Literacy in Child Development and Early Education
ECE 2000 - Introduction to Child Development
University of Cincinnati
November 12, 2023
Literacy is the result of a human’s adaptation to the social
environment. There are different definitions of literacy, but one
important is: “Literacy is a human invention” (Snow, 2017). Also, the
common definition of literacy is “the knowledge and skills necessary
to read and write” (Rudell, 2002). In this paper, I am going to discuss
the different domains of literacy that authors combine to define
literacy, early literacy instruction, and development.
So, what is literacy? According to Rudell (2002), literacy is “the
knowledge and skills necessary to read and write”. Also, according to
Montoya (2018), there are different definitions of literacy, one of them
is that it is how a person can “identify, understand, interpret, create,
communicate and compute” printed materials from different sources.
Another interesting definition is: “How an individual can participate
within his environment through his knowledge, achieving objectives
and participating always in his process of learning”. These definitions
can give us a wide perspective of different definitions of literacy that
authors coined through different periods. It is interesting to point out
here that literacy is important for individuals interacting in society. As
an individual, young children, or adults, we need to be always in a
learning process in our whole life. This interaction with readings and
writing exercises can give us the opportunity to participate in our
community decisions during our lives.
According to Vesay and Gischar (2013), the National Reading Panel
divided literacy into five critical domains: phonemic awareness,
alphabetic principle, fluency, vocabulary, and comprehension. These
domains are the roots of good literacy, and it is important to teach
them to our young students in the early stages of their development.
Phonological awareness is a broad definition of language in different
parts, word by word, and also is about listening to the syllables of the
words. Recognizing rhymes in the words, and the learning process
when kids can practice alliteration (eg. the same sound in the words,
six smiles softly spoken). According to the National Center on
Improving Literacy (2018), the alphabetic principle is the knowledge
that the letters have sounds and they are in the alphabet, for example,
when a child can identify the letter 'm' and its sound 'mmm'. This is
when a person can identify sounds and letters in a word, then can read
and write, building words with the sounds of the spoken language.
Also, the alphabetic principle has two components: alphabetic
understanding is knowing that words are made up of letters that
represent the sounds of speech, and phonological recoding is knowing
how to translate the letters in printed words into the sounds they make
to read and pronounce the words accurately. In Fluency Matters
(2014), the author explained his own definition of fluency, and he says
that reading fluency has two ends, the first one is about 'word
recognition in a text' while the person can comprehend what he/she is
reading is on the other end. This is when the person can identify
automatically words, recognize and identify them in a written text, but
with adequate speed. Stahl (2005) defines vocabulary as follows:
“Vocabulary knowledge is knowledge; the knowledge of a word not
only implies a definition but also implies how that word fits into the
world”. This part is important within the process of literacy in
children. At an early age, children should learn a complex vocabulary
during their kinder grade since this practice will help them develop
their language and to have success in their upper grades. In order to
understand the meaning of comprehension, Pardo (2004) refers that
“comprehension is the process of simultaneously extracting and
constructing meaning through interaction and involvement with
written language”. It is imperative that we, as professionals working in
educational settings, should help and revise our students when they
are reading aloud their books making sure that they are understanding
what they are reading. 02
In order to set up the knowledge of early literacy in children in their
preschool years or their early stages of learning, the authors
recommend some strategies and/or techniques to teach our kids to
write and read in their infancy. In Roskos et al. (2003) , we can find
these teaching techniques, and the first one is 'rich teacher talk'; this
technique says that teachers or adults should converse with the
students in groups or one-to-one context using 'cognitively
challenging content'. The second technique that the authors
recommend is 'storybook reading'; this technique is interesting
because we need to read aloud to our students once or twice times
daily. Then, start to make activities before, during, or after the reading
time of different books. The third technique is 'phonological
awareness activities', using activities where we can help our students
to identify the sounds of the letters. For example, use activities of
rhyming, alliteration, and sound matching. Here, students can
participate with their emergent knowledge to find rhymes, identify the
same sound in different words, and recognize when words start with
the same sound. The fourth technique is 'alphabet activities'.
Personally, I use this technique with students who are struggling with
their reading level. For example, I use magnetic letters and ask them
to set them in a rainbow form, then they need to sound loud each letter
one or two times every day. This technique helped my students to
improve their reading skills. If we use these techniques, we can
encourage our children to read and to write, but considering those
techniques, they can show how they are improving on these skills.
In conclusion, early literacy skills are an important phase of child
development. I consider that as professionals working in educational
settings, we should set up the foundations of literacy in our young
students. Different authors gave us such diverse educational resources
to use in our preschool and kinder classrooms. We can use different
teaching techniques and research-based strategies to use with our
students to help them to develop their emerging literacy skills at
younger ages.
According to Vesay and Gischar (2013), the National Reading Panel
divided literacy into five critical domains: phonemic awareness,
alphabetic principle, fluency, vocabulary, and comprehension. These
domains are the roots of good literacy, and it is important to teach
them to our young students in the early stages of their development.
Phonological awareness is a broad definition of language in different
parts, word by word, and also is about listening to the syllables of the
words. Recognizing rhymes in the words, and the learning process
when kids can practice alliteration (eg. the same sound in the words,
six smiles softly spoken). According to the National Center on
Improving Literacy (2018), the alphabetic principle is the knowledge
that the letters have sounds and they are in the alphabet, for example,
when a child can identify the letter 'm' and its sound 'mmm'. This is
when a person can identify sounds and letters in a word, then can read
and write, building words with the sounds of the spoken language.
Also, the alphabetic principle has two components: alphabetic
understanding is knowing that words are made up of letters that
represent the sounds of speech, and phonological recoding is knowing
how to translate the letters in printed words into the sounds they make
to read and pronounce the words accurately. In Fluency Matters
(2014), the author explained his own definition of fluency, and he says
that reading fluency has two ends, the first one is about 'word
recognition in a text' while the person can comprehend what he/she is
reading is on the other end. This is when the person can identify
automatically words, recognize and identify them in a written text, but
with adequate speed. Stahl (2005) defines vocabulary as follows:
“Vocabulary knowledge is knowledge; the knowledge of a word not
only implies a definition but also implies how that word fits into the
world”. This part is important within the process of literacy in
children. At an early age, children should learn a complex vocabulary
during their kinder grade since this practice will help them develop
their language and to have success in their upper grades. In order to
understand the meaning of comprehension, Pardo (2004) refers that
“comprehension is the process of simultaneously extracting and
constructing meaning through interaction and involvement with
written language”. It is imperative that we, as professionals working in
educational settings, should help and revise our students when they
are reading aloud their books making sure that they are understanding
what they are reading. 02
In order to set up the knowledge of early literacy in children in their
preschool years or their early stages of learning, the authors
recommend some strategies and/or techniques to teach our kids to
write and read in their infancy. In Roskos et al. (2003) , we can find
these teaching techniques, and the first one is 'rich teacher talk'; this
technique says that teachers or adults should converse with the
students in groups or one-to-one context using 'cognitively
challenging content'. The second technique that the authors
recommend is 'storybook reading'; this technique is interesting
because we need to read aloud to our students once or twice times
daily. Then, start to make activities before, during, or after the reading
time of different books. The third technique is 'phonological
awareness activities', using activities where we can help our students
to identify the sounds of the letters. For example, use activities of
rhyming, alliteration, and sound matching. Here, students can
participate with their emergent knowledge to find rhymes, identify the
same sound in different words, and recognize when words start with
the same sound. The fourth technique is 'alphabet activities'.
Personally, I use this technique with students who are struggling with
their reading level. For example, I use magnetic letters and ask them
to set them in a rainbow form, then they need to sound loud each letter
one or two times every day. This technique helped my students to
improve their reading skills. If we use these techniques, we can
encourage our children to read and to write, but considering those
techniques, they can show how they are improving on these skills.
In conclusion, early literacy skills are an important phase of child
development. I consider that as professionals working in educational
settings, we should set up the foundations of literacy in our young
students. Different authors gave us such diverse educational resources
to use in our preschool and kinder classrooms. We can use different
teaching techniques and research-based strategies to use with our
students to help them to develop their emerging literacy skills at
younger ages.
According to Vesay and Gischar (2013), the National Reading Panel
divided literacy into five critical domains: phonemic awareness,
alphabetic principle, fluency, vocabulary, and comprehension. These
domains are the roots of good literacy, and it is important to teach
them to our young students in the early stages of their development.
Phonological awareness is a broad definition of language in different
parts, word by word, and also is about listening to the syllables of the
words. Recognizing rhymes in the words, and the learning process
when kids can practice alliteration (eg. the same sound in the words,
six smiles softly spoken). According to the National Center on
Improving Literacy (2018), the alphabetic principle is the knowledge
that the letters have sounds and they are in the alphabet, for example,
when a child can identify the letter 'm' and its sound 'mmm'. This is
when a person can identify sounds and letters in a word, then can read
and write, building words with the sounds of the spoken language.
Also, the alphabetic principle has two components: alphabetic
understanding is knowing that words are made up of letters that
represent the sounds of speech, and phonological recoding is knowing
how to translate the letters in printed words into the sounds they make
to read and pronounce the words accurately. In Fluency Matters
(2014), the author explained his own definition of fluency, and he says
that reading fluency has two ends, the first one is about 'word
recognition in a text' while the person can comprehend what he/she is
reading is on the other end. This is when the person can identify
automatically words, recognize and identify them in a written text, but
with adequate speed. Stahl (2005) defines vocabulary as follows:
“Vocabulary knowledge is knowledge; the knowledge of a word not
only implies a definition but also implies how that word fits into the
world”. This part is important within the process of literacy in
children. At an early age, children should learn a complex vocabulary
during their kinder grade since this practice will help them develop
their language and to have success in their upper grades. In order to
understand the meaning of comprehension, Pardo (2004) refers that
“comprehension is the process of simultaneously extracting and
constructing meaning through interaction and involvement with
written language”. It is imperative that we, as professionals working in
educational settings, should help and revise our students when they
are reading aloud their books making sure that they are understanding
what they are reading. 02
In order to set up the knowledge of early literacy in children in their
preschool years or their early stages of learning, the authors
recommend some strategies and/or techniques to teach our kids to
write and read in their infancy. In Roskos et al. (2003) , we can find
these teaching techniques, and the first one is 'rich teacher talk'; this
technique says that teachers or adults should converse with the
students in groups or one-to-one context using 'cognitively
challenging content'. The second technique that the authors
recommend is 'storybook reading'; this technique is interesting
because we need to read aloud to our students once or twice times
daily. Then, start to make activities before, during, or after the reading
time of different books. The third technique is 'phonological
awareness activities', using activities where we can help our students
to identify the sounds of the letters. For example, use activities of
rhyming, alliteration, and sound matching. Here, students can
participate with their emergent knowledge to find rhymes, identify the
same sound in different words, and recognize when words start with
the same sound. The fourth technique is 'alphabet activities'.
Personally, I use this technique with students who are struggling with
their reading level. For example, I use magnetic letters and ask them
to set them in a rainbow form, then they need to sound loud each letter
one or two times every day. This technique helped my students to
improve their reading skills. If we use these techniques, we can
encourage our children to read and to write, but considering those
techniques, they can show how they are improving on these skills.
In conclusion, early literacy skills are an important phase of child
development. I consider that as professionals working in educational
settings, we should set up the foundations of literacy in our young
students. Different authors gave us such diverse educational resources
to use in our preschool and kinder classrooms. We can use different
teaching techniques and research-based strategies to use with our
students to help them to develop their emerging literacy skills at
younger ages.
According to Vesay and Gischar (2013), the National Reading Panel
divided literacy into five critical domains: phonemic awareness,
alphabetic principle, fluency, vocabulary, and comprehension. These
domains are the roots of good literacy, and it is important to teach
them to our young students in the early stages of their development.
Phonological awareness is a broad definition of language in different
parts, word by word, and also is about listening to the syllables of the
words. Recognizing rhymes in the words, and the learning process
when kids can practice alliteration (eg. the same sound in the words,
six smiles softly spoken). According to the National Center on
Improving Literacy (2018), the alphabetic principle is the knowledge
that the letters have sounds and they are in the alphabet, for example,
when a child can identify the letter 'm' and its sound 'mmm'. This is
when a person can identify sounds and letters in a word, then can read
and write, building words with the sounds of the spoken language.
Also, the alphabetic principle has two components: alphabetic
understanding is knowing that words are made up of letters that
represent the sounds of speech, and phonological recoding is knowing
how to translate the letters in printed words into the sounds they make
to read and pronounce the words accurately. In Fluency Matters
(2014), the author explained his own definition of fluency, and he says
that reading fluency has two ends, the first one is about 'word
recognition in a text' while the person can comprehend what he/she is
reading is on the other end. This is when the person can identify
automatically words, recognize and identify them in a written text, but
with adequate speed. Stahl (2005) defines vocabulary as follows:
“Vocabulary knowledge is knowledge; the knowledge of a word not
only implies a definition but also implies how that word fits into the
world”. This part is important within the process of literacy in
children. At an early age, children should learn a complex vocabulary
during their kinder grade since this practice will help them develop
their language and to have success in their upper grades. In order to
understand the meaning of comprehension, Pardo (2004) refers that
“comprehension is the process of simultaneously extracting and
constructing meaning through interaction and involvement with
written language”. It is imperative that we, as professionals working in
educational settings, should help and revise our students when they
are reading aloud their books making sure that they are understanding
what they are reading. 02
In order to set up the knowledge of early literacy in children in their
preschool years or their early stages of learning, the authors
recommend some strategies and/or techniques to teach our kids to
write and read in their infancy. In Roskos et al. (2003) , we can find
these teaching techniques, and the first one is 'rich teacher talk'; this
technique says that teachers or adults should converse with the
students in groups or one-to-one context using 'cognitively
challenging content'. The second technique that the authors
recommend is 'storybook reading'; this technique is interesting
because we need to read aloud to our students once or twice times
daily. Then, start to make activities before, during, or after the reading
time of different books. The third technique is 'phonological
awareness activities', using activities where we can help our students
to identify the sounds of the letters. For example, use activities of
rhyming, alliteration, and sound matching. Here, students can
participate with their emergent knowledge to find rhymes, identify the
same sound in different words, and recognize when words start with
the same sound. The fourth technique is 'alphabet activities'.
