1. Literacy in Early Childhood Education
By Diana Schalk
English 289
Research Project

2. Focus on Literacy: Developing Our Children’s Language

3. What does the terms Language & Literacy mean?
Language: Oral Language -Communicate through speaking and listening. -Symbols that is used to conduct meaning. -Finger movements, print and sounds.
Literacy: Reading and Writing -Communicate through print. - Ability to form meaning through: media, concepts and ideas, and technologies.

4. Ohio Early Learning Content Standards English Language Arts
°Phonemic Awareness, Word Recognition, and Fluency Standard- Examples include: Matching sounds and recognizing rhymes, talking about words and letters, and read out loud.
Acquisition of Vocabulary Standard: Example includes: Engaging with conversation of children.
Reading Process: Concepts of print, Comprehension Strategies and Self-monitoring Strategies Standard: Examples include: Including print throughout the children’s environment and talking about books.
Reading Applications: Literacy Text Standard: Examples include: Including print though the children’s environment and talking about books.
Communication: Oral and Visual Standard: Example includes: sharing stories and poems.

5. Developing Early Childhood Education though……
☺Phonological Awareness
☺Phonemic Awareness
☺Phonics
☺Emergent Literacy

6. Phonological Awareness
What is Phonological awareness?
-This when children identify and manipulate larger parts of a spoken language.
-Also covers awareness of other aspects of sound.

7. Phonological Awareness continued…
-Oral Rhymes
“Pat the Cat”
-Identifying and working with syllables
Clapping parts in a name such as “Ha-liey”
-Onsets
The first part of cat is c-.
-Rimes
“The last part of pig is –ig”
-Identifying and working with individual phonemes in spoken words.
“ The first sound in cat is kl.”

8. Phonemic Awareness What is Phonemic Awareness?
-The ability to notice, think about, and work with the individual sounds in spoken words.
-Children should become aware of how the sounds in words work.
Also, children must understand that words are made up of speech sounds, or phonemes.

9. Phonemic Awareness continued….
-Finding out which words in a set begin with the same sound.
“Side, sell, and search all have a /s/ at the beginning.”
-Saying the first or last sound in a word
“The ending sound of cat is kl.”
-Combining or blending separate sounds in a word to say it.
“/p/ /a/ /t/.”
Breaking a word into separated sounds.
“to - /t/ /o/.”

10. Phonemic Awareness continued…..
-Why is it important to know?
Improves children's reading and word conception.
Helps children learn how to spell.
-Ways to help children develop it:
Teach children to manipulate phonemes by using alphabet letters.
When teaching only centers around one or two instead of several types of phoneme manipulative.

11. Phonics:
-What is Phonics? Educates children the connection between the letters, which are graphemes, and their individual sounds, or phonemes, of a spoken language. Teaches children to use these relationships with reading and writing words.

12. Phonics continued…. -Why is phonics important to know?
Guides to the comprehension of the alphabetic principle – the organized and predictable relationships between written letters and spoken sounds.

13. Emergent Literacy: What is emergent Literacy?
Children learn about reading and writing at a very young age by watching and interacting with adults and other children as they use literacy in everyday life activites.
-Three strands of research on emergent literacy:
Children's concept about print.
Early forms of reading and writing.
Home literacy experiences.

14. Emergent Literacy: Children’s concept about print
-Children begin to notice: Print has meaning. The difference between print and pictures. Print is practical and can be used to “get things done” Environment print- print in real-life contexts. The letters of the alphabet

15. Emergent Literacy: Early forms of reading and writing
●Pictures, not forming stories-looks at the pictures and makes comments
●Pictures, forming oral stories- looks at the pictures and makes a story
●Pictures, forming written stories- looks at the pictures and sounds like they are reading the story
●Print- attempts to read instead of looking at the pictures
°Writing:
●Drawing as writing-pictures represent writing
●Scribble writing- continuous lines
●Letter-like units-marks that look like letters
●Nonphonetic letter strings- show no evidence of letter-sound relationship
●Copying from environment print-copies print found in the environment
●Invented spelling- using own spelling using letter-sound relationships
●Conventional- correct spelling most of the time

16. Emergent Literacy: Home literacy experiences
□Factors to promote literacy at home for children:
■ Opportunities to see lots of print
■ Access to books
■ Observe parents, other adults, and older siblings using it in everyday life
■ Supportive adults
■Take place in play
■ Parent-child storybook reading

17. To sum up….. □Phonological Awareness □Phonemic Awareness □ Phonics
■ Identify and manipulate larger parts of a spoken language
▪Onsets, rimes, oral rhymes
□Phonemic Awareness
■ability to notice, think about, and work with the individual sounds in spoken words
▪Saying sounds, combing or breaking separate sounds
□ Phonics
■connection between the letters and their individual sounds of a spoken language
▪Comprehension to the alphabetic principle
□ Emergent Literacy
■watching and interacting with adults and other children in everyday activites
▫Concepts about print, early forms of reading and writing, and home literacy experiences.

18. References:
■ Armbruster, B., Lehr, F., & Osborn, J. (2003). Put Reading First: The Research Building Blocks of Reading Instruction. Jessup, MD: US Department of Education ■Vukelich, C., Christie, J., Enz, B. (2008). Helping Young children Learn Language and Literacy: Birth through Kindergarten. Boston, MA: Pearson Education ■ NAEYC – National Association for the Education of Young Children…. Website: