The Comprehensive Emergent Literacy Model
Early Literacy in Context
Bibliographic Data
| ID | 3536842 |
|---|---|
| Authors | Leigh Rohde (0000-0002-8487-5810, Salem State University, corresponding author) |
| Year | 2015 |
| Volume | 5 |
| Issue | 1 |
| Pages | 5/1/2158244015577664 |
| Publication date | 2015-03-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | SAGE Open (JOURNAL) |
| Journal identifiers | ISSN: 2158-2440 • E-ISSN: 2158-2440 |
| Publisher | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/2158244015577664 |
| OpenAlex | W2092276033 |
| Language | EN |
| Citations received | 25 |
| References cited | 41 |
The early skills of Emergent Literacy include the knowledge and abilities related to the alphabet, phonological awareness, symbolic representation, and communication. However, existing models of emergent literacy focus on discrete skills and miss the perspective of the surrounding environment. Early literacy skills, including their relationship to one another, and the substantial impact of the setting and context, are critical in ensuring that children gain all of the preliminary skills and awareness they will need to become successful readers and writers. Research findings over the last few decades have led to a fuller understanding of all that emergent literacy includes, resulting in a need for a new, more comprehensive model. A new model, described in this article, strives to explain how emergent literacy can be viewed as an interactive process of skills and context rather than a linear series of individual components. Early literacy learning opportunities are more likely to happen when teachers have a solid knowledge base of emergent literacy and child development. Research has shown that preschool teachers with limited knowledge about literacy development are significantly less able to provide such experiences for children. Teachers will be better able to facilitate all of the components of emergent literacy if they have access to, and understanding of, a model that describes the components, their interactions, and the importance of environmental factors in supporting children
Critical literacy · Literacy · Mathematics education · Pedagogy · Phonological awareness · Child Development and Digital Technology · Computer Science · Language Development and Disorders · Psychology · Reading and Literacy Development
Listening to the Sounds of Healing
Diseño y validación del Cuestionario Socio-familiar de los Dominios de Alfabetización Emergentes en estudiantes de enseñanza pre-escolar chilenos
Évaluation de la qualité de l’environnement physique et psychologique au regard de l’émergence de l’écrit dans des classes d’éducation préscolaire
A year of learning
Exploration of latent early literacy profiles in German kindergarten children using a newly developed app
A study on the emergence of sound-sign correspondence in Italian-speaking 5-year-old pre-schoolers
A Multidimensional–Multilevel Approach to Literacy-Related Parental Involvement and Its Effects on Preschool Children’s Literacy Competences
Özel Eğitim Öğretmenliği Lisans Programında Erken Okuryazarlık
Ready, set, action! Preservice preschool teachers’ journey from preparation to implementation of literacy activities
Young children’s learning in physics
Research in early childhood teacher domain-specific professional knowledge – a systematic review
Shared-Reading Onset and Emergent Literacy Development
Early Literacy Skills in Digital Games
Code‐Related Activities and Their Association With Early Literacy Skills
Roma children not attending preschool education
Effects of a parent-implemented shared book reading program on Turkish children
Five ways of engaging with a drawing task
The structure of home literacy environment and its relation to emergent English literacy skills in the multilingual context of Singapore
Longitudinal study on early literacy and subsequent performance in Turkish low-SES children
Language and Literacy Education in the Early Years
From Form to Meaning
Enhancing French Preschoolers’ Early Literacy Skills with a New Educational Classroom Application
The Effect of a Sibling Shared Reading Intervention on the Reading Development of Early School-Aged Children in Rural China
The Intertwined Development of Atayal Oral Language, Emergent Reading and Identity Among Indigenous Young Children in a Bilingual Book Project
Seven key insights from critical realism and their implications for ecological thinking and action in community psychology
Early Childhood Matters
Acquisition of literacy
Child Development and Emergent Literacy
Preschool instruction and children's emergent literacy growth.
Why is letter-name knowledge such a good predictor of learning to read?
Spoken vocabulary growth
Phonological skills and their role in learning to read
Building support for language and early literacy in preschool classrooms through in-service professional development
Preparing the classroom environment to promote literacy during play
Observed classroom quality profiles in state-funded pre-kindergarten programs and associations with teacher, program, and classroom characteristics
Quality of language and literacy instruction in preschool classrooms serving at-risk pupils
Beginning to Read
What Classroom Observations Reveal About Reading Comprehension Instruction
Phonemic Awareness Instruction Helps Children Learn to Read
The comprehensive language approach to early literacy
A Longitudinal Analysis of the Connection Between Oral Language and Early Reading
| Citations per year | 4.17 |
|---|---|
| Citation span | 2020 - 2026 (7) |
| Highly cited | No |