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Language And Literacy In Early Childhood

Reading: Building Preschool Children’s Language and Literacy One Storybook at a Time
Firstly, this reading describes that some early childhood educators teaching in preschool setting are lacking formal training in language and literacy pedagogy. To ensure that preschool educators contribute in literacy success they need practical guidance and support. So the reading provides some thoughts and strategies for assisting early childhood educators to facilitate literacy success in children through shared reading. In shared reading simultaneously oral and written language are presented that helps children in acquiring oral language ability alongwith early print concept.
Secondly, the reading introduced a professional tool called Innovation Configuration (IC). The tool insists early childhood educators to make maximum use of their experience of shared storybook reading. The IC permits teachers to find out basic elements of literacy and language appropriate for a particular book and to make a plan for addressing these areas in different stages of their shared reading, and subsequently put across on their practices. This exercise equips preschool educators to build literacy and language development in children – one storybook at a time.
Thirdly, the reading emphasizes that children during preschool years should be sufficiently acquainted with enough knowledge and skills of language to become more efficient in their formal education. This shows that language acquisition for young children not only required for interaction with others but also needed for improving their learning in an educational setting. If the language competence foundation of children is appropriate and strong, so as they begin formal education they will be relying on their own language skills and abilities.
The focus of this reading is to help early childhood educators understand the inherent value and veracity of shared reading with preschool children to construct a solid base of language and growing literacy skills. Sharing reading is a unique learning context that lively engages and involves a child and adult in a shared interaction. Storybooks through shared reading engage children more than simply looking at pictures instead it familiarizes them with a world of language of words and sounds that likely be different from their surroundings. For example, Jessica Stockham’s Down by the Station (2002) permits children to experience diverse onomatopoeic words unfolding the sounds of vehicles – “the chuff, chuff, chuff of the train; the brrm, brrm, brrm of the bus; the beep, beep, beep of the taxi”. Clearly, the example is highlighting that how a storybook gives an insight to children about the words and sounds that facilitate them to form vocabulary concepts.
The reading inferred that storybooks increase the knowledge about a language words, sounds and grammar. Storybooks introduce children with basic information relating to the usage and publication of books. Storybooks familiarize children with the makeup of words and their sounds in an alphabetic language. Admittedly, storybooks have enough advantages but still it is noticeable that book sharing is not proposed to read. If preschool children could learn reading so easily through teaching then probably all would be able to read by the time they enter school. Not the least important that storybook reading creates opportunities for children to build relationships with adults. The developing competencies of children relating to language and literacy emerge in the context of children’s relationship with adults (Pianta, 2000).
This reading has a close connection with EML 302 other unit of the program where article ‘the child and the story. Sharing stories aloud: Reading and telling’, is of particular references with the reading (Winch

Developing Competent Reader In Classroom

The definitions of ‘read’ and ‘reading’ from the Longman Dictionary of Contemporary English are:
“Read means to look at the written words and understand what they are mean”.
“Reading means the activity of understanding the written words”.
There is a vast literature on the definition of reading. According to Spache and Spache (1969) there were a variety of definitions of reading due to the complexity and successive stages of reading development. Reading can also be described in a variety of headings such as reading for skill development, as a visual act, as a perceptual act as a reflection of cultural background and a thinking process.
On the other hand, Williams (1984) defined reading as a process in which a reader looks at a text and understands what has been written. He further stated that reading does not mean a person needs to understand everything he reads because people read for different reasons and purposes.
Reading by itself seems easy and simple but many studies have been carried out to show with scientific evidence that the act of reading is actually a very complicated process. According to Ponnusamy (1997), the first important description of reading and its process can be traced back as early as 1917 by Thorndike, a psychologist who coined reading as reasoning. The process of reading can best be described in an analogy written by Thorndike (1917) as cited in Ponnusamy (1997: 21) in which he described the reading process as:
“…understanding a paragraph is like solving mathematics. It consists of selecting the right element of situation and putting them together in the right relations, and also within the right amount of weight or influence or force for each. The mind is assailed as it was bothered by every word in the paragraph. It must select, repress, soften, emphasize, correlate organize all under the influence of the right mental shape or purpose or demand. Thus, it appears that reading an explanatory or argumentative paragraph involves the same sort of organization and analytic action of ideas as those that occur in thinking supposedly higher sorts”.
ii) Definition of Competent Reader: In response to this question is how the term “competent” can technically have slightly different meanings for different individuals and families. The basic definition is that not only reading on a regular basis, but picking up at least some of the underlying message of what you’re reading. If you’re reading more for pleasure than work or school, then the key for competency is that you’re enjoying the story and feeling like you’re truly diving into the universe of the story when reading it. But as I just said, this term is one of those that is a fluid scale of meanings, so this is all just one point of view.
In the English progression maps, the competent reader is briefly characterized as being able to read between the lines, seeing meaning that isn’t stated directly and to deploy a wide range of active strategies to find and read texts for different purposes.
Pupils who are becoming competent readers have secured sufficient reading strategies, such as phonics, contextual cues, word attack skills and sense of grammar, to tackle new and unfamiliar texts, with confidence, on their own.
While they may still read hesitantly on occasions, they possess sufficient self-help strategies to hear their errors and self correct when necessary. They not only scan ahead to tackle longer, complex sentences; they are beginning to look beyond the sentence to paragraphs, chapters and whole text layout.
Pupils at this stage read for meaning and are willing participants in the imaginative world of the text, visualizing, empathizing, and making judgements about what they read.
1. The Importance of Developing Competent Reader in Classroom ‘Reading is a habit to be developed by oneself and it cannot be taught by teachers. Reading is an interactive process between the readers and the text. Knowledge means a deep understanding of topics and the language that the reader has acquired. The more the student reads the more are the chances of becoming a good reader. Teachers should implement various strategies in schools to bring individuals with good reading skills, for which he proposed extensive reading of easy and interesting books that would create interest in students to read and simultaneously improve vocabulary.
In countries such as Malaysia, the challenges for any student writers of
English are indeed great. In addition to having to learn to write (and write to learn) to meet the conventions and requirements of writing in the target language, they are expected to demonstrate a high level of linguistic competence to convey the intended message in their writing. In other words, to become competent writers, not only do they need to have a clear idea of the macro or top-down features that make the text cohere with other texts of the same discourse genre, they also need to be able to draw upon the relevant linguistic resources at the micro or bottom-up level to make the particular piece of writing cohesive (Celce-Murcia

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