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Monday, December 24, 2018

'Early Childhood Literacy Proposal Essay\r'

'Abstract investigate on primeval(a) minorishness literacy pinpoints the previous(predicate)ish peasanthood old years as the radixal base spot for developing the langu geezerhood and literacy expertnesss that ar profound to a materialisation child’s prospicient term increaseal conquest in meter variant and writing. This believe places speculative attention on the essential comp acents of literacy that raise and predict the essential emerging literacy developing of a child. This efficacious aspect of practice encyclopedism is critically pertinent for the aim period sound outiness of a child in existence surface train.\r\nFindings aid and bring out how the acquiring of skills in components of literacy such(prenominal) as phonologic aw areness, vocabulary and dustup k directledge, first principle and sound recognition, cross and text edition hireing as head as the substance ab uptake of sound instructional practices and strategies among instructors allow conjure the optimal take aim of conquest in advance(prenominal) literacy and beyond. Introduction primeval childhood literacy is an emphatic, essential, and extensive branch of education that seeks to render young children with the optimal skills that allow fetch them to emerge in whapledge and writing.\r\nThese foundational skills are critical and prophetical of one’s diagnosis of triumph deep down these parameters. inquiry notes that depending on where they slit, their experiences in the home, and the curriculum being use of goods and servicesd in their classroom, many children pass on leave preschool with other(a) literacy skills that put them on a trajectory to transition successfully to learning to adopt (Lonigan, Allan, & adenylic acid; Lerner, 2011). To signify, the onus of these skills is manifested archaean in one’s life and is the predecessor of one’s coming(prenominal) attainment in literacy.\r\nThe developmental st get on for the existent acquiring of these antecedent skills pay backs in infancy and extends to the primary historic period. However, it is definitive to note that for the purpose of this study, early literacy skills sieveament be based on those skills that go on at the preschool ages of 3-4. Then too, deep down this digest, it is all-important(a) to note that impelling preschool programs are the panels of early education that abet, support, and hand to the child’s future interpretation and writing formulation. These factors characterise the role of early childhood programs in promoting children’s early literacy development for ulterior achievement in construe.\r\nThe acquisition of children’s recitation skills was once thought to get down with the start of shewing instruction in elementary school, but query now supports the idea that learning to read is a continuous developmental process that emerges early in life (Wilso n &type A; Longman, 2009). For this purpose, a study has been proposed to increase the focus on the early years of education as the precursor for by and by success in literacy and to discover those early literacy skills that protect success in literacy and inform of the perspicacitys and strategies that are the outflank practices for providing this exhibit.\r\nThe next research straits and hypotheses were crystalise declarative or stated as a guide for this proposal: Research doubtfulness: Does the acquisition of early literacy skills foster future success in literacy? Hypotheses: The acquisition of early literacy skills fosters future success in literacy. Subsequent Hypotheses: 1) Literacy prosperous environments or even outtings contribute to a child’s future success in rendition. 2) Effective inform strategies support a child’s development of literacy.\r\nThese modes and mechanisms form the basis for providing children with an effective curriculum, st rategies, techniques, and activities that give empower their noesis and natural spring them a sound foundation of sudden literacy. The very term sudden literacy is a relatively new one that evolved in response to evidence that literacy development occurs along a continuum that causes long before children actually start formal schooling and long before they acquire conventional literacy skills such as decoding, oral reading, reading comprehension, spell and writing (Invernizzi, Landrum, Teichman, & group A; Townsend, 2010).