ERIC Number: ED253852
Record Type: RIE
Publication Date: 1984
Reference Count: 0
What Children Should Know about Print and Language before They Begin to Read.
Bruinsma, Robert W.
Reading readiness activities should lead to awareness and skills that will bring a child to a point on the reading acquisition continuum where he or she will be ready to benefit from more rigorous and formally structured activities in the classroom. Children's awareness of the following five aspects of language and literacy are helpful, if not crucial, to the attainment of this goal. The first aspect is an awareness of the oral language-written language relationship. This is fostered indirectly when children observe that significant others in their lives pay a great deal of attention to print, and is fostered directly by explicitly drawing a child's attention to the existence of print in his or her environment. The second aspect is an awareness of the purpose and structure of books. The lap technique, in which children are first held in their parents' laps while being read to, and then begin taking the book and sitting with it by themselves fosters this awareness. The third aspect is an awareness of the directional conventions of print. Helping children gain an awareness of the two different sides of their bodies will help them master the left to right, top to bottom conventions of English print. The fourth aspect is an awareness of the "sounds" of language. Repetition, rhythm, and rhyme in children's stories and tales introduce them to the phonetic character of English. The fifth and last aspect is an awareness of the meaning of the "reading instruction register." This includes linguistic terms, such as word, letter, sound, sentence, beginning, end, and punctuation terms. (HTH)
Publication Type: Opinion Papers; Guides - Classroom - Teacher
Education Level: N/A
Authoring Institution: N/A
Identifiers: Print Awareness; Reading Writing Relationship