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EMERGENT
LITERACY
◼From birth until the beginning of formal education
(age 5 or 6) children growing up in literature
cultures accumulate knowledge about letters,
words, and books. In theories of reading
development, the period of time before children go
to school is usually referred to as the EMERGENT
LITERACY PERIOD.
* VAN KLEECK AND SCHUELE DISCUSSED 3
SPECIFIC AREAS OF LITERACY SOCIALIZATION
1.Literacy Artifacts
2.Literacy Event
3.Literacy Experiences
* ADAMS, show evidence that letter
recognition accuracy & speed were
critical determinants to reading
proficiency.
>The important role of
phonological awareness plays in
reading has led to an interest in
how children become aware that
words consists of discrete
sounds.
*LOGOGRAPHIC STAGE
• To mark the end of the emergent
literacy period and a transition to a
phenomic or alphabetic stage of
reading.
* ORTHOGRAPHIC STAGE
• Is characterized by the use of letter
sequences and spelling patterns to
recognize word visually without
phonological conversion.
* THE SELF TEACHING HYPOTHESIS
• It is the key notion.

* ADLER AND VAN DOREN
LEVELS OF REDING COMPREHENSION
1. The first or elementary level
involved understanding the
literal meaning of the words and
sentences.
2. In spectual reading or systematic
skimming goal of inspectual reading to
get the most out of a book within a given
time. Inspectual reading is niot casual or
random browsing. It is more accurately
viewed as the art of skimming
systematically.
3. Analytical Reading is the best that
a reader can do. The goal of
analytical reading is more than
simply understanding the main point
of the book.
4. Comparative Reading has read
many books and is able to relate
different books and topics to ine
another.
* EARLY LANGUAGE STIMULATION
◼Its not the activities that are important.

The most important thing is connecting
with the baby and creating an emotional
band.
* A PROPOSAL FOR READING
STAGES
• How well and how fast a person progresses through
the stages wether a child or an adult learning basic
literacy depends upon the interaction of individual and
environmental factors.
* THE READING STAGES:
◼Stage. 0- Pre reading: Birth to age 6
➢The beginning of formal education
◼Stage 1- Beginning reading: age 6 to 7
➢The stage is characterized by an
increasing ability in reading
◼Stage 2- Confirmation, fluency, Unglued from print: Age
7 to, 8: Age 7 to 8
➢Reading in stage 2 consolidates what was learned in
stage 1.
◼Stage 3- Reading for learning the new:The first step.
➢They start on the long course of reading to “learn the
new” –new knowledge, information, thoughts and
experiences.
◼Stage 4- Multiple Viewpoints: Highschool(Ages14-18)
➢It involves dealing with one more than point of view.
◼Stage 5- Construction & Reconstruction-A word view:
College (Age is 18 and above)
➢This is the most mature stage. To reach this stage is to
be able to use selectively the printed material in those
areas of knowledge central to one’s concern.
* DEVELOPING HABITUAL
READING IN KIDS
• THE FOUR COMPREHENSION SKILLS
1. Reading
2. Writing
3. Listening
4. Speaking
• THE IMPORTANCE OF READING ARE
ENUMERATED AS FOLLOWS
1.A book is actually the tool for exposing readers
especially children to different people, personalities
and attitudes.
2.Reading can improve childrens vocabulary.
3.Books can serve as inspiration to readers.
4.Reading will improve childrens analytical thinking.
“Developing love for Reading
can start at the tender age of 4
– 5 yrs.old, the age when
listening skills begin to
develop.”
* DO’S AND DON’TS OF READ
DO’S
◼Begin reading to children as soon as possible.
◼Use nother, goose rhymes and songs to stimulate the infants
language.
◼Read as often as you and the child (or class) have time for.
◼Try to set aside at least one traditional time each clay for astery.
◼Picture books can be read easily.
◼If you start a book, it is your responsibility to continue it.
◼Pre-reading helps to locate such passages and the can
be marked with pencil in the margin.
◼Regulates the amount of time your children spent in
front of the television.
◼Use plenty of expression when reading.
◼Add a third dimension to the book whenever possible.
◼Paper, crayons, and pencil allows them to keep their
hands busy while listening.
DON’TS
◼Don’t read stories that you don’t enjoy
yourself.
◼Don’t select a book that many of the children
already have heard or seen on television.
◼Don’t use a book as a threat.
◼Don’t be questions during the reading.
◼Don’t try to compete with television.
◼Don’t continue reading in a book once it
is obvious that it was a poor choice.
* APHASIA
◼Aphasia is a language disorder that
results from damage to portions of the
brain that are responsible for
language.
* WHAT CAUSES
APHASIA?
• Caused by damage
to one or more of the
language areas of the
brain.
HOW IS APHASIA DIAGNOSED?
◼Physician typically performs tests that
require the individual to follow
commands, answer questions, name
objects and converse.
◼Speech Language Pathologist.
* HOW IS APHASIA TREATED?
◼Spontaneous recovery – occurs following a transient
ischemic attack (TIA).
◼Partial spontaneous recovery – some language abilities
return over a period of a few days to a month after thr
brain injury.
◼Aphasia Therapy – strives to improve an individual’s
ability to communicate by helping the person to use
remaining abilities.
* DYLEXIA AS A DEVELOPMENTAL
LAGUAGE DISORDER
> This disorder, which is often genetically
transmitted, is generally persists throughout the
life span.
* CHARACTERISTICS OF MOST
DYSLEXICS
◼Delayed spoken language
◼Errors in letter naming
◼Difficulty in learning and remembering
printed words
◼Reversal or orientation of letters in words
when read or write.
◼Repeated spelling errors
◼Cramped or illegible handwriting
◼Difficulty in finding the “right” word
when speaking
◼Reduced reading or writing
◼Similar problems aming relatives.
* WHAT CAUSES DYLEXIA?
◼It is caused by
unusual pattern of
cerebral dominance
and that the
difference is
neurological rather
than psychological.
* HELPING THE CHILD WITH A
LEARNING DISABILITY
◼Parents are the child’s greatest resource
and most important advocate.
1. Diagnostic services
2. Educational planning and treatment for
the child
3. Help for parents
T
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EMERGENT

• It is the key notion.

◼Its not the activities that are important.

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