Personally, I use this technique with students who are struggling with
their reading level. For example, I use magnetic letters and ask them
to set them in a rainbow form, then they need to sound loud each letter
one or two times every day. This technique helped my students to
improve their reading skills. If we use these techniques, we can
encourage our children to read and to write, but considering those
techniques, they can show how they are improving on these skills.
In conclusion, early literacy skills are an important phase of child
development. I consider that as professionals working in educational
settings, we should set up the foundations of literacy in our young
students. Different authors gave us such diverse educational resources
to use in our preschool and kinder classrooms. We can use different
teaching techniques and research-based strategies to use with our
students to help them to develop their emerging literacy skills at
younger ages.
According to Vesay and Gischar (2013), the National Reading Panel
divided literacy into five critical domains: phonemic awareness,
alphabetic principle, fluency, vocabulary, and comprehension. These
domains are the roots of good literacy, and it is important to teach
them to our young students in the early stages of their development.
Phonological awareness is a broad definition of language in different
parts, word by word, and also is about listening to the syllables of the
words. Recognizing rhymes in the words, and the learning process
when kids can practice alliteration (eg. the same sound in the words,
six smiles softly spoken). According to the National Center on
Improving Literacy (2018), the alphabetic principle is the knowledge
that the letters have sounds and they are in the alphabet, for example,
when a child can identify the letter 'm' and its sound 'mmm'. This is
when a person can identify sounds and letters in a word, then can read
and write, building words with the sounds of the spoken language.
Also, the alphabetic principle has two components: alphabetic
understanding is knowing that words are made up of letters that
represent the sounds of speech, and phonological recoding is knowing
how to translate the letters in printed words into the sounds they make
to read and pronounce the words accurately. In Fluency Matters
(2014), the author explained his own definition of fluency, and he says
that reading fluency has two ends, the first one is about 'word
recognition in a text' while the person can comprehend what he/she is
reading is on the other end. This is when the person can identify
automatically words, recognize and identify them in a written text, but
with adequate speed. Stahl (2005) defines vocabulary as follows:
“Vocabulary knowledge is knowledge; the knowledge of a word not
only implies a definition but also implies how that word fits into the
world”. This part is important within the process of literacy in
children. At an early age, children should learn a complex vocabulary
during their kinder grade since this practice will help them develop
their language and to have success in their upper grades. In order to
understand the meaning of comprehension, Pardo (2004) refers that
“comprehension is the process of simultaneously extracting and
constructing meaning through interaction and involvement with
written language”. It is imperative that we, as professionals working in
educational settings, should help and revise our students when they
are reading aloud their books making sure that they are understanding
what they are reading. 02
In order to set up the knowledge of early literacy in children in their
preschool years or their early stages of learning, the authors
recommend some strategies and/or techniques to teach our kids to
write and read in their infancy. In Roskos et al. (2003) , we can find
these teaching techniques, and the first one is 'rich teacher talk'; this
technique says that teachers or adults should converse with the
students in groups or one-to-one context using 'cognitively
challenging content'. The second technique that the authors
recommend is 'storybook reading'; this technique is interesting
because we need to read aloud to our students once or twice times
daily. Then, start to make activities before, during, or after the reading
time of different books. The third technique is 'phonological
awareness activities', using activities where we can help our students
to identify the sounds of the letters. For example, use activities of
rhyming, alliteration, and sound matching. Here, students can
participate with their emergent knowledge to find rhymes, identify the
same sound in different words, and recognize when words start with
the same sound. The fourth technique is 'alphabet activities'.
Personally, I use this technique with students who are struggling with
their reading level. For example, I use magnetic letters and ask them
to set them in a rainbow form, then they need to sound loud each letter
one or two times every day. This technique helped my students to
improve their reading skills. If we use these techniques, we can
encourage our children to read and to write, but considering those
techniques, they can show how they are improving on these skills.
In conclusion, early literacy skills are an important phase of child
development. I consider that as professionals working in educational
settings, we should set up the foundations of literacy in our young
students. Different authors gave us such diverse educational resources
to use in our preschool and kinder classrooms. We can use different
teaching techniques and research-based strategies to use with our
students to help them to develop their emerging literacy skills at
younger ages.
According to Vesay and Gischar (2013), the National Reading Panel
divided literacy into five critical domains: phonemic awareness,
alphabetic principle, fluency, vocabulary, and comprehension. These
domains are the roots of good literacy, and it is important to teach
them to our young students in the early stages of their development.
Phonological awareness is a broad definition of language in different
parts, word by word, and also is about listening to the syllables of the
words. Recognizing rhymes in the words, and the learning process
when kids can practice alliteration (eg. the same sound in the words,
six smiles softly spoken). According to the National Center on
Improving Literacy (2018), the alphabetic principle is the knowledge
that the letters have sounds and they are in the alphabet, for example,
when a child can identify the letter 'm' and its sound 'mmm'. This is
when a person can identify sounds and letters in a word, then can read
and write, building words with the sounds of the spoken language.
Also, the alphabetic principle has two components: alphabetic
understanding is knowing that words are made up of letters that
represent the sounds of speech, and phonological recoding is knowing
how to translate the letters in printed words into the sounds they make
to read and pronounce the words accurately. In Fluency Matters
(2014), the author explained his own definition of fluency, and he says
that reading fluency has two ends, the first one is about 'word
recognition in a text' while the person can comprehend what he/she is
reading is on the other end. This is when the person can identify
automatically words, recognize and identify them in a written text, but
with adequate speed. Stahl (2005) defines vocabulary as follows:
“Vocabulary knowledge is knowledge; the knowledge of a word not
only implies a definition but also implies how that word fits into the
world”. This part is important within the process of literacy in
children. At an early age, children should learn a complex vocabulary
during their kinder grade since this practice will help them develop
their language and to have success in their upper grades. In order to
understand the meaning of comprehension, Pardo (2004) refers that
“comprehension is the process of simultaneously extracting and
constructing meaning through interaction and involvement with
written language”. It is imperative that we, as professionals working in
educational settings, should help and revise our students when they
are reading aloud their books making sure that they are understanding
what they are reading. 02
In order to set up the knowledge of early literacy in children in their
preschool years or their early stages of learning, the authors
recommend some strategies and/or techniques to teach our kids to
write and read in their infancy. In Roskos et al. (2003) , we can find
these teaching techniques, and the first one is 'rich teacher talk'; this
technique says that teachers or adults should converse with the
students in groups or one-to-one context using 'cognitively
challenging content'. The second technique that the authors
recommend is 'storybook reading'; this technique is interesting
because we need to read aloud to our students once or twice times
daily. Then, start to make activities before, during, or after the reading
time of different books. The third technique is 'phonological
awareness activities', using activities where we can help our students
to identify the sounds of the letters. For example, use activities of
rhyming, alliteration, and sound matching. Here, students can
participate with their emergent knowledge to find rhymes, identify the
same sound in different words, and recognize when words start with
the same sound. The fourth technique is 'alphabet activities'.
Personally, I use this technique with students who are struggling with
their reading level. For example, I use magnetic letters and ask them
to set them in a rainbow form, then they need to sound loud each letter
one or two times every day. This technique helped my students to
improve their reading skills. If we use these techniques, we can
encourage our children to read and to write, but considering those
techniques, they can show how they are improving on these skills.
In conclusion, early literacy skills are an important phase of child
development. I consider that as professionals working in educational
settings, we should set up the foundations of literacy in our young
students. Different authors gave us such diverse educational resources
to use in our preschool and kinder classrooms. We can use different
teaching techniques and research-based strategies to use with our
students to help them to develop their emerging literacy skills at
younger ages.
According to Vesay and Gischar (2013), the National Reading Panel
divided literacy into five critical domains: phonemic awareness,
alphabetic principle, fluency, vocabulary, and comprehension. These
domains are the roots of good literacy, and it is important to teach
them to our young students in the early stages of their development.
Phonological awareness is a broad definition of language in different
parts, word by word, and also is about listening to the syllables of the
words. Recognizing rhymes in the words, and the learning process
when kids can practice alliteration (eg. the same sound in the words,
six smiles softly spoken). According to the National Center on
Improving Literacy (2018), the alphabetic principle is the knowledge
that the letters have sounds and they are in the alphabet, for example,
when a child can identify the letter 'm' and its sound 'mmm'. This is
when a person can identify sounds and letters in a word, then can read
and write, building words with the sounds of the spoken language.
Also, the alphabetic principle has two components: alphabetic
understanding is knowing that words are made up of letters that
represent the sounds of speech, and phonological recoding is knowing
how to translate the letters in printed words into the sounds they make
to read and pronounce the words accurately. In Fluency Matters
(2014), the author explained his own definition of fluency, and he says
that reading fluency has two ends, the first one is about 'word
recognition in a text' while the person can comprehend what he/she is
reading is on the other end. This is when the person can identify
automatically words, recognize and identify them in a written text, but
with adequate speed. Stahl (2005) defines vocabulary as follows:
“Vocabulary knowledge is knowledge; the knowledge of a word not
only implies a definition but also implies how that word fits into the
world”. This part is important within the process of literacy in
children. At an early age, children should learn a complex vocabulary
during their kinder grade since this practice will help them develop
their language and to have success in their upper grades. In order to
understand the meaning of comprehension, Pardo (2004) refers that
“comprehension is the process of simultaneously extracting and
constructing meaning through interaction and involvement with
written language”. It is imperative that we, as professionals working in
educational settings, should help and revise our students when they
are reading aloud their books making sure that they are understanding
what they are reading. 02
In order to set up the knowledge of early literacy in children in their
preschool years or their early stages of learning, the authors
recommend some strategies and/or techniques to teach our kids to
write and read in their infancy. In Roskos et al. (2003) , we can find
these teaching techniques, and the first one is 'rich teacher talk'; this
technique says that teachers or adults should converse with the
students in groups or one-to-one context using 'cognitively
challenging content'. The second technique that the authors
recommend is 'storybook reading'; this technique is interesting
because we need to read aloud to our students once or twice times
daily. Then, start to make activities before, during, or after the reading
time of different books. The third technique is 'phonological
awareness activities', using activities where we can help our students
to identify the sounds of the letters. For example, use activities of
rhyming, alliteration, and sound matching. Here, students can
participate with their emergent knowledge to find rhymes, identify the
same sound in different words, and recognize when words start with
the same sound. The fourth technique is 'alphabet activities'.
Personally, I use this technique with students who are struggling with
their reading level. For example, I use magnetic letters and ask them
to set them in a rainbow form, then they need to sound loud each letter
one or two times every day. This technique helped my students to
improve their reading skills. If we use these techniques, we can
encourage our children to read and to write, but considering those
techniques, they can show how they are improving on these skills.
In conclusion, early literacy skills are an important phase of child
development. I consider that as professionals working in educational
settings, we should set up the foundations of literacy in our young
students. Different authors gave us such diverse educational resources
to use in our preschool and kinder classrooms. We can use different
teaching techniques and research-based strategies to use with our
students to help them to develop their emerging literacy skills at
younger ages.
According to Vesay and Gischar (2013), the National Reading Panel
divided literacy into five critical domains: phonemic awareness,
alphabetic principle, fluency, vocabulary, and comprehension. These
domains are the roots of good literacy, and it is important to teach
them to our young students in the early stages of their development.
Phonological awareness is a broad definition of language in different
parts, word by word, and also is about listening to the syllables of the
words. Recognizing rhymes in the words, and the learning process
when kids can practice alliteration (eg. the same sound in the words,
six smiles softly spoken). According to the National Center on
Improving Literacy (2018), the alphabetic principle is the knowledge
that the letters have sounds and they are in the alphabet, for example,
when a child can identify the letter 'm' and its sound 'mmm'. This is
when a person can identify sounds and letters in a word, then can read
and write, building words with the sounds of the spoken language.
Also, the alphabetic principle has two components: alphabetic
understanding is knowing that words are made up of letters that
represent the sounds of speech, and phonological recoding is knowing
how to translate the letters in printed words into the sounds they make
to read and pronounce the words accurately. In Fluency Matters
(2014), the author explained his own definition of fluency, and he says
that reading fluency has two ends, the first one is about 'word
recognition in a text' while the person can comprehend what he/she is
reading is on the other end. This is when the person can identify
automatically words, recognize and identify them in a written text, but
with adequate speed. Stahl (2005) defines vocabulary as follows:
“Vocabulary knowledge is knowledge; the knowledge of a word not
only implies a definition but also implies how that word fits into the
world”. This part is important within the process of literacy in
children. At an early age, children should learn a complex vocabulary
during their kinder grade since this practice will help them develop
their language and to have success in their upper grades. In order to
understand the meaning of comprehension, Pardo (2004) refers that
“comprehension is the process of simultaneously extracting and
constructing meaning through interaction and involvement with
written language”. It is imperative that we, as professionals working in
educational settings, should help and revise our students when they
are reading aloud their books making sure that they are understanding
what they are reading. 02
In order to set up the knowledge of early literacy in children in their
preschool years or their early stages of learning, the authors
recommend some strategies and/or techniques to teach our kids to
write and read in their infancy. In Roskos et al. (2003) , we can find
these teaching techniques, and the first one is 'rich teacher talk'; this
technique says that teachers or adults should converse with the
students in groups or one-to-one context using 'cognitively
challenging content'. The second technique that the authors
recommend is 'storybook reading'; this technique is interesting
because we need to read aloud to our students once or twice times
daily. Then, start to make activities before, during, or after the reading
time of different books. The third technique is 'phonological
awareness activities', using activities where we can help our students
to identify the sounds of the letters. For example, use activities of
rhyming, alliteration, and sound matching. Here, students can
participate with their emergent knowledge to find rhymes, identify the
same sound in different words, and recognize when words start with
the same sound. The fourth technique is 'alphabet activities'.
Personally, I use this technique with students who are struggling with
their reading level. For example, I use magnetic letters and ask them
to set them in a rainbow form, then they need to sound loud each letter
one or two times every day. This technique helped my students to
improve their reading skills. If we use these techniques, we can
encourage our children to read and to write, but considering those
techniques, they can show how they are improving on these skills.
In conclusion, early literacy skills are an important phase of child
development. I consider that as professionals working in educational
settings, we should set up the foundations of literacy in our young
students. Different authors gave us such diverse educational resources
to use in our preschool and kinder classrooms. We can use different
teaching techniques and research-based strategies to use with our
students to help them to develop their emerging literacy skills at
younger ages.
