibrations to the activity
 Use a resonance board if you have one (or make one)
 Let the child lay on the floor and listen to loud music sometimes
Things to consider
 Are you making it fun?
 Have you chosen music and activities that are age appropriate?
 Are you taking turns?
 Are you observing what the child likes and doesn’t like?
 Are you giving the child chances to ask for more? To signal “finished”?
4. Provide opportunities for handling and exploring reading and writing materials
What to do
 Provide a variety of books, magazines and writing materials for the child to explore
 Allow the child to explore in whatever way(s) work best (initially may involve tasting,
smelling, or acting on the materials in a destructive way)
 Establish a consistent location for materials so child can access independently
 Allow children to explore writing using adapted and non-conventional materials if/when
child is ready
 Provide opportunities for child to scribble, stamp, finger paint, use stickers and/or
adapted writing tools
 Use techniques that make manipulating a book easier
 Facilitate book handling by showing a book to the child the demonstrating what to do
with it
Things to consider
 Have you provided materials in a variety of formats?
 Does the child have a way to actively engage with the materials?
  Are reading and writing materials found in a variety of places in your home or
classroom?
 Is there a way for children to access materials on their own (if not mobile)?
5. Teach print and book awareness

What to do
 Point out literacy behaviors as you engage in them
 Locate examples of print at home, at school and in the community and take child to
where he/she can see/touch them
 Talk about front/back, top/bottom, open/close during book handling
 Allow child to scribble, stamp, finger paint, use stickers or alternative pencils
 Label objects at home and in the classroom using a variety of forms (objects, partial
objects, pictures, tactile representations, print, braille)
 Match pictures to words
 Allow child access to books throughout the day
 Visit a library or bookstore and/or introduce the child to a keyboard, iPad or Kindle
 Use “big books” at home or in the classroom
Things to consider
 Are you introducing children to a variety of forms and print?
 Are you signing as well as speaking?
 Is there a way for children to access books on their own (if not mobile)?
 Are you presenting the materials in a consistent manner each time you give them to the
child?

6. Teach name, name sign and/or personal identifier of child and those the child
interacts with on a regular basis
What to do
 Identify the form of text that will work best for the child’s name
 Use the child’s name in naturally occurring times and situations at home, school and in
the community
 Use the child’s name any time any new person interacts with him or her
 Identify the people who ae of interest to or interact regularly with the child and provide
their name in a consistent way that makes sense to the child each time they interact
  Incorporate the child’s name and other names in journals, stories, conversations and
naturally occurring situations (e.g. attendance, lunch count)
 Teach child that every person has a name whether or not the person is an integral part
of their life
Things to consider
 Are you expecting the child to learn the names of too many people at a time?
 Are you: 1) indicating the child’s name on his body and 2) your name on your body?
 Are all individuals identifying themselves in a consistent manner?
 Are you allowing enough wait time to see if the child responds?
7. Embed literacy learning activities into routines
What to do
 Identify routines that are familiar to the child (eating, diapering, getting on the bus)
 Identify “script” that you will use during interactions with the child as you go through the
routine
 Identify and collect materials or tangible symbols you will present when engaged in the
routines
 Always present symbol when initiating routine
 Let child help gather materials that are needed to perform the routine
 Conduct the routine/activity
 Let the child know when you are finished
 Let the child help put things away
 Tell the child “finished” again
Things to consider
 Are you presenting the materials in a consistent manner each time you give them to the
child
 What other routines can you identify? (going to the store, bedtime, Dr. appointment)
 Do you see the child anticipate what is going to happen next?
 Is the child processing information after the routine is finished? How do you know?

OTHER STRATEGIES THAT SUPPORT 21ST CENTURY LITERACY

DEVELOPMENT
1. Restating of explicitly stated information from a text
These three ways of incorporating other writers' work into your own writing differ according to
the closeness of your writing to the source writing.
a. Quotations must be identical to the original, using a narrow segment of the
source. They must match the source document word for word and must be
attributed to the original author.
b. Paraphrasing involves putting a passage from source material into your own
words. A paraphrase must also be attributed to the original source. Paraphrased
material is usually shorter than the original passage, taking a somewhat broader
segment of the source and condensing it slightly.
c. Summarizing involves putting the main idea(s) into your own words, including
only the main point(s). Once again, it is necessary to attribute summarized ideas
to the original source. Summaries are significantly shorter than the original and
take a broad overview of the source material.

2. Seeing relationships of information and clustering ideas

 "Clustering (sometimes also known as 'branching' or 'mapping') is a structured
technique based on the same associative principles as brainstorming and listing.
Clustering is distinct, however, because it involves a slightly more
developed heuristic (Buzan & Buzan, 1993; Glenn et al., 2003; Sharples, 1999; Soven,
1999). Clustering procedures vary considerably, although the fundamental objective is to
equip students with tools for arranging words, phrases, concepts, memories, and
propositions triggered by a single stimulus (i.e., a piece of information, a topic, a
provocative question, a metaphor, a visual image). As with other techniques, clustering
should first be modeled and practiced in class so students can eventually incorporate the
tool into their own repertoire of invention and planning strategies."
(Dana Ferris and John Hedgcock, Teaching ESL Composition: Purpose, Process, and
Practice, 2nd ed. Lawrence Erlbaum, 2005)
 "Mind-mapping is a colorful and creative method of generating, organizing, and
remembering ideas. To mind-map, write your topic in the center of a blank page within a
visual representation of your topic, such as a giant musical note, a sailboat, or scuba
gear. If no central image comes to mind, use a box, heart, circle, or other shape. Then
use various colors of ink to color-code related ideas. From the central figure draw
radiating lines like the rays of the sun or branches and roots of a tree. Then, as you think
of parts of the subject you wish to discuss, jot down pictures, key words, or phrases on
 or near these lines. Also add examples and subparts using branching lines and more
images and words. If you do not already have a central focus for your essay, watch for a
key phrase or image as you complete your exploration."
(Diana Hacker and Betty Renshaw, Writing With a Voice, 2nd ed. Scott, Foresman,
1989)