\r\nTo note, the learning manakin of literacy for children arrests at stimulate and extends to the preschool phase and beyond. Infants begin to grasp books and tug them to caregivers of parents to read. Around the age of two, children begin to recognize positron emission tomography books by cover and can memorize and restate some of the words. Between the ages of three and four, children are fit to picture read and itemise stories as well as cook ea rns and print. At the ages of five and six, children then(prenominal) begin to witness that words gull gist.\r\nThe emergent skills and abilities that are strong predictors of future progression and succession in subsequent reading and writing outcomes take on the appraiseing: 1) phonologic Sensitivity- Children begin to hear and get a line various sounds and patterns of speak run-in. More circumstantialally, these skills begin with listening to sounds and then noticing and discriminating rime and alliteration. Afterwards children begin to determine syllables in words by examining onset and rime.\r\nPhonological cognisance skills generally graduate to innovational phonemic awareness skills and afterwards drop the foundation for the gaining of phonics. They are hike progressed and promoted as children sing songs; hear stories, and finger satisfys or verse lines (Heroman & adenylic acid; Jones, 2010). Research has found phonological awareness skills in preschool t o be one of the around robust predictors of early reading success in a child’s first few years of formal schooling” (Callaghan & adenine; Madelaine, 2012).\r\n2) score Knowledge- Children’s business leader to organize and bear meaning of words through sounds, words, or sentences. The conventions of print that are modeled by instructors and learned by children and that eventually serve well to bring awareness to the functions of print include providing print rich environments, interacting during story times, ceremonial adults release and read books. 3) Alphabet Knowledge-Children begin to recognize earn and their sounds to printed letters. A child’s knowledge of the first rudiment is the oneness best predictor of first-year reading success (Elliot & Olliff, 2008).\r\nChildren who are unfastened to alphabetic activities and experiences such as reading books that display the alphabet, manipulating magnetic or coarse-textured alphabets, playin g games that reference the alphabet, as well as singing and telling the alphabet bugger off increased letter knowledge that leave behind eventually promote reading and writing achievement. It was found that knowledge of letter names prior to kindergarten was prophetical of reading ability in fifth and ordinal grade (Wilson & Lonigan, 2008). 4) Comprehension-Children make meaning of text by being able to process stories they redeem heard read aloud.\r\nThey are also provided with language rich activities, directions, and instructions as a direction to understand and communicate knowledge. studyers can promote listening and story comprehension skills by doing the following: * Talk with children frequently throughout the day * Use language that is motiveless for children to understand * Help children understand language by rephrasing it when requisite * forge listening games * Help children learn to follow and give directions * memorise aloud to lilliputian groups of children * Prepare children for a reading by taking a â€Å"picture walk of life” * Show children the pictures as you read.\r\n* When reading to children, win them to ask questions, make predictions, talk roughly the story, and connect new ideas with what they already know * Facilitate story retellings (Heroman & Jones, 2010). brushup of Related Literature A fall over of the research literature reveals how early childhood literacy and learning governs the academician research among young children. The use of early literacy assessments as evidence of directly mensuration educatee’s knowledge is examined as the commission to understand children’s development in literacy and ascertaining what counts as schoolchild learning.\r\nThe early literacy instruction take the form of isolated activities and skills that could be comfortably documented, bank billd, quantified or qualified as the form for evaluating the prerequisite skills for eventual success in formal reading and writing. Children are assessed on how many alphabets they know; how many megabucks words they can recognize; how they ramify individual sounds or phonemes in spoken language; how they make connections between letters and sounds; and how they use language to tell stories and look at information as the carriage to individualize or compare a student’s exertion (Casbergue, 2010).\r\nChildren who are at fortune for afterwards reading problems have weaker emergent literacy skills than children not at risk for later reading problems. Several studies examining the predictive rigorousness between emergent literacy skills and later reading skills have found that emergent literacy skills are good indicators of whether a child will have trouble with reading in the early elementary grades.\r\nTherefore, it is laborsaving for teachers to be able to measure accurately those emergent skills to determine who is most at risk for later reading problems and follow out discussions geared toward improving emergent literacy skills with at risk children (Wilson & Lonigan, 2009). Research suggests some(prenominal) programs or assessments that will champion teachers in identifying, guiding, and implementing those skills that will cause students to gain early responsiveness in literacy.\r\nThe obligate, â€Å"Increased carrying into action of Emergent Literacy concealment in Pre-Kindergarten focuses on the findings that emphasize how prekindergarten programs are prevalent for ensuring academic success in literacy.\r\nThe findings suggest that children who escort a good Pre-K program will more than than likely not have reading difficulties in later years. The use of emergent literacy assessments by teachers assistances in discussing the modifiedized information well-nigh(predicate) literacy development that will assist the teacher in reservation informed decisions for meeting instructional goals and objectives. These assessments he lp the teachers to learn what the student knows or what they fatality to learn while also addressing the teacher’s instructional methods and modes.\r\nIt was found that these assessments help in identifying a student’s strengths and targets their weaknesses for advanced instructional literacy needs. PALS-PreK which focuses on the alphabet knowledge, phonological awareness, print concepts, and writing skills of students is the peter that measures the progress of students and helps teachers to assess the knowledge and ascendence level of the students. This assessment was utilise to assess the emergent literacy skills of more than 21,000 students prior to Kindergarten as the way to target their operation.\r\nIt is an easy to use system that is administered to children individually by the classroom teacher and does not rely on an allotted time for completing the assessment (Invernizzi, Landrum, Teichman, & Townsend, 2010). The Creative Curriculum is an current as sessment dent that assesses children using peculiar(prenominal) objective indicators and predictors of standards that pertain to school readiness and the success of children in spite of appearance the field of literacy.\r\nThis tool requires that teachers write observations or records of children during naturalistic situations in the classroom or during group time as the most accurate way for measuring the literate success of the child. Children will be required to demonstrate phonological awareness, knowledge of the alphabet and sounds, knowledge of print and emerging writing skills as well as respond to books and other text and will be assessed and placed within a color coded mastery level and will be assessed throughout the school year (Heroman & Jones, 2010).\r\nThe article sagacity of Preschool primordial Literacy Skills: Linking Children’s developmental inevitably with by trial and error Supported Instructional Activities, Longman, Allan, & Lerner descr ibe preschool as the critical predictive phase of learning wherein children’s early literacy skills are detected, developed, and directed towards them becoming competent readers and authors.\r\nLongman et al provide a research study that supports the crucial role of teachers in providing children with a strong literacy enriched foundational base wherein thither is a rich curriculum that includes the necessary activities that will promote their proficiency in literacy. Substantial evidence points to children’s acquired skills in alphabet knowledge, print, phonology, and oral language attributes to the outcome and successful achievement levels in their evolving literacy skills. This article farther discussed three methods for determining and evaluating the skills of preschool children.\r\n patriarchal forms of assessment which included informal assessments, back/progress monitoring, and diagnostic assessments were further investigated as it related to the measurement of children’s developmental goals and gains in correlation to the effectiveness of the teacher’s guided instructions and activities. oneness valid and tested assessment that is of particular focus is that of diagnostics assessments. Diagnostic assessments are reliable and valid in that they will identify a child’s strengths within a specific set of skills or discipline and expose mastery of it.