Adjunct Professor, Hanaa Wahba
Research revealed that the early childhood years are the most important period
of time during which literacy development occurs in a person's life (National
Association for the Education of Young Children, 1998). The overall
quality of a preschool program has been found to be an important determinant of
positive effects on language and literacy skills (Snow et al., 1999). Lin
(2001) mentioned that preschool literacy instruction is a very hot topic as it
identifies essential elements of effective early literacy classroom instruction.
He continued to explain that preschool literacy programs are designed to expand
children's vocabularies and refine their understanding and comprehension of
words they know and use. Research studies reveal the link between early
literacy and later academic and career success (Lin, 2001).
Studies showed that knowledge about letters and sounds, print and pictures, and words and sentences are prerequisites for learning to read and write (Bodrova et al., 1999). Furthermore, these studies indicated that important literacy skills do not develop spontaneously; however, instruction shapes them. Preschool, day care, and kindergarten
programs, along with parents, all work together in providing the experiences to
build this basic knowledge (Bodrova et al., 1999).
National Institute for Literacy (2001) described phonemic awareness as the ability to use individual sounds in spoken languages. Slegers (1996) stated that educators should understand that each child comes to school with different literacy experiences and abilities. Therefore, teachers need to consider each child's needs and to provide balanced curriculums with explicit instruction and meaningful reading and writing tasks (Slegers, 1996). Effective teachers should integrate phonemic awareness instruction in the core curriculum in order to smooth the progress of the students’ literacy learning (Lin, 2001). Extensive research has indicated the vitality of phonemic awareness as a prerequisite for understanding the alphabetic principle, in which letters stand for the sounds in spoken words (Griffith & Olson, 1992). Teachers’ crucial role is to help preschoolers to be aware of how sounds work. Slegers (1996) added that the role of instructors in early literacy education is to teach essential skills and to provide rich, meaningful, engaging learning environments supported by
appropriate teaching programs.
of time during which literacy development occurs in a person's life (National
Association for the Education of Young Children, 1998). The overall
quality of a preschool program has been found to be an important determinant of
positive effects on language and literacy skills (Snow et al., 1999). Lin
(2001) mentioned that preschool literacy instruction is a very hot topic as it
identifies essential elements of effective early literacy classroom instruction.
He continued to explain that preschool literacy programs are designed to expand
children's vocabularies and refine their understanding and comprehension of
words they know and use. Research studies reveal the link between early
literacy and later academic and career success (Lin, 2001).
Studies showed that knowledge about letters and sounds, print and pictures, and words and sentences are prerequisites for learning to read and write (Bodrova et al., 1999). Furthermore, these studies indicated that important literacy skills do not develop spontaneously; however, instruction shapes them. Preschool, day care, and kindergarten
programs, along with parents, all work together in providing the experiences to
build this basic knowledge (Bodrova et al., 1999).
National Institute for Literacy (2001) described phonemic awareness as the ability to use individual sounds in spoken languages. Slegers (1996) stated that educators should understand that each child comes to school with different literacy experiences and abilities. Therefore, teachers need to consider each child's needs and to provide balanced curriculums with explicit instruction and meaningful reading and writing tasks (Slegers, 1996). Effective teachers should integrate phonemic awareness instruction in the core curriculum in order to smooth the progress of the students’ literacy learning (Lin, 2001). Extensive research has indicated the vitality of phonemic awareness as a prerequisite for understanding the alphabetic principle, in which letters stand for the sounds in spoken words (Griffith & Olson, 1992). Teachers’ crucial role is to help preschoolers to be aware of how sounds work. Slegers (1996) added that the role of instructors in early literacy education is to teach essential skills and to provide rich, meaningful, engaging learning environments supported by
appropriate teaching programs.
Young children must develop phonological and phonemic awareness to succeed in learning to read (Reutzel, & Cooter, 2007). For example, in literacy-rich preschool classrooms, some young children are able to learn the skills and strategies necessary for reading and writing through engagement in well-planned activities (Lin, 2001). Finger
plays, songs, poems, games, chants, and book listening and discussion help children to learn new vocabularies, understand the similarities and differences in language, and promote their phonemic awareness (Lin, 2001). Lin (2001) remarked that teaching young children can started by having them categorizes the first phonemes and then they should proceed in learning more about complicated combinations of sounds. Initially it may be easier for children to hear continuant consonants at the beginning of words. These sounds include /m/, /s/, /f/, /sh/, and /th/; it is explained that the teacher might say “/k/ /k/ /k/ kite” to help the child hear the initial phoneme in kite (Lundberg, Frost, & Petersen, 1988).
Phonemic awareness can be developed in the preschool classroom when teachers expose young children to literature (Griffith & Olson, 1992). Furthermore, effective educators can provide explicit instruction that represents the sounds heard in words. Rounds (1989) mentioned that singing games like Old MacDonald promotes conscious awareness of the elementary units of speech. Cunningham (1988) manifested that listening to text that plays with language is indirect way to promote phonemic awareness. Lundberg et al. (1988) explained that phonemic awareness began with the segmentation of spoken language into words and syllables. Griffith & Olson (1992) mentioned children match words and syllables to physical movements in social situations such as clapping, marching, and walking in place. Lundberg et al. (1988) clarified that the rhythmic activities helped the children focus on speech segments separately from meaning (as cited in Griffith & Olson, 1992).
References
Bodrova, E., Leong, D. J., & Paynter, D. E. (1999). Literacy standards for
preschool learners. Educational Leadership, 57 (2), 42-46.
