As you learned in the previous lesson, emergent literacy skills typically manifest before the start of formal literacy instruction (a.k.a. before a child enters kindergarten). Performance on tasks involving emergent literacy skills has proved to serve as a predictor for later reading ability; deficits or delays in emergent literacy, especially phonological awareness, can contribute to later difficulty with learning to read.
Take a look at these key points from foundational research in emergent literacy:
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Children often learn many of these skills incidentally, or naturally, through interactions with things in their surroundings (i.e., people, objects, television, etc.). Therefore, children’s home and early learning environments play a crucial role in facilitating later literacy achievement.
By frequently embedding indirect and direct instruction in emergent literacy skills into classroom activities and routines, early childhood educators can help build strong foundations for later reading success.
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