3. Bringing out implied information

An implied term is a term which is not expressly stated, but is assumed to be in a contract
nonetheless. A good contract will be worded so as to eliminate as many implied terms as
possible, but it is not possible to cover every possible scenario that could affect the outcome of
a contract, and in such cases a lawyer will argue that the language of a contract implied what
was not covered so as to give the contract force of intent. Essentially, without implied terms,
contracts would have to expressly cover every possible scenario, which would be an
unreasonable expectation of a contract.
Some of the most common and important implied terms for contract law are as follows:
 The duty of mutual confidence and trust. This refers to the notion that both parties
should act in a manner that will not erode trust in one another. This means they should
not partake in deceptive practices, abusive behavior, or impose unfair conditions.
 The duty of fidelity. This is a term common in employment contracts that assumes that
an employee will not act against the interests of their employer. Examples could include
working with an employer’s competitor or misusing company assets. Post-employment
restrictions are not covered by the duty of fidelity.
 The duty of pay. This is an implied term that may also be an expressed term. That a
worker will be paid does not need to be expressly stated since legislation demands it,
but most contracts will state the amount that a worker is to be paid, making it expressed.
 The duty of reasonable care. This assumes that an employer will provide safe working
conditions for their workers during employment.
 The duty of reasonable care for references. Employers do not have to give
references, but it is assumed that if they do, it will be done with care and in such a
manner as to be beneficial to the employee.
4. Interpreting visuals, e.g. graphs, charts etc.
It is often said that ‘a picture paints a thousand words’, but how many words can be painted by a
graph? Once you know how to interpret graphs, they can be just as thought-provoking as a
picture. The use of bar graphs, line graphs and pie charts to assess and compare data.
Each of these graphs and charts can also be viewed on infogr.am . Infogr.am is designed for
creating interactive infographics and is a quick and easy tool for plotting colorful and varied
graphs and charts, which can then be saved and shared with others.

5. Critical, Creative & Elaborative Comprehension

A lot of us are using the terms “critical thinking” and “comprehension” as if they mean the
same thing. There is a need to know the difference between the two in order to be successful in
teaching kids both!
Comprehension is the ability to know and understand what you’ve read.
Critical thinking is the ability to determine whether you should believe it or not!
Why is it important that to know the difference? Because teachers have to explicitly
teach students the skills they need to understand what they read (comprehension) and that
includes things such as:
 Retelling
 Recalling
 Recounting
 Text structure
 Text features
 Independent vocabulary figuring-out strategies (how’s THAT for scientific language!)
 Understanding figurative language
We also have to teach (most of which is done through tons and tons of modeling, by the
way) how to critically think about text/topics/ideas/media/audio/video. There are four “markers”
of critical thinking:
1. interpretation
2. verification
3. reasoning
4. logical thinking (Source: Comprehension and Critical Thinking are Two Different Things!
https://jackson-consulting.com/comprehension-critical-thinking/#:~:text=Comprehension
%20is%20the%20ability%20to,that%20we%20know%20the%20difference%3F)

FURTHER READINGS:
 1. From Written to Digital: The New Literacy at
https://er.educause.edu/articles/2016/3/from-written-to-digital-the-new-literacy
2. Theories of Literacy & Theories of Literacy Development
https://sitwe.wordpress.com/2015/12/14/306/#:~:text=The%20emergent
%20literacy%20theory%20states,conventional%20reading%20and%20writing
%20skills.
3. Stages of Emergent Literacy at https://www.theliteracybug.com/stages-of-literacy
4. Theories of Literacy development
from http://www.public.asu.edu/~petergo/courses/eng556/556.html

REFERENCES:
 Stages of Literacy Development https://www.theliteracybug.com/stages-of-literacy
 Theories of Literacy & Theories of Literacy Developmentt at
https://sitwe.wordpress.com/2015/12/14/306/#:~:text=The%20emergent%20literacy
%20theory%20states,conventional%20readi
ng%20and%20writing%20skills.
 Theories of Literacy development
from http://www.public.asu.edu/~petergo/courses/eng556/556.html
 Written to Digital: The New Literacy at https://er.educause.edu/articles/2016/3/from-
written-to-digital-the-new-literacy
 Comprehension and Critical Thinking are Two Different Things! at https://jackson-
consulting.com/comprehension-critical-thinking/#:~:text=Comprehension%20is%20the
%20ability%20to,that%20we%20know%20the%20difference%3F
 Stages of Emergent Literacy at https://www.theliteracybug.com/stages-of-literacy
 Henry, L. A., Castek, J., Roberts, L., Coiro, J., & Leu, D. J. (2004). Case technologies to
enhance literacy learning: A new model for early literacy teacher preparation.
Knowledge Quest, 33(2), 26-29.
 Day, J.N., A.P. McDonnell, et al. (2005). Enhancing Emergent Literacy Skills in Inclusive
Preschools for Young Children with Visual Impairments. Young Exceptional Children
9(1):20-28.
 Erickson, K.A. & D. Hatton, et al. (2007). Literacy in Early Intervention for Children with
Visual Impairments: Insights for Individual Cases. Journal of Visual Impairment &
Blindness 101(2): 80-95.
 Koppenhaver, D.A. & K.A. Erickson (2003). Natural Emergent Literacy Supports for
Preschoolers with Autism & Severe Communication Impairments: Topics in Language
Disorders 23(4):283-292.