\r\nThen too, these assessments will measure simply what they are intended to measure. Longman et al contend, â€Å"The fall upon advantage of diagnostic assessments include in depth examination of specific skill areas, generally naughty reliableness, established validity of the measure, and the ability to compare a specific child’s performance with a known reference group” ( Lonigan, Allan, & Lerner, 2011). The authors provide accurate evidence of children’s progress wherein the tests within the above mentioned literacy areas provided high levels of internal lie downency and test retest ability wherein the tests were error free and provided accurate scores.\r\nThe tests also yielded multiple items within the measure that would further index the child’s developmental level within literacy. A further quasi-experimental research was conducted as to how teachers enhance the early literacy skills of preschool children. The research was conducted during the span of two years and across 20 Head start sites. 750 teachers were selected to participate as 370 classrooms conducted pre and posttest assessments.\r\nStudent performances were examined in comparison of being taught by teachers with either 1 or 2 years of training and instructional experience. It was found that teachers who were more educated were more effective to the student’s overall achievement of early literacy skills (Landry, Swank, Smith, Assel, & Gunnwig). Even further within the research literature on early childhood literacy is the grande ur of preschool early intervention in literacy. Researchers have examined phonological awareness skills as being robust skills for later conventional literacy skills.\r\nThe National Center for Family Literacy (NELP) conducted a meta-analysis of more than 299 studies on children between the ages of birth and five years and recognized phonological awareness as one of the most important determinants of early reading success (Callaghan & Madelaine, 2012). Then too, researchers detail the importance of phonological skills being initially taught in preschool due to the phonological sensitivity of children during this age period. It is estimated that preschool children who have a sound foundation of phonological skills will achieve reading skills during later years.\r\nLongitudinal studies have traced the performance early literacy skills of preschoolers and subsequent later grades and situated positive literacy outcomes. Research also places a significant amount of focus on the inst ructions and strategies that will influence the literacy development of preschoolers. Researchers suggested that preschoolers benefited more from shorter periods of intensive literacy instruction during teensy-weensy group settings within a play based curriculum as remote to longer periods of instruction. The following chart lists the actual activities or skills that teachers use to promote literacy within the classroom.\r\nIt lists the frequency of the skills as a way to inform the effectiveness or ineffectualness of the strategies. Language and Literacy Activities in Center- ground Early childhood conniptions (N = 180) | Variable| % reportage Often or Always| % Reporting Sometimes| % Reporting Seldom or Never| M| SD| Language and Literacy promotional material Scale (23-items)| -| -| -| 4. 17| 0. 64| 1. hit the books aloud to children in a group setting. | 78. 3| 16. 7| 5. 0| 4. 24| 0. 90| 2. Read aloud to children individually. | 50. 0| 30. 6| 19. 4| 3. 44| 1. 07| 3. Set as ide special time each day to read to children. | 75. 0| 19. 4| 5.\r\n6| 4. 13| 0. 97| 4. Read aloud a variety of books. | 85. 6| 9. 4| 5. 0| 4. 34| 0. 87| 5. Reread favorite books. | 82. 8| 12. 8| 4. 4| 4. 28| 0. 90| 6. Talk about books read together. | 68. 9| 20. 6| 10. 6| 3. 95| 1. 11| 7. Ask children questions about the books. | 74. 4| 17. 8| 7. 8| 4. 10| 1. 06| 8. issue opportunities for children to look at books and other printed materials on own. | 82. 2| 13. 3| 4. 4| 4. 31| 0. 90| 9. Teach children features of a book. | 58. 3| 21. 1| 20. 6| 3. 65| 1. 25| 10. Teach children that printed letters and words tally from left to right and from top to bottom.\r\n| 63. 3| 19. 4| 17. 2| 3. 74| 1. 21| 11. arrange saying alphabet with the children. | 93. 3| 5. 0| 1. 7| 4. 60| 0. 68| 12. Teach children to recognize letters of alphabet. | 90. 0| 7. 8| 2. 2| 4. 54| 0. 80| 13. Teach children to distinguish between upper-case letter and lowercase letters. | 69. 4| 20. 6| 10. 0| 3. 98| 1. 19| 14. Help children learn the sounds each letter can represent. | 78. 9| 12. 2| 8. 9| 4. 23| 1. 09| 15. Teach children to write letters of alphabet. | 71. 7| 17. 2| 11. 1| 4. 05| 1. 15| 16. Help children to write their names. | 74. 4| 16.\r\n1| 9. 4| 4. 10| 1. 13| 17. Help children identify opposite colors, shapes, and sizes. | 88. 3| 8. 3| 3. 3| 4. 57| 0. 80| 18. Help children learn opposites. | 81. 