Literacy theories

The foundational abilities of emergent literacy are the foundation upon which reading and

writing are built. The pre-literacy abilities and dispositions are those that a child acquires

before beginning formal reading and writing instruction. Learning the more advanced

techniques of traditional reading and writing is challenging for them without these underlying

abilities. The ability to read at an early age is a strong indicator of future academic

performance and reading aptitude (Kerr, 2019). Young children's reading delight and

proficiency may be gauged by the several phases they pass through. Young children who see

reading as enjoyable and beneficial are more likely to develop into avid readers. The

understanding that symbols have significance is acquired via constant exposure to logos,

signs, letters, and words in the environment. By strengthening the Literacy Environment with

more home and classroom supports and tools for families, we can provide a level support for

children (Shutova, 2021).

Discuss an area of emergent literacy that you plan to focus on.

The ability to understand and use a wide variety of words is known as a person's vocabulary.

The literacy plan I have focussed on Vocabulary by the lessons, help kids develop a

foundation for reading, writing, speaking, listening, reading, and writing effectively. As said

by Austin et al., 2021Vocabulary is an important part of any reading instruction programme

since a child's comprehension of what they read is directly related to how well they know and

utilise their vocabulary. In addition, a child's ability to read and write fluently is enhanced

when they have a larger vocabulary, and vocabulary knowledge promotes understanding, all

of which are critical to the child's success in school. So, teaching a kid to read and then

encouraging them to read widely from a variety of genres and subjects will help they acquire

a larger vocabulary. Children who can grasp and employ a wide range of increasingly
sophisticated vocabulary are a valuable asset. They enjoy a head start in school and are

typically associated with higher levels of academic success. Second, knowing how to

recognise and name individual letters is an essential building block for developing reading

skills.

Why is this area of emergent literacy important?

emergent literacy play a crucial role in a young child's early speech and language

development, paving the way for future success in the child's ability to communicate and

express themselves. Literacy is the ability to read, write, and use the alphabet. The capacity to

recognise and identify individual letters of the alphabet just by looking at them is called

"letter children who has problem with language and communication effect. Researchers have

hypothesised that children's knowledge of how words are constructed out of individual letters

helps to their development of phonological awareness, or the ability to separate the sounds

that make up words into smaller units called phonemes. Pre-schoolers with a solid foundation

in the alphabet are more likely to enter kindergarten with the skills necessary to decipher

words and create their own spelling patterns (de Witt, 2019). Children learn this aspect of

emergent literacy via exposures to the letter and caregiver encouragement of developmentally

appropriate letter knowledge.

The importance of the learning environment in relation to literacy learning.

A student's Literacy Environment consists of the many settings (at home, at school, and in the

community) that contribute to the growth of the student's reading and writing abilities. By

bolstering the Literacy Environment with more classroom supports and tools for families, we

can provide a level playing field for all kids. Students in upper elementary spend more time

away from home, both at school and with classmates and community members, and have
more agency in their reading choices than they had in the Home Literacy Environment during

the early elementary years which must be assisted by parents. In school assist develop a

child's developing reading abilities, teachers use a variety of methods (Guinibert, 2019). A

child's emergent literacy skills can be developed through a variety of approaches, and they

should be solidified in time for school.

The area of emergent literacy you have chosen and what it might look like for you in

your learning environment

My current placement employs systematic synthetic phonics in the reception class to assist

kids learn to read and decode words. Children are taught the letter sounds and associated

hand gestures to help them master the alphabet. I spent a few days last term working with the

lowest-achieving first graders to improve their reading skills via aided reading. The use of

story sacks to introduce children to nursery rhymes and encourage verbal expression is a win-

win. The contents of a story sack are all related to a certain nursery rhyme. Children in my

care and I perform a song about a tale bag, during which they all take part, and then we

randomly choose one of them to choose an item from the sack. If the youngster choose a

spider, for instance, we all do the "incey wincey spider" dance (Ehri, 2020). It's a great way to

get kids involved, teach them some new nursery rhyme terms, and help them practise keeping

their voices down. Sometimes we'll sing a song where one verse is sung at a regular voice

pace while another verse is sung at a whispered or louder than usual note.

What tvpe of learning experiences can be used to support your area of emergent literacy

Recently, I had the opportunity to observe first graders in a reception class as they learned to

mix sounds together to form words. The kids began out the session by singing an alphabet

song, and once again I saw many of them making hand signals as they sang. They then

proceeded to go through each letter of the alphabet, reciting it aloud and doing the
accompanying hand motions for each letter. The kindergarten teacher told me that the kids

had only been using this method of teaching phonics for three weeks.

Having the alphabet written down and learning the sounds and hand motions that go with it.

Combining this with decoding disyllabic words like "l-o-g" and "f-u-ll" (where "ll" is a

digraph that sounds like "ull") after reading, the kids use whiteboards to practise writing the

letters and words they've learned (Atlar & Uzuner, 2018). Teaching reading using systematic

synthetic phonics helps kids learn to break down words into their component sounds and put

them back together again.

Conclusion

Voluntary reading habits, which are connected to print exposure, and voluntary writing habits

are also created during this time of schooling, making it a crucial phase for the development

of literacy. Middle and high school students, who are more responsible for their own reading,

often express difficulty in locating books that hold their attention, highlighting the growing

need of a well-developed Literacy Environment (Atlar & Uzuner, 2018). There should be

numerous chances for pupils to write independently on themes of their choosing in a

collaborative, supportive writing environment. Access to technology, such as computers and

mobile phones, is as critical to a successful Literacy Environment as having access to books,

periodicals, and writing instruments. Many students devote considerable time each week to

writing and reading in virtual environments. Reading and writing in this format has been

proved to improve child literacy abilities.

Kerr, P. (2019). Espoused theories and theories-in-use of information literacy: A model for

reflection and evaluation. Proceedings of the American Society for Information

Science and Technology, 46(1), 1–7. https://doi.org/10.1002/meet.2009.1450460377

Shutova, O. (2021). Framing of the Subjective Attitude to the Acquired Competencies of

Helping Professions in the Educational Environment of the children. Logos et Praxis,

(1), 100–108. https://doi.org/10.15688/lp.jvolsu.2021.1.11

‌Austin, J., Blakeslee, A., Fleischer, C., & Modey, C. (2021). Building a Community Literacy

Network to Address Literacy Inequities: An Emergent Strategy

Approach. Community Literacy Journal, 15(1).

https://doi.org/10.25148/clj.15.1.009367

‌ de Witt, M. W. (2019). Emergent literacy: why should we be concerned? Early Child

Development and Care, 179(5), 619–629.

https://doi.org/10.1080/03004430701453671

Guinibert, M. (2019). Visual literacy learning from your environment: A rhizomatic m-

learning approach. Pacific Journal of Technology Enhanced Learning, 2(1), 27–28.

https://doi.org/10.24135/pjtel.v2i1.43

Ehri, L. C. (2020). The Science of Learning to Read Words: A Case for Systematic Phonics

Instruction. Reading Research Quarterly, 55(S1). https://doi.org/10.1002/rrq.334

‌ Atlar, H., & Uzuner, Y. (2018). Examining the Emergent Literacy Experiences of a

Preschool Child with Hearing Loss. Journal of Qualitative Research in

Education, 6(1), 1–36. https://doi.org/10.14689/issn.2148-2624.1.6c1s3m

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