According to Vesay and Gischar (2013), the National Reading Panel
divided literacy into five critical domains: phonemic awareness,
alphabetic principle, fluency, vocabulary, and comprehension. These
domains are the roots of good literacy, and it is important to teach
them to our young students in the early stages of their development.
Phonological awareness is a broad definition of language in different
parts, word by word, and also is about listening to the syllables of the
words. Recognizing rhymes in the words, and the learning process
when kids can practice alliteration (eg. the same sound in the words,
six smiles softly spoken). According to the National Center on
Improving Literacy (2018), the alphabetic principle is the knowledge
that the letters have sounds and they are in the alphabet, for example,
when a child can identify the letter 'm' and its sound 'mmm'. This is
when a person can identify sounds and letters in a word, then can read
and write, building words with the sounds of the spoken language.
Also, the alphabetic principle has two components: alphabetic
understanding is knowing that words are made up of letters that
represent the sounds of speech, and phonological recoding is knowing
how to translate the letters in printed words into the sounds they make
to read and pronounce the words accurately. In Fluency Matters
(2014), the author explained his own definition of fluency, and he says
that reading fluency has two ends, the first one is about 'word
recognition in a text' while the person can comprehend what he/she is
reading is on the other end. This is when the person can identify
automatically words, recognize and identify them in a written text, but
with adequate speed. Stahl (2005) defines vocabulary as follows:
“Vocabulary knowledge is knowledge; the knowledge of a word not
only implies a definition but also implies how that word fits into the
world”. This part is important within the process of literacy in
children. At an early age, children should learn a complex vocabulary
during their kinder grade since this practice will help them develop
their language and to have success in their upper grades. In order to
understand the meaning of comprehension, Pardo (2004) refers that
“comprehension is the process of simultaneously extracting and
constructing meaning through interaction and involvement with
written language”. It is imperative that we, as professionals working in
educational settings, should help and revise our students when they
are reading aloud their books making sure that they are understanding
what they are reading. 02
In order to set up the knowledge of early literacy in children in their
preschool years or their early stages of learning, the authors
recommend some strategies and/or techniques to teach our kids to
write and read in their infancy. In Roskos et al. (2003) , we can find
these teaching techniques, and the first one is 'rich teacher talk'; this
technique says that teachers or adults should converse with the
students in groups or one-to-one context using 'cognitively
challenging content'. The second technique that the authors
recommend is 'storybook reading'; this technique is interesting
because we need to read aloud to our students once or twice times
daily. Then, start to make activities before, during, or after the reading
time of different books. The third technique is 'phonological
awareness activities', using activities where we can help our students
to identify the sounds of the letters. For example, use activities of
rhyming, alliteration, and sound matching. Here, students can
participate with their emergent knowledge to find rhymes, identify the
same sound in different words, and recognize when words start with
the same sound. The fourth technique is 'alphabet activities'.
Personally, I use this technique with students who are struggling with
their reading level. For example, I use magnetic letters and ask them
to set them in a rainbow form, then they need to sound loud each letter
one or two times every day. This technique helped my students to
improve their reading skills. If we use these techniques, we can
encourage our children to read and to write, but considering those
techniques, they can show how they are improving on these skills.
In conclusion, early literacy skills are an important phase of child
development. I consider that as professionals working in educational
settings, we should set up the foundations of literacy in our young
students. Different authors gave us such diverse educational resources
to use in our preschool and kinder classrooms. We can use different
teaching techniques and research-based strategies to use with our
students to help them to develop their emerging literacy skills at
younger ages.
According to Vesay and Gischar (2013), the National Reading Panel
divided literacy into five critical domains: phonemic awareness,
alphabetic principle, fluency, vocabulary, and comprehension. These
domains are the roots of good literacy, and it is important to teach
them to our young students in the early stages of their development.
Phonological awareness is a broad definition of language in different
parts, word by word, and also is about listening to the syllables of the
words. Recognizing rhymes in the words, and the learning process
when kids can practice alliteration (eg. the same sound in the words,
six smiles softly spoken). According to the National Center on
Improving Literacy (2018), the alphabetic principle is the knowledge
that the letters have sounds and they are in the alphabet, for example,
when a child can identify the letter 'm' and its sound 'mmm'. This is
when a person can identify sounds and letters in a word, then can read
and write, building words with the sounds of the spoken language.
Also, the alphabetic principle has two components: alphabetic
understanding is knowing that words are made up of letters that
represent the sounds of speech, and phonological recoding is knowing
how to translate the letters in printed words into the sounds they make
to read and pronounce the words accurately. In Fluency Matters
(2014), the author explained his own definition of fluency, and he says
that reading fluency has two ends, the first one is about 'word
recognition in a text' while the person can comprehend what he/she is
reading is on the other end. This is when the person can identify
automatically words, recognize and identify them in a written text, but
with adequate speed. Stahl (2005) defines vocabulary as follows:
“Vocabulary knowledge is knowledge; the knowledge of a word not
only implies a definition but also implies how that word fits into the
world”. This part is important within the process of literacy in
children. At an early age, children should learn a complex vocabulary
during their kinder grade since this practice will help them develop
their language and to have success in their upper grades. In order to
understand the meaning of comprehension, Pardo (2004) refers that
“comprehension is the process of simultaneously extracting and
constructing meaning through interaction and involvement with
written language”. It is imperative that we, as professionals working in
educational settings, should help and revise our students when they
are reading aloud their books making sure that they are understanding
what they are reading. 02
In order to set up the knowledge of early literacy in children in their
preschool years or their early stages of learning, the authors
recommend some strategies and/or techniques to teach our kids to
write and read in their infancy. In Roskos et al. (2003) , we can find
these teaching techniques, and the first one is 'rich teacher talk'; this
technique says that teachers or adults should converse with the
students in groups or one-to-one context using 'cognitively
challenging content'. The second technique that the authors
recommend is 'storybook reading'; this technique is interesting
because we need to read aloud to our students once or twice times
daily. Then, start to make activities before, during, or after the reading
time of different books. The third technique is 'phonological
awareness activities', using activities where we can help our students
to identify the sounds of the letters. For example, use activities of
rhyming, alliteration, and sound matching. Here, students can
participate with their emergent knowledge to find rhymes, identify the
same sound in different words, and recognize when words start with
the same sound. The fourth technique is 'alphabet activities'.
Personally, I use this technique with students who are struggling with
their reading level. For example, I use magnetic letters and ask them
to set them in a rainbow form, then they need to sound loud each letter
one or two times every day. This technique helped my students to
improve their reading skills. If we use these techniques, we can
encourage our children to read and to write, but considering those
techniques, they can show how they are improving on these skills.
In conclusion, early literacy skills are an important phase of child
development. I consider that as professionals working in educational
settings, we should set up the foundations of literacy in our young
students. Different authors gave us such diverse educational resources
to use in our preschool and kinder classrooms. We can use different
teaching techniques and research-based strategies to use with our
students to help them to develop their emerging literacy skills at
younger ages.
According to Vesay and Gischar (2013), the National Reading Panel
divided literacy into five critical domains: phonemic awareness,
alphabetic principle, fluency, vocabulary, and comprehension. These
domains are the roots of good literacy, and it is important to teach
them to our young students in the early stages of their development.
Phonological awareness is a broad definition of language in different
parts, word by word, and also is about listening to the syllables of the
words. Recognizing rhymes in the words, and the learning process
when kids can practice alliteration (eg. the same sound in the words,
six smiles softly spoken). According to the National Center on
Improving Literacy (2018), the alphabetic principle is the knowledge
that the letters have sounds and they are in the alphabet, for example,
when a child can identify the letter 'm' and its sound 'mmm'. This is
when a person can identify sounds and letters in a word, then can read
and write, building words with the sounds of the spoken language.
Also, the alphabetic principle has two components: alphabetic
understanding is knowing that words are made up of letters that
represent the sounds of speech, and phonological recoding is knowing
how to translate the letters in printed words into the sounds they make
to read and pronounce the words accurately. In Fluency Matters
(2014), the author explained his own definition of fluency, and he says
that reading fluency has two ends, the first one is about 'word
recognition in a text' while the person can comprehend what he/she is
reading is on the other end. This is when the person can identify
automatically words, recognize and identify them in a written text, but
with adequate speed. Stahl (2005) defines vocabulary as follows:
“Vocabulary knowledge is knowledge; the knowledge of a word not
only implies a definition but also implies how that word fits into the
world”. This part is important within the process of literacy in
children. At an early age, children should learn a complex vocabulary
during their kinder grade since this practice will help them develop
their language and to have success in their upper grades. In order to
understand the meaning of comprehension, Pardo (2004) refers that
“comprehension is the process of simultaneously extracting and
constructing meaning through interaction and involvement with
written language”. It is imperative that we, as professionals working in
educational settings, should help and revise our students when they
are reading aloud their books making sure that they are understanding
what they are reading. 02
In order to set up the knowledge of early literacy in children in their
preschool years or their early stages of learning, the authors
recommend some strategies and/or techniques to teach our kids to
write and read in their infancy. In Roskos et al. (2003) , we can find
these teaching techniques, and the first one is 'rich teacher talk'; this
technique says that teachers or adults should converse with the
students in groups or one-to-one context using 'cognitively
challenging content'. The second technique that the authors
recommend is 'storybook reading'; this technique is interesting
because we need to read aloud to our students once or twice times
daily. Then, start to make activities before, during, or after the reading
time of different books. The third technique is 'phonological
awareness activities', using activities where we can help our students
to identify the sounds of the letters. For example, use activities of
rhyming, alliteration, and sound matching. Here, students can
participate with their emergent knowledge to find rhymes, identify the
same sound in different words, and recognize when words start with
the same sound. The fourth technique is 'alphabet activities'.
Personally, I use this technique with students who are struggling with
their reading level. For example, I use magnetic letters and ask them
to set them in a rainbow form, then they need to sound loud each letter
one or two times every day. This technique helped my students to
improve their reading skills. If we use these techniques, we can
encourage our children to read and to write, but considering those
techniques, they can show how they are improving on these skills.
In conclusion, early literacy skills are an important phase of child
development. I consider that as professionals working in educational
settings, we should set up the foundations of literacy in our young
students. Different authors gave us such diverse educational resources
to use in our preschool and kinder classrooms. We can use different
teaching techniques and research-based strategies to use with our
students to help them to develop their emerging literacy skills at
younger ages.
According to Vesay and Gischar (2013), the National Reading Panel
divided literacy into five critical domains: phonemic awareness,
alphabetic principle, fluency, vocabulary, and comprehension. These
domains are the roots of good literacy, and it is important to teach
them to our young students in the early stages of their development.
Phonological awareness is a broad definition of language in different
parts, word by word, and also is about listening to the syllables of the
words. Recognizing rhymes in the words, and the learning process
when kids can practice alliteration (eg. the same sound in the words,
six smiles softly spoken). According to the National Center on
Improving Literacy (2018), the alphabetic principle is the knowledge
that the letters have sounds and they are in the alphabet, for example,
when a child can identify the letter 'm' and its sound 'mmm'. This is
when a person can identify sounds and letters in a word, then can read
and write, building words with the sounds of the spoken language.
Also, the alphabetic principle has two components: alphabetic
understanding is knowing that words are made up of letters that
represent the sounds of speech, and phonological recoding is knowing
how to translate the letters in printed words into the sounds they make
to read and pronounce the words accurately. In Fluency Matters
(2014), the author explained his own definition of fluency, and he says
that reading fluency has two ends, the first one is about 'word
recognition in a text' while the person can comprehend what he/she is
reading is on the other end. This is when the person can identify
automatically words, recognize and identify them in a written text, but
with adequate speed. Stahl (2005) defines vocabulary as follows:
“Vocabulary knowledge is knowledge; the knowledge of a word not
only implies a definition but also implies how that word fits into the
world”. This part is important within the process of literacy in
children. At an early age, children should learn a complex vocabulary
during their kinder grade since this practice will help them develop
their language and to have success in their upper grades. In order to
understand the meaning of comprehension, Pardo (2004) refers that
“comprehension is the process of simultaneously extracting and
constructing meaning through interaction and involvement with
written language”. It is imperative that we, as professionals working in
educational settings, should help and revise our students when they
are reading aloud their books making sure that they are understanding
what they are reading. 02
In order to set up the knowledge of early literacy in children in their
preschool years or their early stages of learning, the authors
recommend some strategies and/or techniques to teach our kids to
write and read in their infancy. In Roskos et al. (2003) , we can find
these teaching techniques, and the first one is 'rich teacher talk'; this
technique says that teachers or adults should converse with the
students in groups or one-to-one context using 'cognitively
challenging content'. The second technique that the authors
recommend is 'storybook reading'; this technique is interesting
because we need to read aloud to our students once or twice times
daily. Then, start to make activities before, during, or after the reading
time of different books. The third technique is 'phonological
awareness activities', using activities where we can help our students
to identify the sounds of the letters. For example, use activities of
rhyming, alliteration, and sound matching. Here, students can
participate with their emergent knowledge to find rhymes, identify the
same sound in different words, and recognize when words start with
the same sound. The fourth technique is 'alphabet activities'.
Personally, I use this technique with students who are struggling with
their reading level. For example, I use magnetic letters and ask them
to set them in a rainbow form, then they need to sound loud each letter
one or two times every day. This technique helped my students to
improve their reading skills. If we use these techniques, we can
encourage our children to read and to write, but considering those
techniques, they can show how they are improving on these skills.
In conclusion, early literacy skills are an important phase of child
development. I consider that as professionals working in educational
settings, we should set up the foundations of literacy in our young
students. Different authors gave us such diverse educational resources
to use in our preschool and kinder classrooms. We can use different
teaching techniques and research-based strategies to use with our
students to help them to develop their emerging literacy skills at
younger ages.
According to Vesay and Gischar (2013), the National Reading Panel
divided literacy into five critical domains: phonemic awareness,
alphabetic principle, fluency, vocabulary, and comprehension. These
domains are the roots of good literacy, and it is important to teach
them to our young students in the early stages of their development.
Phonological awareness is a broad definition of language in different
parts, word by word, and also is about listening to the syllables of the
words. Recognizing rhymes in the words, and the learning process
when kids can practice alliteration (eg. the same sound in the words,
six smiles softly spoken). According to the National Center on
Improving Literacy (2018), the alphabetic principle is the knowledge
that the letters have sounds and they are in the alphabet, for example,
when a child can identify the letter 'm' and its sound 'mmm'. This is
when a person can identify sounds and letters in a word, then can read
and write, building words with the sounds of the spoken language.
