Professional Documents
Culture Documents
Written Report in
Developmental Reading 2
(Vehicles to Early Literacy, The role of Home in Promoting
Early Literacy and The Value of of Language in Promoting
Early Literacy)
Prepared by:
Dela Cruz, Virginia C.
Prepared for:
Dr. Elizabeth P. Balanquit
Professor
I. Introduction
Imagine a world where you have no idea what is written on the paper that you pull out of
that envelope. On that packet. How can you live without this essential tool for
communication?
This lesson provides specific ways in promoting literacy of emergent learner. Vehicles to
Early Literacy, The role of Home in Promoting Early Literacy and The Value of of
Language in Promoting Early Literacy
II. Content
Children’s development, oral language, reading and writing are significant and
dynamically concurrent.Language aids speaking, reading and writing; reading aids
speaking and writing; writing aids speaking an dreading. (Newmann 1985)
Language helps children to learn to ascertain meaning from the world around them.
To become literate, children must learn about the functions and uses of literacy.
Halliday (1975)
- Described how language helps children to learn to ascertain meaning from the world
around them.
Chomsky (1972)
- Found that children who are introduced to literature at an early age tend to develop
sophisticated language structures.
There must be an initiative in properly educating the families, especially the parents,
about the critical role which they play in the literacy of their children. The aspect of home
literacy and its influence in a child’s development needs more emphasis so that parents
can redefine their roles and redirect their active, conscious and creative participation to
successfully help in their child’s literacy.
Holdaway (1979)
- Pointed out that the homes provides a setting where interactions between adults and
children are socially, emotionally and intellectually conducive to literacy growth. The
supportive and interactive behavior of the parents.
Leichter (1984) identified three ways by which the families influence literacy
development.
Interpersonal Interaction
- Is described as the literacy experiences shared by the parents and other adult family
members with the child to promote early literacy. These literacy experiences may include
home practices and social functions of speaking, reading and writing which may be
demonstrated through constant and pleasurable communication with the child.
Storytelling, reading aloud, reading newspaper and letters, sending greeting cars and
notes are some of these interactions which encourage literacy of young learners in the
family.
Physical Environment
- Involves the literacy materials available in the home. Appropriate and readily
accessible literacy materials like picture - concept books, picture - story books, TV
program - related books, newspaper and magazines help in promoting the interest and
love for reading. Moreover parents can help their children to acquire familiarity with
environmental print like logos and labels of food containers, stores or supermarkets, food
chains or restaurant, malls and service station and even road signs, means of
transportation, directions and stations. Writing materials and manipulative toys provide
opportunities to get kids into writing activities.
- It refers to the level of upkeep, ambient noise, lighting, indoor air quality and/or
thermal comfort of the school’s physical building and its location within the community.
The physical environment of the school speaks to the contribution that safe, clean, and
comfortable surroundings make to a positive school climate in which students can learn.
- Adults who are receptive and responsive to the interests and curiosities if their child
encourage literacy activities (Clark, 1976; Durken 1966; King & Friessen, 1972; Morrow,
1983). Channels of information and support system in the home naturally encourage the
development of reading. When adults cooperate with the child, they reinforce his/her
interests in reading. Thus, nurturing a positive attitude toward reading and a desire to read
are more important because a child who knows how to read, may choose not to develop
passion for reading, and may never find reading pleasurable. Similarly, a child though
literate, may choose not to practice his/her literacy.
Family members, particularly parents, must initiate literacy activities for the child.
- The teacher teach the children in school, but when it comes in the home the parents
or guardian should continue teaching their child they must initiate first and make some
different activities that boost the child interest.
All family members must read to a child and must be responsive to his queries.
1. - As a member of a family we should response on the different questions that the child
might ask us because once we ignore them they will loose interest and their curiosity will
not driven anymore.
Parents involve the child in their reading and take him in bookstore and libraries.
- Its understandable that the more the parents involve child in their reading or make
sometime going on bookstores or libraries they will learn more because they will have
interaction.
Parents must provide literacy materials and nurture his interest and skills.
- Once the child show his/her skills, the parents have the responsibility to mold and
make it better. So that in the near future they can used it.
Parents must take ownership of their critical rule in their child's literacy as the child
takes ownership of his/her own learning.
- Parents must not violate their given rules to their child because the child has already
kept it and learn how to value it as their parents tell to them.
Developing language skills is of absolute importance for young children’s success later in
life both as social beings and in pursuing an education.
III. Conclusion