ERIC Number: ED459424
Record Type: Non-Journal
Publication Date: 2001-Dec
Reference Count: N/A
Early Literacy Instruction: Research Applications in the Classrooms. ERIC Digest.
Philosophical and methodological differences exist regarding how best to instruct and encourage young children to read and write. In America, teaching reading and writing to young children has always been an area of controversy and debate, and it remains so today. The purpose of this digest is to review various studies and to identify essential elements of effective early literacy classroom instruction. The digest first discusses phonemic awareness instruction as a precursor for teaching reading and writing. It then considers the benefits of positive adult-child relationships and the necessity of a print-rich environment. The digest states that the early childhood curriculum should be filled with integrated language explorations and with reading and writing activities. It also suggests that teachers should vary teaching strategies according to children's needs. The digest concludes that when children are encouraged to learn independently, and when teachers, parents, and communities work together to build optimal environments for that learning, children's success in reading and writing can be expected. (NKA)
Descriptors: Beginning Reading, Class Activities, Classroom Environment, Early Childhood Education, Emergent Literacy, Instructional Effectiveness, Phonemic Awareness, Teacher Role, Theory Practice Relationship
ERIC Clearinghouse on Reading, English, and Communication, Indiana University, 2805 E. 10th Street, Suite 140, Bloomington, IN 47408-2698. Tel: 800-759-4723 (Toll Free); Web site: http://eric.indiana.edu.
Publication Type: ERIC Publications; ERIC Digests in Full Text
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: ERIC Clearinghouse on Reading, English, and Communication, Bloomington, IN.