Also, the alphabetic principle has two components: alphabetic
understanding is knowing that words are made up of letters that
represent the sounds of speech, and phonological recoding is knowing
how to translate the letters in printed words into the sounds they make
to read and pronounce the words accurately. In Fluency Matters
(2014), the author explained his own definition of fluency, and he says
that reading fluency has two ends, the first one is about 'word
recognition in a text' while the person can comprehend what he/she is
reading is on the other end. This is when the person can identify
automatically words, recognize and identify them in a written text, but
with adequate speed. Stahl (2005) defines vocabulary as follows:
“Vocabulary knowledge is knowledge; the knowledge of a word not
only implies a definition but also implies how that word fits into the
world”. This part is important within the process of literacy in
children. At an early age, children should learn a complex vocabulary
during their kinder grade since this practice will help them develop
their language and to have success in their upper grades. In order to
understand the meaning of comprehension, Pardo (2004) refers that
“comprehension is the process of simultaneously extracting and
constructing meaning through interaction and involvement with
written language”. It is imperative that we, as professionals working in
educational settings, should help and revise our students when they
are reading aloud their books making sure that they are understanding
what they are reading. 02
In order to set up the knowledge of early literacy in children in their
preschool years or their early stages of learning, the authors
recommend some strategies and/or techniques to teach our kids to
write and read in their infancy. In Roskos et al. (2003) , we can find
these teaching techniques, and the first one is 'rich teacher talk'; this
technique says that teachers or adults should converse with the
students in groups or one-to-one context using 'cognitively
challenging content'. The second technique that the authors
recommend is 'storybook reading'; this technique is interesting
because we need to read aloud to our students once or twice times
daily. Then, start to make activities before, during, or after the reading
time of different books. The third technique is 'phonological
awareness activities', using activities where we can help our students
to identify the sounds of the letters. For example, use activities of
rhyming, alliteration, and sound matching. Here, students can
participate with their emergent knowledge to find rhymes, identify the
same sound in different words, and recognize when words start with
the same sound. The fourth technique is 'alphabet activities'.
Personally, I use this technique with students who are struggling with
their reading level. For example, I use magnetic letters and ask them
to set them in a rainbow form, then they need to sound loud each letter
one or two times every day. This technique helped my students to
improve their reading skills. If we use these techniques, we can
encourage our children to read and to write, but considering those
techniques, they can show how they are improving on these skills.
In conclusion, early literacy skills are an important phase of child
development. I consider that as professionals working in educational
settings, we should set up the foundations of literacy in our young
students. Different authors gave us such diverse educational resources
to use in our preschool and kinder classrooms. We can use different
teaching techniques and research-based strategies to use with our
students to help them to develop their emerging literacy skills at
younger ages.
According to Vesay and Gischar (2013), the National Reading Panel
divided literacy into five critical domains: phonemic awareness,
alphabetic principle, fluency, vocabulary, and comprehension. These
domains are the roots of good literacy, and it is important to teach
them to our young students in the early stages of their development.
Phonological awareness is a broad definition of language in different
parts, word by word, and also is about listening to the syllables of the
words. Recognizing rhymes in the words, and the learning process
when kids can practice alliteration (eg. the same sound in the words,
six smiles softly spoken). According to the National Center on
Improving Literacy (2018), the alphabetic principle is the knowledge
that the letters have sounds and they are in the alphabet, for example,
when a child can identify the letter 'm' and its sound 'mmm'. This is
when a person can identify sounds and letters in a word, then can read
and write, building words with the sounds of the spoken language.
Also, the alphabetic principle has two components: alphabetic
understanding is knowing that words are made up of letters that
represent the sounds of speech, and phonological recoding is knowing
how to translate the letters in printed words into the sounds they make
to read and pronounce the words accurately. In Fluency Matters
(2014), the author explained his own definition of fluency, and he says
that reading fluency has two ends, the first one is about 'word
recognition in a text' while the person can comprehend what he/she is
reading is on the other end. This is when the person can identify
automatically words, recognize and identify them in a written text, but
with adequate speed. Stahl (2005) defines vocabulary as follows:
“Vocabulary knowledge is knowledge; the knowledge of a word not
only implies a definition but also implies how that word fits into the
world”. This part is important within the process of literacy in
children. At an early age, children should learn a complex vocabulary
during their kinder grade since this practice will help them develop
their language and to have success in their upper grades. In order to
understand the meaning of comprehension, Pardo (2004) refers that
“comprehension is the process of simultaneously extracting and
constructing meaning through interaction and involvement with
written language”. It is imperative that we, as professionals working in
educational settings, should help and revise our students when they
are reading aloud their books making sure that they are understanding
what they are reading. 02
In order to set up the knowledge of early literacy in children in their
preschool years or their early stages of learning, the authors
recommend some strategies and/or techniques to teach our kids to
write and read in their infancy. In Roskos et al. (2003) , we can find
these teaching techniques, and the first one is 'rich teacher talk'; this
technique says that teachers or adults should converse with the
students in groups or one-to-one context using 'cognitively
challenging content'. The second technique that the authors
recommend is 'storybook reading'; this technique is interesting
because we need to read aloud to our students once or twice times
daily. Then, start to make activities before, during, or after the reading
time of different books. The third technique is 'phonological
awareness activities', using activities where we can help our students
to identify the sounds of the letters. For example, use activities of
rhyming, alliteration, and sound matching. Here, students can
participate with their emergent knowledge to find rhymes, identify the
same sound in different words, and recognize when words start with
the same sound. The fourth technique is 'alphabet activities'.
Personally, I use this technique with students who are struggling with
their reading level. For example, I use magnetic letters and ask them
to set them in a rainbow form, then they need to sound loud each letter
one or two times every day. This technique helped my students to
improve their reading skills. If we use these techniques, we can
encourage our children to read and to write, but considering those
techniques, they can show how they are improving on these skills.
In conclusion, early literacy skills are an important phase of child
development. I consider that as professionals working in educational
settings, we should set up the foundations of literacy in our young
students. Different authors gave us such diverse educational resources
to use in our preschool and kinder classrooms. We can use different
teaching techniques and research-based strategies to use with our
students to help them to develop their emerging literacy skills at
younger ages.
According to Vesay and Gischar (2013), the National Reading Panel
divided literacy into five critical domains: phonemic awareness,
alphabetic principle, fluency, vocabulary, and comprehension. These
domains are the roots of good literacy, and it is important to teach
them to our young students in the early stages of their development.
Phonological awareness is a broad definition of language in different
parts, word by word, and also is about listening to the syllables of the
words. Recognizing rhymes in the words, and the learning process
when kids can practice alliteration (eg. the same sound in the words,
six smiles softly spoken). According to the National Center on
Improving Literacy (2018), the alphabetic principle is the knowledge
that the letters have sounds and they are in the alphabet, for example,
when a child can identify the letter 'm' and its sound 'mmm'. This is
when a person can identify sounds and letters in a word, then can read
and write, building words with the sounds of the spoken language.
Also, the alphabetic principle has two components: alphabetic
understanding is knowing that words are made up of letters that
represent the sounds of speech, and phonological recoding is knowing
how to translate the letters in printed words into the sounds they make
to read and pronounce the words accurately. In Fluency Matters
(2014), the author explained his own definition of fluency, and he says
that reading fluency has two ends, the first one is about 'word
recognition in a text' while the person can comprehend what he/she is
reading is on the other end. This is when the person can identify
automatically words, recognize and identify them in a written text, but
with adequate speed. Stahl (2005) defines vocabulary as follows:
“Vocabulary knowledge is knowledge; the knowledge of a word not
only implies a definition but also implies how that word fits into the
world”. This part is important within the process of literacy in
children. At an early age, children should learn a complex vocabulary
during their kinder grade since this practice will help them develop
their language and to have success in their upper grades. In order to
understand the meaning of comprehension, Pardo (2004) refers that
“comprehension is the process of simultaneously extracting and
constructing meaning through interaction and involvement with
written language”. It is imperative that we, as professionals working in
educational settings, should help and revise our students when they
are reading aloud their books making sure that they are understanding
what they are reading. 02
In order to set up the knowledge of early literacy in children in their
preschool years or their early stages of learning, the authors
recommend some strategies and/or techniques to teach our kids to
write and read in their infancy. In Roskos et al. (2003) , we can find
these teaching techniques, and the first one is 'rich teacher talk'; this
technique says that teachers or adults should converse with the
students in groups or one-to-one context using 'cognitively
challenging content'. The second technique that the authors
recommend is 'storybook reading'; this technique is interesting
because we need to read aloud to our students once or twice times
daily. Then, start to make activities before, during, or after the reading
time of different books. The third technique is 'phonological
awareness activities', using activities where we can help our students
to identify the sounds of the letters. For example, use activities of
rhyming, alliteration, and sound matching. Here, students can
participate with their emergent knowledge to find rhymes, identify the
same sound in different words, and recognize when words start with
the same sound. The fourth technique is 'alphabet activities'.
Personally, I use this technique with students who are struggling with
their reading level. For example, I use magnetic letters and ask them
to set them in a rainbow form, then they need to sound loud each letter
one or two times every day. This technique helped my students to
improve their reading skills. If we use these techniques, we can
encourage our children to read and to write, but considering those
techniques, they can show how they are improving on these skills.
In conclusion, early literacy skills are an important phase of child
development. I consider that as professionals working in educational
settings, we should set up the foundations of literacy in our young
students. Different authors gave us such diverse educational resources
to use in our preschool and kinder classrooms. We can use different
teaching techniques and research-based strategies to use with our
students to help them to develop their emerging literacy skills at
younger ages.
According to Vesay and Gischar (2013), the National Reading Panel
divided literacy into five critical domains: phonemic awareness,
alphabetic principle, fluency, vocabulary, and comprehension. These
domains are the roots of good literacy, and it is important to teach
them to our young students in the early stages of their development.
Phonological awareness is a broad definition of language in different
parts, word by word, and also is about listening to the syllables of the
words. Recognizing rhymes in the words, and the learning process
when kids can practice alliteration (eg. the same sound in the words,
six smiles softly spoken). According to the National Center on
Improving Literacy (2018), the alphabetic principle is the knowledge
that the letters have sounds and they are in the alphabet, for example,
when a child can identify the letter 'm' and its sound 'mmm'. This is
when a person can identify sounds and letters in a word, then can read
and write, building words with the sounds of the spoken language.
Also, the alphabetic principle has two components: alphabetic
understanding is knowing that words are made up of letters that
represent the sounds of speech, and phonological recoding is knowing
how to translate the letters in printed words into the sounds they make
to read and pronounce the words accurately. In Fluency Matters
(2014), the author explained his own definition of fluency, and he says
that reading fluency has two ends, the first one is about 'word
recognition in a text' while the person can comprehend what he/she is
reading is on the other end. This is when the person can identify
automatically words, recognize and identify them in a written text, but
with adequate speed. Stahl (2005) defines vocabulary as follows:
“Vocabulary knowledge is knowledge; the knowledge of a word not
only implies a definition but also implies how that word fits into the
world”. This part is important within the process of literacy in
children. At an early age, children should learn a complex vocabulary
during their kinder grade since this practice will help them develop
their language and to have success in their upper grades. In order to
understand the meaning of comprehension, Pardo (2004) refers that
“comprehension is the process of simultaneously extracting and
constructing meaning through interaction and involvement with
written language”. It is imperative that we, as professionals working in
educational settings, should help and revise our students when they
are reading aloud their books making sure that they are understanding
what they are reading. 02
In order to set up the knowledge of early literacy in children in their
preschool years or their early stages of learning, the authors
recommend some strategies and/or techniques to teach our kids to
write and read in their infancy. In Roskos et al. (2003) , we can find
these teaching techniques, and the first one is 'rich teacher talk'; this
technique says that teachers or adults should converse with the
students in groups or one-to-one context using 'cognitively
challenging content'. The second technique that the authors
recommend is 'storybook reading'; this technique is interesting
because we need to read aloud to our students once or twice times
daily. Then, start to make activities before, during, or after the reading
time of different books. The third technique is 'phonological
awareness activities', using activities where we can help our students
to identify the sounds of the letters. For example, use activities of
rhyming, alliteration, and sound matching. Here, students can
participate with their emergent knowledge to find rhymes, identify the
same sound in different words, and recognize when words start with
the same sound. The fourth technique is 'alphabet activities'.
Personally, I use this technique with students who are struggling with
their reading level. For example, I use magnetic letters and ask them
to set them in a rainbow form, then they need to sound loud each letter
one or two times every day. This technique helped my students to
improve their reading skills. If we use these techniques, we can
encourage our children to read and to write, but considering those
techniques, they can show how they are improving on these skills.
In conclusion, early literacy skills are an important phase of child
development. I consider that as professionals working in educational
settings, we should set up the foundations of literacy in our young
students. Different authors gave us such diverse educational resources
to use in our preschool and kinder classrooms. We can use different
teaching techniques and research-based strategies to use with our
students to help them to develop their emerging literacy skills at
younger ages.
According to Vesay and Gischar (2013), the National Reading Panel
divided literacy into five critical domains: phonemic awareness,
alphabetic principle, fluency, vocabulary, and comprehension. These
domains are the roots of good literacy, and it is important to teach
them to our young students in the early stages of their development.
Phonological awareness is a broad definition of language in different
parts, word by word, and also is about listening to the syllables of the
words. Recognizing rhymes in the words, and the learning process
when kids can practice alliteration (eg. the same sound in the words,
six smiles softly spoken). According to the National Center on
Improving Literacy (2018), the alphabetic principle is the knowledge
that the letters have sounds and they are in the alphabet, for example,
when a child can identify the letter 'm' and its sound 'mmm'. This is
when a person can identify sounds and letters in a word, then can read
and write, building words with the sounds of the spoken language.