Cunningham, A. E. (1988). A developmental study of instruction in phonemic awareness. New Orleans, LA.
Eric Digest. ERIC Clearinghouse on Reading
English and
Communication. Retrieved from http://www.ericdigests.org/2002-3/early.htm
Griffith, P. & Olson, M. (1992). Phonemic awareness helps beginning readers break the code. The Reading Teacher. 45 (7), 516. Retrieved from http://www.pbs.org/teacherline/courses/rdla155/pdfs/c2s2_4phonawhelps.pdf
Lin, C., (2001). Early literacy instruction: Research Applications in the Classrooms. Eric
Digest. ERIC Clearinghouse on Reading English and Communication. Retrieved from http://www.ericdigests.org/2002-3/early.htm
Lundberg, I., Frost, J., & Petersen, O. (1988). Effects of an extensive program for stimulating phonological awareness in preschool children. Reading Research Quarterly,
23(3), 263–284.
National Association for the Education of Young Children. (1998). A
joint position statement by NAEYC & International Reading Assoc.:
Learning to read and write: Developmentally appropriate practices for young
children. Young Children, 53(4), 30- 46.
National Institute for Literacy. (2001). Put reading first: The research building blocks for teaching children to read: Kindergarten through grade 3. Washington, DC: Author.
Lin, C., (2001). Early literacy instruction: Research Applications in the Classrooms.
Mitchell, A. & Judy, D. (1992). Explorations with young children: A curriculum guide from the bank street college of education. Literacy in early childhood, 161.
Reutzel, D. & Cooter, R. (2007). Teaching children to read. The teacher makes
the difference. Effective reading instruction, p.74.
Slegers, B. (1996). A review of the research and literature on emergent literacy. Urbana
Champaign, IL: ERIC Clearinghouse on Elementary and Early Childhood
Education.
Snow, C. E., Burns, M. S., & Griffin, P. (1999). Language and literacy environments in preschools. ERIC Digest. ERIC Clearinghouse on Elementary and Early Childhood Education.
plays, songs, poems, games, chants, and book listening and discussion help children to learn new vocabularies, understand the similarities and differences in language, and promote their phonemic awareness (Lin, 2001). Lin (2001) remarked that teaching young children can started by having them categorizes the first phonemes and then they should proceed in learning more about complicated combinations of sounds. Initially it may be easier for children to hear continuant consonants at the beginning of words. These sounds include /m/, /s/, /f/, /sh/, and /th/; it is explained that the teacher might say “/k/ /k/ /k/ kite” to help the child hear the initial phoneme in kite (Lundberg, Frost, & Petersen, 1988).
Phonemic awareness can be developed in the preschool classroom when teachers expose young children to literature (Griffith & Olson, 1992). Furthermore, effective educators can provide explicit instruction that represents the sounds heard in words. Rounds (1989) mentioned that singing games like Old MacDonald promotes conscious awareness of the elementary units of speech. Cunningham (1988) manifested that listening to text that plays with language is indirect way to promote phonemic awareness. Lundberg et al. (1988) explained that phonemic awareness began with the segmentation of spoken language into words and syllables. Griffith & Olson (1992) mentioned children match words and syllables to physical movements in social situations such as clapping, marching, and walking in place. Lundberg et al. (1988) clarified that the rhythmic activities helped the children focus on speech segments separately from meaning (as cited in Griffith & Olson, 1992).
References
Bodrova, E., Leong, D. J., & Paynter, D. E. (1999). Literacy standards for
preschool learners. Educational Leadership, 57 (2), 42-46.
Cunningham, A. E. (1988). A developmental study of instruction in phonemic awareness. New Orleans, LA.
Eric Digest. ERIC Clearinghouse on Reading
English and
Communication. Retrieved from http://www.ericdigests.org/2002-3/early.htm
Griffith, P. & Olson, M. (1992). Phonemic awareness helps beginning readers break the code. The Reading Teacher. 45 (7), 516. Retrieved from http://www.pbs.org/teacherline/courses/rdla155/pdfs/c2s2_4phonawhelps.pdf
Lin, C., (2001). Early literacy instruction: Research Applications in the Classrooms. Eric
Digest. ERIC Clearinghouse on Reading English and Communication. Retrieved from http://www.ericdigests.org/2002-3/early.htm
Lundberg, I., Frost, J., & Petersen, O. (1988). Effects of an extensive program for stimulating phonological awareness in preschool children. Reading Research Quarterly,
23(3), 263–284.
National Association for the Education of Young Children. (1998). A
joint position statement by NAEYC & International Reading Assoc.:
Learning to read and write: Developmentally appropriate practices for young
children. Young Children, 53(4), 30- 46.
National Institute for Literacy. (2001). Put reading first: The research building blocks for teaching children to read: Kindergarten through grade 3. Washington, DC: Author.
Lin, C., (2001). Early literacy instruction: Research Applications in the Classrooms.
Mitchell, A. & Judy, D. (1992). Explorations with young children: A curriculum guide from the bank street college of education. Literacy in early childhood, 161.
Reutzel, D. & Cooter, R. (2007). Teaching children to read. The teacher makes
the difference. Effective reading instruction, p.74.
Slegers, B. (1996). A review of the research and literature on emergent literacy. Urbana
Champaign, IL: ERIC Clearinghouse on Elementary and Early Childhood
Education.
Snow, C. E., Burns, M. S., & Griffin, P. (1999). Language and literacy environments in preschools. ERIC Digest. ERIC Clearinghouse on Elementary and Early Childhood Education.