ERIC Number: ED386866
Record Type: RIE
Publication Date: 1995-Feb-20
Emergent Literacy: Synthesis of the Research. Technical Report No. 19.
Gunn, Barbara K.; And Others
Research on the relationship between early childhood literacy experiences and subsequent reading acquisition is reviewed, with a focus on awareness and knowledge of print. Research studies included children, preschool age to age 7, who were identified as normally achieving, at risk, and linguistically diverse. One of the studies involved children with cognitive, physical, emotional, behavioral, learning, and developmental disabilities. Definitions of emergent literacy are presented, and common approaches for studying literacy development are identified. The following topics from the research literature regarding emergent literacy are considered: awareness of print, relationship of print to speech, comprehension of text structures, phonological awareness, and letter naming and writing. Attention is also directed to general areas of literacy experiences which facilitate knowledge, including cultural communication practices and community/home literacy experiences, and the contributions of interactive dialogue, storybook reading, and symbolic play to literacy knowledge. A chart identifies study author(s) and year, number and type of study participants, the emergent literacy dimension, and the study purpose. (Contains 26 references and 1 table.) (SW)
Descriptors: Beginning Reading, Cultural Differences, Cultural Influences, Disabilities, Early Experience, Emergent Literacy, High Risk Students, Language Acquisition, Language Impairments, Literacy, Literacy Education, Phonology, Prereading Experience, Preschool Education, Primary Education, Printed Materials, Reading Research, Special Needs Students, Text Structure
Publication Type: Information Analyses
Education Level: N/A
Audience: Teachers; Practitioners
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.
Authoring Institution: National Center To Improve the Tools of Educators, Eugene, OR.
Grant or Contract Numbers: N/A