ERIC Number: ED382403
Record Type: RIE
Publication Date: 1995
Emergent Literacy and Young Children.
This paper reviews recent research on children's literacy development and learning, focusing on "emergent literacy" theory. Advocates of emergent literacy believe that children learn to read by reading and to write by writing, and that children are active constructors and investigators of their own knowledge. Recent studies have suggested that most preschool children are aware of how they are learning and, though not able to read, pretend to read by labeling pictures in books. Research in Taiwan has shown that the emphasis on learning the complex forms of Chinese has contributed to Chinese children's drawing style. Comparative studies of both native English speakers and non- or limited-English-speaking preschoolers found that even children who were virtually non-speakers of English could read English print in the environment. The studies reviewed suggest that children become literate by being meaningfully engaged in activities such as reading, writing, speaking, drawing, and play. (Contains 28 references.) (MDM)
Publication Type: Information Analyses
Education Level: N/A
Authoring Institution: N/A