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ERIC Number: EJ816593
Record Type: Journal
Publication Date: 2008
Pages: 14
Abstractor: ERIC
Reference Count: 18
ISBN: N/A
ISSN: ISSN-1536-3031
Early Childhood Educators' Knowledge of Early Literacy Development
Crim, Courtney; Hawkins, Jacqueline; Thornton, Jenifer; Rosof, Holly Boon; Copley, Juanita; Thomas, Emily
Issues in Teacher Education, v17 n1 p17-30 Spr 2008
The foundation of all learning is rooted in the development of language and literacy abilities. Literacy development begins well before children enter school and can accelerate in an early childhood classroom setting. Teacher educators often hear about the importance of literacy development. In particular, the significance of phonological awareness to emergent readers and writers is emphasized. Teachers must be adequately prepared to teach important phonological awareness skills and must have a basic understanding of language structure. This study explores the extent to which early childhood educators are knowledgeable in regard to these components of early literacy. If teachers are knowledgeable in phonological awareness and language structure, then they have the potential to positively impact students' early literacy development. (Contains 3 tables and 1 note.)
Caddo Gap Press. 3145 Geary Boulevard PMB 275, San Francisco, CA 94118. Tel: 415-666-3012; Fax: 415-666-3552; e-mail: caddogap@aol.com; Web site: http://www.caddogap.com
Publication Type: Journal Articles; Reports - Research
Education Level: Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Texas