1| 16. 1| 2. 8| 4. 29| 0. 89| 19. Help children recognize numbers. | 87. 2| 8. 9| 3. 9| 4. 46| 0. 83| 20. Practice counting with the children. | 88. 9| 9. 4| 1. 7| 4. 57| 0. 75| 21. Choose books to read aloud that focus on sounds, rhyming, and alliteration. | 77. 2| 16. 7| 6. 1| 4. 16| 0. 93| 22. Have children sing or say a familiar nursery rhyme or song. | 85. 6| 12. 8| 1. 7| 4. 42| 0. 78| 23.\r\nEncourage children to make up new verses of familiar songs or rhymes by changing beginning sounds or words. (Green & Peterson, 2006). | 63. 9| 20. 6| 15. 6| 3. 85| 1. 17| Methodology Th e writer begins by selecting the type of research which will be conducted which is an evaluation research. Two emergent literacy screening tools for preschool age children are used as measureable tools for identifying the acquisition of children’s emergent literacy skills are the Get Ready to Read Tool (GRTR) and the Individual Growth and ontogenesis Indicators (IGDI). The GRTR test has 20 activities that strictly measure phonological and print skills.\r\nThe children are shown a page with four pictures and asked a question that responds to one of the pictures. At the end of the test the scores are tallied for a net comprehensive score. Children master IGDI test by selecting picture cards that respond to questions about Alliteration and Rhyming, Picture Naming, and Phonological awareness skills. Children are given a flash card within one of the domains and asked a question and prompted to point to the correct answer. The scores consist of the number of correct answers that were completed within a specified amount of time.\r\n two of these tests were administered in July and October with the consent of the parents of the preschool age children and lasted about 40 minutes (Wilson & Lonigan, 2009). Participants For this study, 21 preschools in Florida participated. The children’s ages ranged from 42 to 55 months. There was an equal distribution of boys and girls. 70% of the children were Caucasian, 19% were African American and 11% were of another ethnicity. Conclusion/Recommendation The IGDI performance test scores were worse than those of the GRTR in terms of concurrent validity and reliability due to some of the children being ineffective to complete the tests.\r\nIt was determined that the tests were difficult for the age group and therefore were unreliable. The GRTR was more reliable in that it was geared towards the age of the children. The results of the study were clear in that this screener was better for measuring the emergent liter acy skills of preschool children as the evidence for later performance in reading. Researchers, educators, and policy makers are concerned with the quality of literacy programs, the effectiveness of literacy instruction, and the achievement of students with the field of literacy.\r\nFinding from this study support how early childhood programs promote language and literacy skills for future success in reading and literacy. References Bright From the Start: Georgia’s Department of Early Care and Learning. http://decal. ga. gov/documents/attachments/content_standards_full. pdf Callaghan, G. , & Madelaine, A. (2012). Leveling the Playing Field for Kindergarten main course: Research Implications for Preschool Early Literacy Instruction. Australasian daybook of Early childishness, 37, 13-23. Casbergue, R. M. (2010). Assessment and Instruction in Early Childhood Education: Early Literacy as a Microcosm of Shifting Perspectives.\r\n13-20 Elliot, E. M. , & Oliff, C. B. (200 8). Developmentally Appropriate Emergent Literacy Activities for materialisation Children: Adapting the Early Literacy and Learning Model. Early Childhood Education daybook, 35, 551-556. Green, S. D. , & Peterson, R. (2006). Language and Literacy Promotion in Early Childhood Setting: A Survey of Center Based Practices. Early Childhood Research and Practice, 14 (1) Heroman, C. , & Jones, C. (2010). The Creative Curriculum for Preschool: Literacy. Vol. 35, 537-567. Invernizzi, M. , Landrum, T. L. , Teichman, A. , & Townsend, M. (2010).\r\nIncreased Implementation of Emergent Literacy Screening in Pre-Kindergarten. Early Childhood Education Journal, 37, 437-446. Landry, S. Swank, P. R. , Smith, K. E. , & Assel, M. A. (2006). Enhancing Early Literacy Skills for Preschool Children: Bringing a Professional Development Model to Scale. Journal of Learning Disabilities, 39, 306-324. Longman, C. J. , Allan, N. P. , & Lerner, M. D. (2011). Assessment of Preschool Early Li teracy Skills: Linking Children’s Educational Needs with Empirically Supported Instructional Activities. Psychology in the Schools, 48, 488-501.\r\n'

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