Also, the alphabetic principle has two components: alphabetic
understanding is knowing that words are made up of letters that
represent the sounds of speech, and phonological recoding is knowing
how to translate the letters in printed words into the sounds they make
to read and pronounce the words accurately. In Fluency Matters
(2014), the author explained his own definition of fluency, and he says
that reading fluency has two ends, the first one is about 'word
recognition in a text' while the person can comprehend what he/she is
reading is on the other end. This is when the person can identify
automatically words, recognize and identify them in a written text, but
with adequate speed. Stahl (2005) defines vocabulary as follows:
“Vocabulary knowledge is knowledge; the knowledge of a word not
only implies a definition but also implies how that word fits into the
world”. This part is important within the process of literacy in
children. At an early age, children should learn a complex vocabulary
during their kinder grade since this practice will help them develop
their language and to have success in their upper grades. In order to
understand the meaning of comprehension, Pardo (2004) refers that
“comprehension is the process of simultaneously extracting and
constructing meaning through interaction and involvement with
written language”. It is imperative that we, as professionals working in
educational settings, should help and revise our students when they
are reading aloud their books making sure that they are understanding
what they are reading. 02
In order to set up the knowledge of early literacy in children in their
preschool years or their early stages of learning, the authors
recommend some strategies and/or techniques to teach our kids to
write and read in their infancy. In Roskos et al. (2003) , we can find
these teaching techniques, and the first one is 'rich teacher talk'; this
technique says that teachers or adults should converse with the
students in groups or one-to-one context using 'cognitively
challenging content'. The second technique that the authors
recommend is 'storybook reading'; this technique is interesting
because we need to read aloud to our students once or twice times
daily. Then, start to make activities before, during, or after the reading
time of different books. The third technique is 'phonological
awareness activities', using activities where we can help our students
to identify the sounds of the letters. For example, use activities of
rhyming, alliteration, and sound matching. Here, students can
participate with their emergent knowledge to find rhymes, identify the
same sound in different words, and recognize when words start with
the same sound. The fourth technique is 'alphabet activities'.
Personally, I use this technique with students who are struggling with
their reading level. For example, I use magnetic letters and ask them
to set them in a rainbow form, then they need to sound loud each letter
one or two times every day. This technique helped my students to
improve their reading skills. If we use these techniques, we can
encourage our children to read and to write, but considering those
techniques, they can show how they are improving on these skills.
In conclusion, early literacy skills are an important phase of child
development. I consider that as professionals working in educational
settings, we should set up the foundations of literacy in our young
students. Different authors gave us such diverse educational resources
to use in our preschool and kinder classrooms. We can use different
teaching techniques and research-based strategies to use with our
students to help them to develop their emerging literacy skills at
younger ages.
According to Vesay and Gischar (2013), the National Reading Panel
divided literacy into five critical domains: phonemic awareness,
alphabetic principle, fluency, vocabulary, and comprehension. These
domains are the roots of good literacy, and it is important to teach
them to our young students in the early stages of their development.
Phonological awareness is a broad definition of language in different
parts, word by word, and also is about listening to the syllables of the
words. Recognizing rhymes in the words, and the learning process
when kids can practice alliteration (eg. the same sound in the words,
six smiles softly spoken). According to the National Center on
Improving Literacy (2018), the alphabetic principle is the knowledge
that the letters have sounds and they are in the alphabet, for example,
when a child can identify the letter 'm' and its sound 'mmm'. This is
when a person can identify sounds and letters in a word, then can read
and write, building words with the sounds of the spoken language.
Also, the alphabetic principle has two components: alphabetic
understanding is knowing that words are made up of letters that
represent the sounds of speech, and phonological recoding is knowing
how to translate the letters in printed words into the sounds they make
to read and pronounce the words accurately. In Fluency Matters
(2014), the author explained his own definition of fluency, and he says
that reading fluency has two ends, the first one is about 'word
recognition in a text' while the person can comprehend what he/she is
reading is on the other end. This is when the person can identify
automatically words, recognize and identify them in a written text, but
with adequate speed. Stahl (2005) defines vocabulary as follows:
“Vocabulary knowledge is knowledge; the knowledge of a word not
only implies a definition but also implies how that word fits into the
world”. This part is important within the process of literacy in
children. At an early age, children should learn a complex vocabulary
during their kinder grade since this practice will help them develop
their language and to have success in their upper grades. In order to
understand the meaning of comprehension, Pardo (2004) refers that
“comprehension is the process of simultaneously extracting and
constructing meaning through interaction and involvement with
written language”. It is imperative that we, as professionals working in
educational settings, should help and revise our students when they
are reading aloud their books making sure that they are understanding
what they are reading. 02
In order to set up the knowledge of early literacy in children in their
preschool years or their early stages of learning, the authors
recommend some strategies and/or techniques to teach our kids to
write and read in their infancy. In Roskos et al. (2003) , we can find
these teaching techniques, and the first one is 'rich teacher talk'; this
technique says that teachers or adults should converse with the
students in groups or one-to-one context using 'cognitively
challenging content'. The second technique that the authors
recommend is 'storybook reading'; this technique is interesting
because we need to read aloud to our students once or twice times
daily. Then, start to make activities before, during, or after the reading
time of different books. The third technique is 'phonological
awareness activities', using activities where we can help our students
to identify the sounds of the letters. For example, use activities of
rhyming, alliteration, and sound matching. Here, students can
participate with their emergent knowledge to find rhymes, identify the
same sound in different words, and recognize when words start with
the same sound. The fourth technique is 'alphabet activities'.
Personally, I use this technique with students who are struggling with
their reading level. For example, I use magnetic letters and ask them
to set them in a rainbow form, then they need to sound loud each letter
one or two times every day. This technique helped my students to
improve their reading skills. If we use these techniques, we can
encourage our children to read and to write, but considering those
techniques, they can show how they are improving on these skills.
In conclusion, early literacy skills are an important phase of child
development. I consider that as professionals working in educational
settings, we should set up the foundations of literacy in our young
students. Different authors gave us such diverse educational resources
to use in our preschool and kinder classrooms. We can use different
teaching techniques and research-based strategies to use with our
students to help them to develop their emerging literacy skills at
younger ages.
According to Vesay and Gischar (2013), the National Reading Panel
divided literacy into five critical domains: phonemic awareness,
alphabetic principle, fluency, vocabulary, and comprehension. These
domains are the roots of good literacy, and it is important to teach
them to our young students in the early stages of their development.
Phonological awareness is a broad definition of language in different
parts, word by word, and also is about listening to the syllables of the
words. Recognizing rhymes in the words, and the learning process
when kids can practice alliteration (eg. the same sound in the words,
six smiles softly spoken). According to the National Center on
Improving Literacy (2018), the alphabetic principle is the knowledge
that the letters have sounds and they are in the alphabet, for example,
when a child can identify the letter 'm' and its sound 'mmm'. This is
when a person can identify sounds and letters in a word, then can read
and write, building words with the sounds of the spoken language.
Also, the alphabetic principle has two components: alphabetic
understanding is knowing that words are made up of letters that
represent the sounds of speech, and phonological recoding is knowing
how to translate the letters in printed words into the sounds they make
to read and pronounce the words accurately. In Fluency Matters
(2014), the author explained his own definition of fluency, and he says
that reading fluency has two ends, the first one is about 'word
recognition in a text' while the person can comprehend what he/she is
reading is on the other end. This is when the person can identify
automatically words, recognize and identify them in a written text, but
with adequate speed. Stahl (2005) defines vocabulary as follows:
“Vocabulary knowledge is knowledge; the knowledge of a word not
only implies a definition but also implies how that word fits into the
world”. This part is important within the process of literacy in
children. At an early age, children should learn a complex vocabulary
during their kinder grade since this practice will help them develop
their language and to have success in their upper grades. In order to
understand the meaning of comprehension, Pardo (2004) refers that
“comprehension is the process of simultaneously extracting and
constructing meaning through interaction and involvement with
written language”. It is imperative that we, as professionals working in
educational settings, should help and revise our students when they
are reading aloud their books making sure that they are understanding
what they are reading. 02
In order to set up the knowledge of early literacy in children in their
preschool years or their early stages of learning, the authors
recommend some strategies and/or techniques to teach our kids to
write and read in their infancy. In Roskos et al. (2003) , we can find
these teaching techniques, and the first one is 'rich teacher talk'; this
technique says that teachers or adults should converse with the
students in groups or one-to-one context using 'cognitively
challenging content'. The second technique that the authors
recommend is 'storybook reading'; this technique is interesting
because we need to read aloud to our students once or twice times
daily. Then, start to make activities before, during, or after the reading
time of different books. The third technique is 'phonological
awareness activities', using activities where we can help our students
to identify the sounds of the letters. For example, use activities of
rhyming, alliteration, and sound matching. Here, students can
participate with their emergent knowledge to find rhymes, identify the
same sound in different words, and recognize when words start with
the same sound. The fourth technique is 'alphabet activities'.
Personally, I use this technique with students who are struggling with
their reading level. For example, I use magnetic letters and ask them
to set them in a rainbow form, then they need to sound loud each letter
one or two times every day. This technique helped my students to
improve their reading skills. If we use these techniques, we can
encourage our children to read and to write, but considering those
techniques, they can show how they are improving on these skills.
In conclusion, early literacy skills are an important phase of child
development. I consider that as professionals working in educational
settings, we should set up the foundations of literacy in our young
students. Different authors gave us such diverse educational resources
to use in our preschool and kinder classrooms. We can use different
teaching techniques and research-based strategies to use with our
students to help them to develop their emerging literacy skills at
younger ages.
According to Vesay and Gischar (2013), the National Reading Panel
divided literacy into five critical domains: phonemic awareness,
alphabetic principle, fluency, vocabulary, and comprehension. These
domains are the roots of good literacy, and it is important to teach
them to our young students in the early stages of their development.
Phonological awareness is a broad definition of language in different
parts, word by word, and also is about listening to the syllables of the
words. Recognizing rhymes in the words, and the learning process
when kids can practice alliteration (eg. the same sound in the words,
six smiles softly spoken). According to the National Center on
Improving Literacy (2018), the alphabetic principle is the knowledge
that the letters have sounds and they are in the alphabet, for example,
when a child can identify the letter 'm' and its sound 'mmm'. This is
when a person can identify sounds and letters in a word, then can read
and write, building words with the sounds of the spoken language.
Also, the alphabetic principle has two components: alphabetic
understanding is knowing that words are made up of letters that
represent the sounds of speech, and phonological recoding is knowing
how to translate the letters in printed words into the sounds they make
to read and pronounce the words accurately. In Fluency Matters
(2014), the author explained his own definition of fluency, and he says
that reading fluency has two ends, the first one is about 'word
recognition in a text' while the person can comprehend what he/she is
reading is on the other end. This is when the person can identify
automatically words, recognize and identify them in a written text, but
with adequate speed. Stahl (2005) defines vocabulary as follows:
“Vocabulary knowledge is knowledge; the knowledge of a word not
only implies a definition but also implies how that word fits into the
world”. This part is important within the process of literacy in
children. At an early age, children should learn a complex vocabulary
during their kinder grade since this practice will help them develop
their language and to have success in their upper grades. In order to
understand the meaning of comprehension, Pardo (2004) refers that
“comprehension is the process of simultaneously extracting and
constructing meaning through interaction and involvement with
written language”. It is imperative that we, as professionals working in
educational settings, should help and revise our students when they
are reading aloud their books making sure that they are understanding
what they are reading. 02
In order to set up the knowledge of early literacy in children in their
preschool years or their early stages of learning, the authors
recommend some strategies and/or techniques to teach our kids to
write and read in their infancy. In Roskos et al. (2003) , we can find
these teaching techniques, and the first one is 'rich teacher talk'; this
technique says that teachers or adults should converse with the
students in groups or one-to-one context using 'cognitively
challenging content'. The second technique that the authors
recommend is 'storybook reading'; this technique is interesting
because we need to read aloud to our students once or twice times
daily. Then, start to make activities before, during, or after the reading
time of different books. The third technique is 'phonological
awareness activities', using activities where we can help our students
to identify the sounds of the letters. For example, use activities of
rhyming, alliteration, and sound matching. Here, students can
participate with their emergent knowledge to find rhymes, identify the
same sound in different words, and recognize when words start with
the same sound. The fourth technique is 'alphabet activities'.
Personally, I use this technique with students who are struggling with
their reading level. For example, I use magnetic letters and ask them
to set them in a rainbow form, then they need to sound loud each letter
one or two times every day. This technique helped my students to
improve their reading skills. If we use these techniques, we can
encourage our children to read and to write, but considering those
techniques, they can show how they are improving on these skills.
In conclusion, early literacy skills are an important phase of child
development. I consider that as professionals working in educational
settings, we should set up the foundations of literacy in our young
students. Different authors gave us such diverse educational resources
to use in our preschool and kinder classrooms. We can use different
teaching techniques and research-based strategies to use with our
students to help them to develop their emerging literacy skills at
younger ages.
According to Vesay and Gischar (2013), the National Reading Panel
divided literacy into five critical domains: phonemic awareness,
alphabetic principle, fluency, vocabulary, and comprehension. These
domains are the roots of good literacy, and it is important to teach
them to our young students in the early stages of their development.
Phonological awareness is a broad definition of language in different
parts, word by word, and also is about listening to the syllables of the
words. Recognizing rhymes in the words, and the learning process
when kids can practice alliteration (eg. the same sound in the words,
six smiles softly spoken). According to the National Center on
Improving Literacy (2018), the alphabetic principle is the knowledge
that the letters have sounds and they are in the alphabet, for example,
when a child can identify the letter 'm' and its sound 'mmm'. This is
when a person can identify sounds and letters in a word, then can read
and write, building words with the sounds of the spoken language.
Also, the alphabetic principle has two components: alphabetic
understanding is knowing that words are made up of letters that
represent the sounds of speech, and phonological recoding is knowing
how to translate the letters in printed words into the sounds they make
to read and pronounce the words accurately. In Fluency Matters
(2014), the author explained his own definition of fluency, and he says
that reading fluency has two ends, the first one is about 'word
recognition in a text' while the person can comprehend what he/she is
reading is on the other end. This is when the person can identify
automatically words, recognize and identify them in a written text, but
with adequate speed. Stahl (2005) defines vocabulary as follows:
“Vocabulary knowledge is knowledge; the knowledge of a word not
only implies a definition but also implies how that word fits into the
world”. This part is important within the process of literacy in
children. At an early age, children should learn a complex vocabulary
during their kinder grade since this practice will help them develop
their language and to have success in their upper grades. In order to
understand the meaning of comprehension, Pardo (2004) refers that
“comprehension is the process of simultaneously extracting and
constructing meaning through interaction and involvement with
written language”. It is imperative that we, as professionals working in
educational settings, should help and revise our students when they
are reading aloud their books making sure that they are understanding
what they are reading. 02
In order to set up the knowledge of early literacy in children in their
preschool years or their early stages of learning, the authors
recommend some strategies and/or techniques to teach our kids to
write and read in their infancy. In Roskos et al. (2003) , we can find
these teaching techniques, and the first one is 'rich teacher talk'; this
technique says that teachers or adults should converse with the
students in groups or one-to-one context using 'cognitively
challenging content'. The second technique that the authors
recommend is 'storybook reading'; this technique is interesting
because we need to read aloud to our students once or twice times
daily. Then, start to make activities before, during, or after the reading
time of different books. The third technique is 'phonological
awareness activities', using activities where we can help our students
to identify the sounds of the letters. For example, use activities of
rhyming, alliteration, and sound matching. Here, students can
participate with their emergent knowledge to find rhymes, identify the
same sound in different words, and recognize when words start with
the same sound. The fourth technique is 'alphabet activities'.
