• English 
    • español
    • English
    • français
  • FacebookPinterestTwitter
  • español
  • English
  • français
View Item 
  •   DIGIBUG Home
  • 2.-Revistas
  • Investigaciones Sobre Lectura
  • ISL - Número 2 (2014)
  • View Item
  •   DIGIBUG Home
  • 2.-Revistas
  • Investigaciones Sobre Lectura
  • ISL - Número 2 (2014)
  • View Item
JavaScript is disabled for your browser. Some features of this site may not work without it.

Explaining and Understanding Early Literacy

[PDF] ISL 2-1 NEUMAN.pdf (277.9Kb)
Identificadores
URI: http://hdl.handle.net/10481/33861
ISSN: 2340-8685
Exportar
RISRefworksMendeleyBibtex
Estadísticas
View Usage Statistics
Metadata
Show full item record
Author
Neuman, Susan B.
Editorial
Asociación Española de Comprensión Lectora
Materia
Alfabetización
 
Infancia
 
Lenguaje
 
Literacy
 
Childhood
 
Language
 
Date
2014-07
Referencia bibliográfica
Neuman, S.B. Explaining and Understanding Early Literacy. ISL, 2: 7-14 (2014). [http://hdl.handle.net/10481/33861]
Sponsorship
Asociación Española de Comprensión Lectora
Abstract
The last decade has brought a growing consensus on the range of skills that serve as the foundation for reading and writing ability (Neuman & Dickinson, 2011). To become a skilled reader, children need a rich language and conceptual knowledge base, a broad and deep vocabulary, and verbal reasoning abilities to understand messages that are conveyed through print. Children also must develop code-related skills, an understanding that spoken words are composed of smaller elements of speech (phonological awareness); the idea that letters represent these sounds (the alphabetic principle), the many systematic correspondences between sounds and spellings, and a repertoire of highly familiar words that can be easily and automatically recognized. But to attain a high level of skill, young children need opportunities to develop these strands, not in isolation, but interactively. Meaning, not sounds or letters, motivates children’s earliest experiences with print. Consequently, it is important to recognize that in practice, children acquire these skills in coordination and interaction with meaningful experiences. Given the tremendous attention that early literacy has received recently and the increasing diversity of the child population in most countries, it is important and timely to take stock of these critical dimensions as well as the strengths and gaps in our ability to measure these skills effectively. In the following sections, I describe the critical dimensions of early literacy and the implications for high quality practices in the early childhood setting.
Collections
  • ISL - Número 2 (2014)

My Account

LoginRegister

Browse

All of DIGIBUGCommunities and CollectionsBy Issue DateAuthorsTitlesSubjectFinanciaciónAuthor profilesThis CollectionBy Issue DateAuthorsTitlesSubjectFinanciación

Statistics

View Usage Statistics

Servicios

Pasos para autoarchivoAyudaLicencias Creative CommonsSHERPA/RoMEODulcinea Biblioteca UniversitariaNos puedes encontrar a través deCondiciones legales

Contact Us | Send Feedback