From the moment of birth, babies begin to acquire literacy information and they continue to build their knowledge of oral language, reading and writing as they go through their childhood. When children attend formal education, they have been already equipped with many literacy concepts and certain oral language, reading and writing competencies. Goodman (1984) reported that many children have already known certain things which are necessary for reading. When children have acquired naturally develop these skills,until they have internalized many of its rules and have learned its more complex processes. Literacy development begins with children’s first experience with print. Vygotsky’s assertions about higher mental functions as internalized social relationships show that children increase their independent engagement in reading activities, with previously acquired interaction with more literate others, such as their parents. Studies conducted about early literacy development recognize children as natural readers and writers and that their literate behaviour does not begin at a particular age but emerges continually. Scarborough and Dobrich(1994) described emergent literacy as a highly complex concept and that children are developing simultaneously with respect to many crucial and eventual literate behaviour. When children are immersed in literacy by being surrounded with materials that promote their early literacy by being exposed to meaningful literacy events, and by having constant interaction with literate adults, they demonstrate that behaviour as they acquire, approximate and develop their early literacy skills. The behaviour provided for is a guide: 1. to determine which behaviour can be identified for acquisition- early signs of their abilities, interest and information about literacy. 2. to recognize which behaviour can be associated with approximation-conditions when children are almost correct in their literacy skills, and 3. to identify which behavior can be linked to development- practices with scaffolding, up to minimal adult supervision or no guidance at all since they can independently perform those early literacy skills. Holdaway describes young children’s approximations of reading as ‘reading-like play’ rapidly becomes picture- stimulated,page-matched and story-complete.
Early Literacy Behavior
Physical Abilities Language Skills Reading Skills Writing Skills
playing toys humming browsing books scribbling imitating and other squiggling manipulating familiar sound colourful reading drawing clay, blocks, singing materials tracing legos counting looking at coloring attempting reciting pictures and interested in puzzle work producing other print pencil and putting together materials pleasant paper activities toy parts sound to eyes focused attempting to dismantling toy intently on books imitate make marks on parts recognizing reading voice paper holding and using pictures recognizing using pencil observing adult incomprehensi lines and holding and ble language reading shapes using crayon but perceived imitating adult finger painting as reading writing Physical Abilities Language Skills Reading Skills Writing Skills holding books using oral emulating practicing turning pages of language adult reading writing strokes books possessing oral enjoying story copying letters attempting to use vocabulary telling and numbers paper and pencil reading aloud interested in starting to drawing narrating reading aloud write his name tracing familiar stories retelling and names of scribbling inquiring half narrating family discriminating commenting half reading members pictures using oral possessing copying discriminating language for reading environmental colors communication vocabulary print recognizing naming objects writing with shapes and sizes and characters adult identifying supervision texture making notes discriminating sounds imitating movements
PROJECT TWINS (Transcending Winning Initiatives Through Noble Service) : Its Effect To The Reading Comprehension of Grade VI-Orchids Class in Tagbong Elementary School
Psychology and Education: A Multidisciplinary Journal