Personally, I use this technique with students who are struggling with
their reading level. For example, I use magnetic letters and ask them
to set them in a rainbow form, then they need to sound loud each letter
one or two times every day. This technique helped my students to
improve their reading skills. If we use these techniques, we can
encourage our children to read and to write, but considering those
techniques, they can show how they are improving on these skills.
In conclusion, early literacy skills are an important phase of child
development. I consider that as professionals working in educational
settings, we should set up the foundations of literacy in our young
students. Different authors gave us such diverse educational resources
to use in our preschool and kinder classrooms. We can use different
teaching techniques and research-based strategies to use with our
students to help them to develop their emerging literacy skills at
younger ages.
According to Vesay and Gischar (2013), the National Reading Panel
divided literacy into five critical domains: phonemic awareness,
alphabetic principle, fluency, vocabulary, and comprehension. These
domains are the roots of good literacy, and it is important to teach
them to our young students in the early stages of their development.
Phonological awareness is a broad definition of language in different
parts, word by word, and also is about listening to the syllables of the
words. Recognizing rhymes in the words, and the learning process
when kids can practice alliteration (eg. the same sound in the words,
six smiles softly spoken). According to the National Center on
Improving Literacy (2018), the alphabetic principle is the knowledge
that the letters have sounds and they are in the alphabet, for example,
when a child can identify the letter 'm' and its sound 'mmm'. This is
when a person can identify sounds and letters in a word, then can read
and write, building words with the sounds of the spoken language.
Also, the alphabetic principle has two components: alphabetic
understanding is knowing that words are made up of letters that
represent the sounds of speech, and phonological recoding is knowing
how to translate the letters in printed words into the sounds they make
to read and pronounce the words accurately. In Fluency Matters
(2014), the author explained his own definition of fluency, and he says
that reading fluency has two ends, the first one is about 'word
recognition in a text' while the person can comprehend what he/she is
reading is on the other end. This is when the person can identify
automatically words, recognize and identify them in a written text, but
with adequate speed. Stahl (2005) defines vocabulary as follows:
“Vocabulary knowledge is knowledge; the knowledge of a word not
only implies a definition but also implies how that word fits into the
world”. This part is important within the process of literacy in
children. At an early age, children should learn a complex vocabulary
during their kinder grade since this practice will help them develop
their language and to have success in their upper grades. In order to
understand the meaning of comprehension, Pardo (2004) refers that
“comprehension is the process of simultaneously extracting and
constructing meaning through interaction and involvement with
written language”. It is imperative that we, as professionals working in
educational settings, should help and revise our students when they
are reading aloud their books making sure that they are understanding
what they are reading. 02
In order to set up the knowledge of early literacy in children in their
preschool years or their early stages of learning, the authors
recommend some strategies and/or techniques to teach our kids to
write and read in their infancy. In Roskos et al. (2003) , we can find
these teaching techniques, and the first one is 'rich teacher talk'; this
technique says that teachers or adults should converse with the
students in groups or one-to-one context using 'cognitively
challenging content'. The second technique that the authors
recommend is 'storybook reading'; this technique is interesting
because we need to read aloud to our students once or twice times
daily. Then, start to make activities before, during, or after the reading
time of different books. The third technique is 'phonological
awareness activities', using activities where we can help our students
to identify the sounds of the letters. For example, use activities of
rhyming, alliteration, and sound matching. Here, students can
participate with their emergent knowledge to find rhymes, identify the
same sound in different words, and recognize when words start with
the same sound. The fourth technique is 'alphabet activities'.
Personally, I use this technique with students who are struggling with
their reading level. For example, I use magnetic letters and ask them
to set them in a rainbow form, then they need to sound loud each letter
one or two times every day. This technique helped my students to
improve their reading skills. If we use these techniques, we can
encourage our children to read and to write, but considering those
techniques, they can show how they are improving on these skills.
In conclusion, early literacy skills are an important phase of child
development. I consider that as professionals working in educational
settings, we should set up the foundations of literacy in our young
students. Different authors gave us such diverse educational resources
to use in our preschool and kinder classrooms. We can use different
teaching techniques and research-based strategies to use with our
students to help them to develop their emerging literacy skills at
younger ages.
According to Vesay and Gischar (2013), the National Reading Panel
divided literacy into five critical domains: phonemic awareness,
alphabetic principle, fluency, vocabulary, and comprehension. These
domains are the roots of good literacy, and it is important to teach
them to our young students in the early stages of their development.
Phonological awareness is a broad definition of language in different
parts, word by word, and also is about listening to the syllables of the
words. Recognizing rhymes in the words, and the learning process
when kids can practice alliteration (eg. the same sound in the words,
six smiles softly spoken). According to the National Center on
Improving Literacy (2018), the alphabetic principle is the knowledge
that the letters have sounds and they are in the alphabet, for example,
when a child can identify the letter 'm' and its sound 'mmm'. This is
when a person can identify sounds and letters in a word, then can read
and write, building words with the sounds of the spoken language.
Also, the alphabetic principle has two components: alphabetic
understanding is knowing that words are made up of letters that
represent the sounds of speech, and phonological recoding is knowing
how to translate the letters in printed words into the sounds they make
to read and pronounce the words accurately. In Fluency Matters
(2014), the author explained his own definition of fluency, and he says
that reading fluency has two ends, the first one is about 'word
recognition in a text' while the person can comprehend what he/she is
reading is on the other end. This is when the person can identify
automatically words, recognize and identify them in a written text, but
with adequate speed. Stahl (2005) defines vocabulary as follows:
“Vocabulary knowledge is knowledge; the knowledge of a word not
only implies a definition but also implies how that word fits into the
world”. This part is important within the process of literacy in
children. At an early age, children should learn a complex vocabulary
during their kinder grade since this practice will help them develop
their language and to have success in their upper grades. In order to
understand the meaning of comprehension, Pardo (2004) refers that
“comprehension is the process of simultaneously extracting and
constructing meaning through interaction and involvement with
written language”. It is imperative that we, as professionals working in
educational settings, should help and revise our students when they
are reading aloud their books making sure that they are understanding
what they are reading. 02
In order to set up the knowledge of early literacy in children in their
preschool years or their early stages of learning, the authors
recommend some strategies and/or techniques to teach our kids to
write and read in their infancy. In Roskos et al. (2003) , we can find
these teaching techniques, and the first one is 'rich teacher talk'; this
technique says that teachers or adults should converse with the
students in groups or one-to-one context using 'cognitively
challenging content'. The second technique that the authors
recommend is 'storybook reading'; this technique is interesting
because we need to read aloud to our students once or twice times
daily. Then, start to make activities before, during, or after the reading
time of different books. The third technique is 'phonological
awareness activities', using activities where we can help our students
to identify the sounds of the letters. For example, use activities of
rhyming, alliteration, and sound matching. Here, students can
participate with their emergent knowledge to find rhymes, identify the
same sound in different words, and recognize when words start with
the same sound. The fourth technique is 'alphabet activities'.
Personally, I use this technique with students who are struggling with
their reading level. For example, I use magnetic letters and ask them
to set them in a rainbow form, then they need to sound loud each letter
one or two times every day. This technique helped my students to
improve their reading skills. If we use these techniques, we can
encourage our children to read and to write, but considering those
techniques, they can show how they are improving on these skills.
In conclusion, early literacy skills are an important phase of child
development. I consider that as professionals working in educational
settings, we should set up the foundations of literacy in our young
students. Different authors gave us such diverse educational resources
to use in our preschool and kinder classrooms. We can use different
teaching techniques and research-based strategies to use with our
students to help them to develop their emerging literacy skills at
younger ages.
According to Vesay and Gischar (2013), the National Reading Panel
divided literacy into five critical domains: phonemic awareness,
alphabetic principle, fluency, vocabulary, and comprehension. These
domains are the roots of good literacy, and it is important to teach
them to our young students in the early stages of their development.
Phonological awareness is a broad definition of language in different
parts, word by word, and also is about listening to the syllables of the
words. Recognizing rhymes in the words, and the learning process
when kids can practice alliteration (eg. the same sound in the words,
six smiles softly spoken). According to the National Center on
Improving Literacy (2018), the alphabetic principle is the knowledge
that the letters have sounds and they are in the alphabet, for example,
when a child can identify the letter 'm' and its sound 'mmm'. This is
when a person can identify sounds and letters in a word, then can read
and write, building words with the sounds of the spoken language.
Also, the alphabetic principle has two components: alphabetic
understanding is knowing that words are made up of letters that
represent the sounds of speech, and phonological recoding is knowing
how to translate the letters in printed words into the sounds they make
to read and pronounce the words accurately. In Fluency Matters
(2014), the author explained his own definition of fluency, and he says
that reading fluency has two ends, the first one is about 'word
recognition in a text' while the person can comprehend what he/she is
reading is on the other end. This is when the person can identify
automatically words, recognize and identify them in a written text, but
with adequate speed. Stahl (2005) defines vocabulary as follows:
“Vocabulary knowledge is knowledge; the knowledge of a word not
only implies a definition but also implies how that word fits into the
world”. This part is important within the process of literacy in
children. At an early age, children should learn a complex vocabulary
during their kinder grade since this practice will help them develop
their language and to have success in their upper grades. In order to
understand the meaning of comprehension, Pardo (2004) refers that
“comprehension is the process of simultaneously extracting and
constructing meaning through interaction and involvement with
written language”. It is imperative that we, as professionals working in
educational settings, should help and revise our students when they
are reading aloud their books making sure that they are understanding
what they are reading. 02
In order to set up the knowledge of early literacy in children in their
preschool years or their early stages of learning, the authors
recommend some strategies and/or techniques to teach our kids to
write and read in their infancy. In Roskos et al. (2003) , we can find
these teaching techniques, and the first one is 'rich teacher talk'; this
technique says that teachers or adults should converse with the
students in groups or one-to-one context using 'cognitively
challenging content'. The second technique that the authors
recommend is 'storybook reading'; this technique is interesting
because we need to read aloud to our students once or twice times
daily. Then, start to make activities before, during, or after the reading
time of different books. The third technique is 'phonological
awareness activities', using activities where we can help our students
to identify the sounds of the letters. For example, use activities of
rhyming, alliteration, and sound matching. Here, students can
participate with their emergent knowledge to find rhymes, identify the
same sound in different words, and recognize when words start with
the same sound. The fourth technique is 'alphabet activities'.
Personally, I use this technique with students who are struggling with
their reading level. For example, I use magnetic letters and ask them
to set them in a rainbow form, then they need to sound loud each letter
one or two times every day. This technique helped my students to
improve their reading skills. If we use these techniques, we can
encourage our children to read and to write, but considering those
techniques, they can show how they are improving on these skills.
In conclusion, early literacy skills are an important phase of child
development. I consider that as professionals working in educational
settings, we should set up the foundations of literacy in our young
students. Different authors gave us such diverse educational resources
to use in our preschool and kinder classrooms. We can use different
teaching techniques and research-based strategies to use with our
students to help them to develop their emerging literacy skills at
younger ages.
According to Vesay and Gischar (2013), the National Reading Panel
divided literacy into five critical domains: phonemic awareness,
alphabetic principle, fluency, vocabulary, and comprehension. These
domains are the roots of good literacy, and it is important to teach
them to our young students in the early stages of their development.
Phonological awareness is a broad definition of language in different
parts, word by word, and also is about listening to the syllables of the
words. Recognizing rhymes in the words, and the learning process
when kids can practice alliteration (eg. the same sound in the words,
six smiles softly spoken). According to the National Center on
Improving Literacy (2018), the alphabetic principle is the knowledge
that the letters have sounds and they are in the alphabet, for example,
when a child can identify the letter 'm' and its sound 'mmm'. This is
when a person can identify sounds and letters in a word, then can read
and write, building words with the sounds of the spoken language.
Also, the alphabetic principle has two components: alphabetic
understanding is knowing that words are made up of letters that
represent the sounds of speech, and phonological recoding is knowing
how to translate the letters in printed words into the sounds they make
to read and pronounce the words accurately. In Fluency Matters
(2014), the author explained his own definition of fluency, and he says
that reading fluency has two ends, the first one is about 'word
recognition in a text' while the person can comprehend what he/she is
reading is on the other end. This is when the person can identify
automatically words, recognize and identify them in a written text, but
with adequate speed. Stahl (2005) defines vocabulary as follows:
“Vocabulary knowledge is knowledge; the knowledge of a word not
only implies a definition but also implies how that word fits into the
world”. This part is important within the process of literacy in
children. At an early age, children should learn a complex vocabulary
during their kinder grade since this practice will help them develop
their language and to have success in their upper grades. In order to
understand the meaning of comprehension, Pardo (2004) refers that
“comprehension is the process of simultaneously extracting and
constructing meaning through interaction and involvement with
written language”. It is imperative that we, as professionals working in
educational settings, should help and revise our students when they
are reading aloud their books making sure that they are understanding
what they are reading. 02
In order to set up the knowledge of early literacy in children in their
preschool years or their early stages of learning, the authors
recommend some strategies and/or techniques to teach our kids to
write and read in their infancy. In Roskos et al. (2003) , we can find
these teaching techniques, and the first one is 'rich teacher talk'; this
technique says that teachers or adults should converse with the
students in groups or one-to-one context using 'cognitively
challenging content'. The second technique that the authors
recommend is 'storybook reading'; this technique is interesting
because we need to read aloud to our students once or twice times
daily. Then, start to make activities before, during, or after the reading
time of different books. The third technique is 'phonological
awareness activities', using activities where we can help our students
to identify the sounds of the letters. For example, use activities of
rhyming, alliteration, and sound matching. Here, students can
participate with their emergent knowledge to find rhymes, identify the
same sound in different words, and recognize when words start with
the same sound. The fourth technique is 'alphabet activities'.
