Introduction to Emergent Literacy
	Main Topics in This Workshop | Introduction | Environment | Technology Integration | | Adaptations/Customization | Assessment | | Performance Indicators | Emergent Literacy Site Map | | Submit Evaluation |
Sub-Topics (Click on topic you wish to see)
	What is Emergent Literacy? Position Statement on Early Literacy Continuum of Literacy Development Interactive Technology Literacy Curriculum Project Report by National Reading Council Practical Applications of Research Basic Emergent Literacy Assumptions Emergent Literacy Concepts Stages of Writing

What is Emergent Literacy?

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Children develop emergent literacy through a variety of meaningful experiences in an environment rich in reading, writing, and art materials. Literacy is a social, psychological, and linguistic process which starts at birth and continues throughout a person's lifetime. Literacy is multidimensional and tied to a child's natural surroundings.

Emergent literacy is based on social interactions with parents, teacher, and literacy products long before children read from print. Children learn about reading and writing through meaningful and stimulating environments.

An Overview of Emergent Literacy- Chapter 1 from eMERGing Literacy and Technology: Working Together

Position Statement on Early Literacy
In 1998 the International Reading Association (IRA) and the National Association for the Education of Young Children (NAEYC) published a joint position statement on developmentally appropriate emergent literacy practices for early childhood. Principles and recommended practices are provided as a guideline for educators and families. Developmentally appropriate experiences, positive relationships with adults who model literacy behavior, environments rich in print, opportunities to interact with others about stories and engage in dramatic play which incorporates print and writing materials, and teaching strategies are promoted. Seven policies are recommended to help children achieve developmentally appropriate literacy experiences. The policies include support through a comprehensive system for ongoing professional development, resources to ensure adequate ratio of teachers to children, and resources for a wide range of written materials.

View the position statement at http://www.naeyc.org/

Continuum of Literacy Development
Along with an Overview on Learning to Read and Write, these two organizations established a continuum of development for early literacy. Five phases are identified for children who range from preschool age through third grade.

Phase 1	Awareness and exploration (preschool)
Phase 2	Experimental reading and writing (kindergarten)
Phase 3	Early reading and writing (first grade)
Phase 4	Transitional reading and writing (second grade)
Phase 5	Independent and productive reading and writing (third grade)

View the entire continuum at http://www.naeyc.org/

The Interactive Technology Literacy Curriculum Project Supports Literacy Recommendations

The Interactive Technology Literacy Curriculum Project (ITLC) is one of the projects at the Center for Best Practices in Early Childhood Technology at Western Illinois University.

View the ITLC at http://www.mprojects.wiu.edu/itlc/

ITLC has developed a model for integrating technology into the preschool curriculum to promote emergent literacy. Over a five year period staff worked with area preschool teachers and families to design curriculum activities and adaptations for children with disabilities. ITLC staff collected data through videotape, photographs, children's drawings and writings, computer products, anecdotal notes, site staff and family questionaires, and literacy and computer assessments.

ITLC staff, along with staff on the LitTech outreach Project at the Center for Best Practices in Early Childhood, wrote eMERGing Literacy and Technology: Working Together, a curriculum for early childhood educators and families.

The Emergent Literacy Workshop contains links to activities and other excerpts from this publication.

View "ITLC Practices which support IRA and NAEYC Position"

 

Report by National Reading Council

The National Reading Council in 1998 published Preventing Reading Difficulties in Young Children. National Research Council. (1998). Their summary report addresses recommendations for promoting literacy in children, starting at birth.

View text online at http://www.nap.edu/books/030906418X/html/index.html

Practical Applications of Research

A listing of activities and materials used by ITLC to support nine Reading Research Recommendations.

View "Agents of Change" at http://books.nap.edu/books/030906418X/html/280.html

"Research Recommendations and the ITLC Model"