Literature Review On Reading

In the following sections, we first review the important skills that are related to early language and literacy achievement.We then provide recommendations for updating ECRR workshops.Children’s sentences often start at two words (Bloom, 1970), but quickly lengthen to four or more words as children communicate their ideas increasingly through language.

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They begin to make implicit comparisons between similar sounding words, a phenomenon described by linguists as lexical restructuring (Goswami, 2001; Metsala, 1999).

For example, a two-year old child probably knows the words “cat” from “cut;” “hot” from “not.” Distinguishing between these similar sounding words both quickly and accurately, children begin to hear sequences of sound that constitute each known word.

Children with large vocabularies become attuned to these segments and acquire new words rapidly; children with smaller vocabularies may be limited to more global distinctions.

Consequently, vocabulary size and vocabulary rate are important for lexical restructuring (i.e., making sound distinctions between words) (Goswami, 2001), and are strongly tied to the emergence of phonological awareness.

Studies that have attempted to accelerate learning through early phonics training have shown no effects (Snow et al., 1998); in fact, evidence suggests that such training, without a firm understanding of phonemic awareness, may be detrimental to remembering words and learning to spell.

Recent reviews and analyses (Dickinson et al., 2003; Scarborough, 2001) have placed phonological awareness as a critical part of a complex braid of language abilities which include strands of phonology, semantics, syntax, pragmatics, and discourse.Recent analyses (Dickinson et al., 2003) have made it abundantly clear, however, that oral language skills, and more specifically vocabulary development, not only play a role in phonological awareness but also are critical skills for the development of reading comprehension later on.Therefore, it is essential for quality indicators in early childhood programs to recognize that oral language and vocabulary development is the foundation for all other skills critical to successful reading. Based on a massive body of research (Burgess, 2006; Lonigan, 2006), phonological awareness is a critical precursor, correlate, and predictor of children’s reading achievement.’) are tied to the development of abstract reasoning and related to literacy skills like print production and narrative competence.With word learning occurring so rapidly, children begin to make increasingly fine distinctions of words not only based on their meaning but also based on their sound.Phonological awareness should not be confused with phonics.The term phonics, or decoding, assumes that children understand the phonemic composition of words, and the phoneme-grapheme (sound/letter) relationship.Typically developing children begin first to discriminate among units of language (i.e., phonological awareness), then within these units (i.e., phonemic awareness).Phonological awareness refers to the general ability to attend to the sounds of language as distinct from its meaning.Its tie to children’s ability to decode has been clearly established.At the same time, quality indicators would do well to recognize that phonological awareness skills are integrally connected to other important language skills which need to be strongly bolstered in these early education and care programs.

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