Personally, I use this technique with students who are struggling with
their reading level. For example, I use magnetic letters and ask them
to set them in a rainbow form, then they need to sound loud each letter
one or two times every day. This technique helped my students to
improve their reading skills. If we use these techniques, we can
encourage our children to read and to write, but considering those
techniques, they can show how they are improving on these skills.
In conclusion, early literacy skills are an important phase of child
development. I consider that as professionals working in educational
settings, we should set up the foundations of literacy in our young
students. Different authors gave us such diverse educational resources
to use in our preschool and kinder classrooms. We can use different
teaching techniques and research-based strategies to use with our
students to help them to develop their emerging literacy skills at
younger ages.
According to Vesay and Gischar (2013), the National Reading Panel
divided literacy into five critical domains: phonemic awareness,
alphabetic principle, fluency, vocabulary, and comprehension. These
domains are the roots of good literacy, and it is important to teach
them to our young students in the early stages of their development.
Phonological awareness is a broad definition of language in different
parts, word by word, and also is about listening to the syllables of the
words. Recognizing rhymes in the words, and the learning process
when kids can practice alliteration (eg. the same sound in the words,
six smiles softly spoken). According to the National Center on
Improving Literacy (2018), the alphabetic principle is the knowledge
that the letters have sounds and they are in the alphabet, for example,
when a child can identify the letter 'm' and its sound 'mmm'. This is
when a person can identify sounds and letters in a word, then can read
and write, building words with the sounds of the spoken language.
Also, the alphabetic principle has two components: alphabetic
understanding is knowing that words are made up of letters that
represent the sounds of speech, and phonological recoding is knowing
how to translate the letters in printed words into the sounds they make
to read and pronounce the words accurately. In Fluency Matters
(2014), the author explained his own definition of fluency, and he says
that reading fluency has two ends, the first one is about 'word
recognition in a text' while the person can comprehend what he/she is
reading is on the other end. This is when the person can identify
automatically words, recognize and identify them in a written text, but
with adequate speed. Stahl (2005) defines vocabulary as follows:
“Vocabulary knowledge is knowledge; the knowledge of a word not
only implies a definition but also implies how that word fits into the
world”. This part is important within the process of literacy in
children. At an early age, children should learn a complex vocabulary
during their kinder grade since this practice will help them develop
their language and to have success in their upper grades. In order to
understand the meaning of comprehension, Pardo (2004) refers that
“comprehension is the process of simultaneously extracting and
constructing meaning through interaction and involvement with
written language”. It is imperative that we, as professionals working in
educational settings, should help and revise our students when they
are reading aloud their books making sure that they are understanding
what they are reading. 02
In order to set up the knowledge of early literacy in children in their
preschool years or their early stages of learning, the authors
recommend some strategies and/or techniques to teach our kids to
write and read in their infancy. In Roskos et al. (2003) , we can find
these teaching techniques, and the first one is 'rich teacher talk'; this
technique says that teachers or adults should converse with the
students in groups or one-to-one context using 'cognitively
challenging content'. The second technique that the authors
recommend is 'storybook reading'; this technique is interesting
because we need to read aloud to our students once or twice times
daily. Then, start to make activities before, during, or after the reading
time of different books. The third technique is 'phonological
awareness activities', using activities where we can help our students
to identify the sounds of the letters. For example, use activities of
rhyming, alliteration, and sound matching. Here, students can
participate with their emergent knowledge to find rhymes, identify the
same sound in different words, and recognize when words start with
the same sound. The fourth technique is 'alphabet activities'.
Personally, I use this technique with students who are struggling with
their reading level. For example, I use magnetic letters and ask them
to set them in a rainbow form, then they need to sound loud each letter
one or two times every day. This technique helped my students to
improve their reading skills. If we use these techniques, we can
encourage our children to read and to write, but considering those
techniques, they can show how they are improving on these skills.
In conclusion, early literacy skills are an important phase of child
development. I consider that as professionals working in educational
settings, we should set up the foundations of literacy in our young
students. Different authors gave us such diverse educational resources
to use in our preschool and kinder classrooms. We can use different
teaching techniques and research-based strategies to use with our
students to help them to develop their emerging literacy skills at
younger ages.
According to Vesay and Gischar (2013), the National Reading Panel
divided literacy into five critical domains: phonemic awareness,
alphabetic principle, fluency, vocabulary, and comprehension. These
domains are the roots of good literacy, and it is important to teach
them to our young students in the early stages of their development.
Phonological awareness is a broad definition of language in different
parts, word by word, and also is about listening to the syllables of the
words. Recognizing rhymes in the words, and the learning process
when kids can practice alliteration (eg. the same sound in the words,
six smiles softly spoken). According to the National Center on
Improving Literacy (2018), the alphabetic principle is the knowledge
that the letters have sounds and they are in the alphabet, for example,
when a child can identify the letter 'm' and its sound 'mmm'. This is
when a person can identify sounds and letters in a word, then can read
and write, building words with the sounds of the spoken language.
Also, the alphabetic principle has two components: alphabetic
understanding is knowing that words are made up of letters that
represent the sounds of speech, and phonological recoding is knowing
how to translate the letters in printed words into the sounds they make
to read and pronounce the words accurately. In Fluency Matters
(2014), the author explained his own definition of fluency, and he says
that reading fluency has two ends, the first one is about 'word
recognition in a text' while the person can comprehend what he/she is
reading is on the other end. This is when the person can identify
automatically words, recognize and identify them in a written text, but
with adequate speed. Stahl (2005) defines vocabulary as follows:
“Vocabulary knowledge is knowledge; the knowledge of a word not
only implies a definition but also implies how that word fits into the
world”. This part is important within the process of literacy in
children. At an early age, children should learn a complex vocabulary
during their kinder grade since this practice will help them develop
their language and to have success in their upper grades. In order to
understand the meaning of comprehension, Pardo (2004) refers that
“comprehension is the process of simultaneously extracting and
constructing meaning through interaction and involvement with
written language”. It is imperative that we, as professionals working in
educational settings, should help and revise our students when they
are reading aloud their books making sure that they are understanding
what they are reading. 02
In order to set up the knowledge of early literacy in children in their
preschool years or their early stages of learning, the authors
recommend some strategies and/or techniques to teach our kids to
write and read in their infancy. In Roskos et al. (2003) , we can find
these teaching techniques, and the first one is 'rich teacher talk'; this
technique says that teachers or adults should converse with the
students in groups or one-to-one context using 'cognitively
challenging content'. The second technique that the authors
recommend is 'storybook reading'; this technique is interesting
because we need to read aloud to our students once or twice times
daily. Then, start to make activities before, during, or after the reading
time of different books. The third technique is 'phonological
awareness activities', using activities where we can help our students
to identify the sounds of the letters. For example, use activities of
rhyming, alliteration, and sound matching. Here, students can
participate with their emergent knowledge to find rhymes, identify the
same sound in different words, and recognize when words start with
the same sound. The fourth technique is 'alphabet activities'.
Personally, I use this technique with students who are struggling with
their reading level. For example, I use magnetic letters and ask them
to set them in a rainbow form, then they need to sound loud each letter
one or two times every day. This technique helped my students to
improve their reading skills. If we use these techniques, we can
encourage our children to read and to write, but considering those
techniques, they can show how they are improving on these skills.
In conclusion, early literacy skills are an important phase of child
development. I consider that as professionals working in educational
settings, we should set up the foundations of literacy in our young
students. Different authors gave us such diverse educational resources
to use in our preschool and kinder classrooms. We can use different
teaching techniques and research-based strategies to use with our
students to help them to develop their emerging literacy skills at
younger ages.
According to Vesay and Gischar (2013), the National Reading Panel
divided literacy into five critical domains: phonemic awareness,
alphabetic principle, fluency, vocabulary, and comprehension. These
domains are the roots of good literacy, and it is important to teach
them to our young students in the early stages of their development.
Phonological awareness is a broad definition of language in different
parts, word by word, and also is about listening to the syllables of the
words. Recognizing rhymes in the words, and the learning process
when kids can practice alliteration (eg. the same sound in the words,
six smiles softly spoken). According to the National Center on
Improving Literacy (2018), the alphabetic principle is the knowledge
that the letters have sounds and they are in the alphabet, for example,
when a child can identify the letter 'm' and its sound 'mmm'. This is
when a person can identify sounds and letters in a word, then can read
and write, building words with the sounds of the spoken language.
Also, the alphabetic principle has two components: alphabetic
understanding is knowing that words are made up of letters that
represent the sounds of speech, and phonological recoding is knowing
how to translate the letters in printed words into the sounds they make
to read and pronounce the words accurately. In Fluency Matters
(2014), the author explained his own definition of fluency, and he says
that reading fluency has two ends, the first one is about 'word
recognition in a text' while the person can comprehend what he/she is
reading is on the other end. This is when the person can identify
automatically words, recognize and identify them in a written text, but
with adequate speed. Stahl (2005) defines vocabulary as follows:
“Vocabulary knowledge is knowledge; the knowledge of a word not
only implies a definition but also implies how that word fits into the
world”. This part is important within the process of literacy in
children. At an early age, children should learn a complex vocabulary
during their kinder grade since this practice will help them develop
their language and to have success in their upper grades. In order to
understand the meaning of comprehension, Pardo (2004) refers that
“comprehension is the process of simultaneously extracting and
constructing meaning through interaction and involvement with
written language”. It is imperative that we, as professionals working in
educational settings, should help and revise our students when they
are reading aloud their books making sure that they are understanding
what they are reading. 02
In order to set up the knowledge of early literacy in children in their
preschool years or their early stages of learning, the authors
recommend some strategies and/or techniques to teach our kids to
write and read in their infancy. In Roskos et al. (2003) , we can find
these teaching techniques, and the first one is 'rich teacher talk'; this
technique says that teachers or adults should converse with the
students in groups or one-to-one context using 'cognitively
challenging content'. The second technique that the authors
recommend is 'storybook reading'; this technique is interesting
because we need to read aloud to our students once or twice times
daily. Then, start to make activities before, during, or after the reading
time of different books. The third technique is 'phonological
awareness activities', using activities where we can help our students
to identify the sounds of the letters. For example, use activities of
rhyming, alliteration, and sound matching. Here, students can
participate with their emergent knowledge to find rhymes, identify the
same sound in different words, and recognize when words start with
the same sound. The fourth technique is 'alphabet activities'.
Personally, I use this technique with students who are struggling with
their reading level. For example, I use magnetic letters and ask them
to set them in a rainbow form, then they need to sound loud each letter
one or two times every day. This technique helped my students to
improve their reading skills. If we use these techniques, we can
encourage our children to read and to write, but considering those
techniques, they can show how they are improving on these skills.
In conclusion, early literacy skills are an important phase of child
development. I consider that as professionals working in educational
settings, we should set up the foundations of literacy in our young
students. Different authors gave us such diverse educational resources
to use in our preschool and kinder classrooms. We can use different
teaching techniques and research-based strategies to use with our
students to help them to develop their emerging literacy skills at
younger ages.
According to Vesay and Gischar (2013), the National Reading Panel
divided literacy into five critical domains: phonemic awareness,
alphabetic principle, fluency, vocabulary, and comprehension. These
domains are the roots of good literacy, and it is important to teach
them to our young students in the early stages of their development.
Phonological awareness is a broad definition of language in different
parts, word by word, and also is about listening to the syllables of the
words. Recognizing rhymes in the words, and the learning process
when kids can practice alliteration (eg. the same sound in the words,
six smiles softly spoken). According to the National Center on
Improving Literacy (2018), the alphabetic principle is the knowledge
that the letters have sounds and they are in the alphabet, for example,
when a child can identify the letter 'm' and its sound 'mmm'. This is
when a person can identify sounds and letters in a word, then can read
and write, building words with the sounds of the spoken language.
Also, the alphabetic principle has two components: alphabetic
understanding is knowing that words are made up of letters that
represent the sounds of speech, and phonological recoding is knowing
how to translate the letters in printed words into the sounds they make
to read and pronounce the words accurately. In Fluency Matters
(2014), the author explained his own definition of fluency, and he says
that reading fluency has two ends, the first one is about 'word
recognition in a text' while the person can comprehend what he/she is
reading is on the other end. This is when the person can identify
automatically words, recognize and identify them in a written text, but
with adequate speed. Stahl (2005) defines vocabulary as follows:
“Vocabulary knowledge is knowledge; the knowledge of a word not
only implies a definition but also implies how that word fits into the
world”. This part is important within the process of literacy in
children. At an early age, children should learn a complex vocabulary
during their kinder grade since this practice will help them develop
their language and to have success in their upper grades. In order to
understand the meaning of comprehension, Pardo (2004) refers that
“comprehension is the process of simultaneously extracting and
constructing meaning through interaction and involvement with
written language”. It is imperative that we, as professionals working in
educational settings, should help and revise our students when they
are reading aloud their books making sure that they are understanding
what they are reading. 02
In order to set up the knowledge of early literacy in children in their
preschool years or their early stages of learning, the authors
recommend some strategies and/or techniques to teach our kids to
write and read in their infancy. In Roskos et al. (2003) , we can find
these teaching techniques, and the first one is 'rich teacher talk'; this
technique says that teachers or adults should converse with the
students in groups or one-to-one context using 'cognitively
challenging content'. The second technique that the authors
recommend is 'storybook reading'; this technique is interesting
because we need to read aloud to our students once or twice times
daily. Then, start to make activities before, during, or after the reading
time of different books. The third technique is 'phonological
awareness activities', using activities where we can help our students
to identify the sounds of the letters. For example, use activities of
rhyming, alliteration, and sound matching. Here, students can
participate with their emergent knowledge to find rhymes, identify the
same sound in different words, and recognize when words start with
the same sound. The fourth technique is 'alphabet activities'.
Personally, I use this technique with students who are struggling with
their reading level. For example, I use magnetic letters and ask them
to set them in a rainbow form, then they need to sound loud each letter
one or two times every day. This technique helped my students to
improve their reading skills. If we use these techniques, we can
encourage our children to read and to write, but considering those
techniques, they can show how they are improving on these skills.
