ERIC Number: EJ1132334
Record Type: Journal
Publication Date: 2017
Abstractor: As Provided
Reference Count: 48
Research, Policy, and Practice in Early Childhood Literacy
Saracho, Olivia N.
Early Child Development and Care, v187 n3-4 p305-321 2017
Young children are able to read before they experience formal reading instruction. They have unique backgrounds, experiences, and capabilities. As a result, young children need to have reading and writing experiences that are of interest to them and are developmentally appropriate for them, which also include the primary grades. This review examines the concept of emergent literacy in relation to its paradigm and developmentally appropriate literacy practices. It compares the perceptions and definitions of emergent literacy in several countries within the continents. It summarizes the research, history, policy, and practice on early reading instruction such as the national reading panel and national early literacy panel and its indicators of literacy proficiency at a later age.
Descriptors: Early Childhood Education, Educational Research, Educational Practices, Theory Practice Relationship, Educational Policy, Developmentally Appropriate Practices, Emergent Literacy, Educational History, Definitions, Reading Instruction
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative; Information Analyses
Education Level: Early Childhood Education
Authoring Institution: N/A