In conclusion, early literacy skills are an important phase of child
development. I consider that as professionals working in educational
settings, we should set up the foundations of literacy in our young
students. Different authors gave us such diverse educational resources
to use in our preschool and kinder classrooms. We can use different
teaching techniques and research-based strategies to use with our
students to help them to develop their emerging literacy skills at
younger ages.
According to Vesay and Gischar (2013), the National Reading Panel
divided literacy into five critical domains: phonemic awareness,
alphabetic principle, fluency, vocabulary, and comprehension. These
domains are the roots of good literacy, and it is important to teach
them to our young students in the early stages of their development.
Phonological awareness is a broad definition of language in different
parts, word by word, and also is about listening to the syllables of the
words. Recognizing rhymes in the words, and the learning process
when kids can practice alliteration (eg. the same sound in the words,
six smiles softly spoken). According to the National Center on
Improving Literacy (2018), the alphabetic principle is the knowledge
that the letters have sounds and they are in the alphabet, for example,
when a child can identify the letter 'm' and its sound 'mmm'. This is
when a person can identify sounds and letters in a word, then can read
and write, building words with the sounds of the spoken language.
Also, the alphabetic principle has two components: alphabetic
understanding is knowing that words are made up of letters that
represent the sounds of speech, and phonological recoding is knowing
how to translate the letters in printed words into the sounds they make
to read and pronounce the words accurately. In Fluency Matters
(2014), the author explained his own definition of fluency, and he says
that reading fluency has two ends, the first one is about 'word
recognition in a text' while the person can comprehend what he/she is
reading is on the other end. This is when the person can identify
automatically words, recognize and identify them in a written text, but
with adequate speed. Stahl (2005) defines vocabulary as follows:
“Vocabulary knowledge is knowledge; the knowledge of a word not
only implies a definition but also implies how that word fits into the
world”. This part is important within the process of literacy in
children. At an early age, children should learn a complex vocabulary
during their kinder grade since this practice will help them develop
their language and to have success in their upper grades. In order to
understand the meaning of comprehension, Pardo (2004) refers that
“comprehension is the process of simultaneously extracting and
constructing meaning through interaction and involvement with
written language”. It is imperative that we, as professionals working in
educational settings, should help and revise our students when they
are reading aloud their books making sure that they are understanding
what they are reading. 02
In order to set up the knowledge of early literacy in children in their
preschool years or their early stages of learning, the authors
recommend some strategies and/or techniques to teach our kids to
write and read in their infancy. In Roskos et al. (2003) , we can find
these teaching techniques, and the first one is 'rich teacher talk'; this
technique says that teachers or adults should converse with the
students in groups or one-to-one context using 'cognitively
challenging content'. The second technique that the authors
recommend is 'storybook reading'; this technique is interesting
because we need to read aloud to our students once or twice times
daily. Then, start to make activities before, during, or after the reading
time of different books. The third technique is 'phonological
awareness activities', using activities where we can help our students
to identify the sounds of the letters. For example, use activities of
rhyming, alliteration, and sound matching. Here, students can
participate with their emergent knowledge to find rhymes, identify the
same sound in different words, and recognize when words start with
the same sound. The fourth technique is 'alphabet activities'.
Personally, I use this technique with students who are struggling with
their reading level. For example, I use magnetic letters and ask them
to set them in a rainbow form, then they need to sound loud each letter
one or two times every day. This technique helped my students to
improve their reading skills. If we use these techniques, we can
encourage our children to read and to write, but considering those
techniques, they can show how they are improving on these skills.
In conclusion, early literacy skills are an important phase of child
development. I consider that as professionals working in educational
settings, we should set up the foundations of literacy in our young
students. Different authors gave us such diverse educational resources
to use in our preschool and kinder classrooms. We can use different
teaching techniques and research-based strategies to use with our
students to help them to develop their emerging literacy skills at
younger ages.
According to Vesay and Gischar (2013), the National Reading Panel
divided literacy into five critical domains: phonemic awareness,
alphabetic principle, fluency, vocabulary, and comprehension. These
domains are the roots of good literacy, and it is important to teach
them to our young students in the early stages of their development.
Phonological awareness is a broad definition of language in different
parts, word by word, and also is about listening to the syllables of the
words. Recognizing rhymes in the words, and the learning process
when kids can practice alliteration (eg. the same sound in the words,
six smiles softly spoken). According to the National Center on
Improving Literacy (2018), the alphabetic principle is the knowledge
that the letters have sounds and they are in the alphabet, for example,
when a child can identify the letter 'm' and its sound 'mmm'. This is
when a person can identify sounds and letters in a word, then can read
and write, building words with the sounds of the spoken language.
Also, the alphabetic principle has two components: alphabetic
understanding is knowing that words are made up of letters that
represent the sounds of speech, and phonological recoding is knowing
how to translate the letters in printed words into the sounds they make
to read and pronounce the words accurately. In Fluency Matters
(2014), the author explained his own definition of fluency, and he says
that reading fluency has two ends, the first one is about 'word
recognition in a text' while the person can comprehend what he/she is
reading is on the other end. This is when the person can identify
automatically words, recognize and identify them in a written text, but
with adequate speed. Stahl (2005) defines vocabulary as follows:
“Vocabulary knowledge is knowledge; the knowledge of a word not
only implies a definition but also implies how that word fits into the
world”. This part is important within the process of literacy in
children. At an early age, children should learn a complex vocabulary
during their kinder grade since this practice will help them develop
their language and to have success in their upper grades. In order to
understand the meaning of comprehension, Pardo (2004) refers that
“comprehension is the process of simultaneously extracting and
constructing meaning through interaction and involvement with
written language”. It is imperative that we, as professionals working in
educational settings, should help and revise our students when they
are reading aloud their books making sure that they are understanding
what they are reading. 02
In order to set up the knowledge of early literacy in children in their
preschool years or their early stages of learning, the authors
recommend some strategies and/or techniques to teach our kids to
write and read in their infancy. In Roskos et al. (2003) , we can find
these teaching techniques, and the first one is 'rich teacher talk'; this
technique says that teachers or adults should converse with the
students in groups or one-to-one context using 'cognitively
challenging content'. The second technique that the authors
recommend is 'storybook reading'; this technique is interesting
because we need to read aloud to our students once or twice times
daily. Then, start to make activities before, during, or after the reading
time of different books. The third technique is 'phonological
awareness activities', using activities where we can help our students
to identify the sounds of the letters. For example, use activities of
rhyming, alliteration, and sound matching. Here, students can
participate with their emergent knowledge to find rhymes, identify the
same sound in different words, and recognize when words start with
the same sound. The fourth technique is 'alphabet activities'.
Personally, I use this technique with students who are struggling with
their reading level. For example, I use magnetic letters and ask them
to set them in a rainbow form, then they need to sound loud each letter
one or two times every day. This technique helped my students to
improve their reading skills. If we use these techniques, we can
encourage our children to read and to write, but considering those
techniques, they can show how they are improving on these skills.
In conclusion, early literacy skills are an important phase of child
development. I consider that as professionals working in educational
settings, we should set up the foundations of literacy in our young
students. Different authors gave us such diverse educational resources
to use in our preschool and kinder classrooms. We can use different
teaching techniques and research-based strategies to use with our
students to help them to develop their emerging literacy skills at
younger ages.
According to Vesay and Gischar (2013), the National Reading Panel
divided literacy into five critical domains: phonemic awareness,
alphabetic principle, fluency, vocabulary, and comprehension. These
domains are the roots of good literacy, and it is important to teach
them to our young students in the early stages of their development.
Phonological awareness is a broad definition of language in different
parts, word by word, and also is about listening to the syllables of the
words. Recognizing rhymes in the words, and the learning process
when kids can practice alliteration (eg. the same sound in the words,
six smiles softly spoken). According to the National Center on
Improving Literacy (2018), the alphabetic principle is the knowledge
that the letters have sounds and they are in the alphabet, for example,
when a child can identify the letter 'm' and its sound 'mmm'. This is
when a person can identify sounds and letters in a word, then can read
and write, building words with the sounds of the spoken language.
Also, the alphabetic principle has two components: alphabetic
understanding is knowing that words are made up of letters that
represent the sounds of speech, and phonological recoding is knowing
how to translate the letters in printed words into the sounds they make
to read and pronounce the words accurately. In Fluency Matters
(2014), the author explained his own definition of fluency, and he says
that reading fluency has two ends, the first one is about 'word
recognition in a text' while the person can comprehend what he/she is
reading is on the other end. This is when the person can identify
automatically words, recognize and identify them in a written text, but
with adequate speed. Stahl (2005) defines vocabulary as follows:
“Vocabulary knowledge is knowledge; the knowledge of a word not
only implies a definition but also implies how that word fits into the
world”. This part is important within the process of literacy in
children. At an early age, children should learn a complex vocabulary
during their kinder grade since this practice will help them develop
their language and to have success in their upper grades. In order to
understand the meaning of comprehension, Pardo (2004) refers that
“comprehension is the process of simultaneously extracting and
constructing meaning through interaction and involvement with
written language”. It is imperative that we, as professionals working in
educational settings, should help and revise our students when they
are reading aloud their books making sure that they are understanding
what they are reading. 02
In order to set up the knowledge of early literacy in children in their
preschool years or their early stages of learning, the authors
recommend some strategies and/or techniques to teach our kids to
write and read in their infancy. In Roskos et al. (2003) , we can find
these teaching techniques, and the first one is 'rich teacher talk'; this
technique says that teachers or adults should converse with the
students in groups or one-to-one context using 'cognitively
challenging content'. The second technique that the authors
recommend is 'storybook reading'; this technique is interesting
because we need to read aloud to our students once or twice times
daily. Then, start to make activities before, during, or after the reading
time of different books. The third technique is 'phonological
awareness activities', using activities where we can help our students
to identify the sounds of the letters. For example, use activities of
rhyming, alliteration, and sound matching. Here, students can
participate with their emergent knowledge to find rhymes, identify the
same sound in different words, and recognize when words start with
the same sound. The fourth technique is 'alphabet activities'.
Personally, I use this technique with students who are struggling with
their reading level. For example, I use magnetic letters and ask them
to set them in a rainbow form, then they need to sound loud each letter
one or two times every day. This technique helped my students to
improve their reading skills. If we use these techniques, we can
encourage our children to read and to write, but considering those
techniques, they can show how they are improving on these skills.
In conclusion, early literacy skills are an important phase of child
development. I consider that as professionals working in educational
settings, we should set up the foundations of literacy in our young
students. Different authors gave us such diverse educational resources
to use in our preschool and kinder classrooms. We can use different
teaching techniques and research-based strategies to use with our
students to help them to develop their emerging literacy skills at
younger ages.
According to Vesay and Gischar (2013), the National Reading Panel
divided literacy into five critical domains: phonemic awareness,
alphabetic principle, fluency, vocabulary, and comprehension. These
domains are the roots of good literacy, and it is important to teach
them to our young students in the early stages of their development.
Phonological awareness is a broad definition of language in different
parts, word by word, and also is about listening to the syllables of the
words. Recognizing rhymes in the words, and the learning process
when kids can practice alliteration (eg. the same sound in the words,
six smiles softly spoken). According to the National Center on
Improving Literacy (2018), the alphabetic principle is the knowledge
that the letters have sounds and they are in the alphabet, for example,
when a child can identify the letter 'm' and its sound 'mmm'. This is
when a person can identify sounds and letters in a word, then can read
and write, building words with the sounds of the spoken language.
Also, the alphabetic principle has two components: alphabetic
understanding is knowing that words are made up of letters that
represent the sounds of speech, and phonological recoding is knowing
how to translate the letters in printed words into the sounds they make
to read and pronounce the words accurately. In Fluency Matters
(2014), the author explained his own definition of fluency, and he says
that reading fluency has two ends, the first one is about 'word
recognition in a text' while the person can comprehend what he/she is
reading is on the other end. This is when the person can identify
automatically words, recognize and identify them in a written text, but
with adequate speed. Stahl (2005) defines vocabulary as follows:
“Vocabulary knowledge is knowledge; the knowledge of a word not
only implies a definition but also implies how that word fits into the
world”. This part is important within the process of literacy in
children. At an early age, children should learn a complex vocabulary
during their kinder grade since this practice will help them develop
their language and to have success in their upper grades. In order to
understand the meaning of comprehension, Pardo (2004) refers that
“comprehension is the process of simultaneously extracting and
constructing meaning through interaction and involvement with
written language”. It is imperative that we, as professionals working in
educational settings, should help and revise our students when they
are reading aloud their books making sure that they are understanding
what they are reading. 02
In order to set up the knowledge of early literacy in children in their
preschool years or their early stages of learning, the authors
recommend some strategies and/or techniques to teach our kids to
write and read in their infancy. In Roskos et al. (2003) , we can find
these teaching techniques, and the first one is 'rich teacher talk'; this
technique says that teachers or adults should converse with the
students in groups or one-to-one context using 'cognitively
challenging content'. The second technique that the authors
recommend is 'storybook reading'; this technique is interesting
because we need to read aloud to our students once or twice times
daily. Then, start to make activities before, during, or after the reading
time of different books. The third technique is 'phonological
awareness activities', using activities where we can help our students
to identify the sounds of the letters. For example, use activities of
rhyming, alliteration, and sound matching. Here, students can
participate with their emergent knowledge to find rhymes, identify the
same sound in different words, and recognize when words start with
the same sound. The fourth technique is 'alphabet activities'.
Personally, I use this technique with students who are struggling with
their reading level. For example, I use magnetic letters and ask them
to set them in a rainbow form, then they need to sound loud each letter
one or two times every day. This technique helped my students to
improve their reading skills. If we use these techniques, we can
encourage our children to read and to write, but considering those
techniques, they can show how they are improving on these skills.
In conclusion, early literacy skills are an important phase of child
development. I consider that as professionals working in educational
settings, we should set up the foundations of literacy in our young
students. Different authors gave us such diverse educational resources
to use in our preschool and kinder classrooms. We can use different
teaching techniques and research-based strategies to use with our
students to help them to develop their emerging literacy skills at
younger ages.
According to Vesay and Gischar (2013), the National Reading Panel
divided literacy into five critical domains: phonemic awareness,
alphabetic principle, fluency, vocabulary, and comprehension. These
domains are the roots of good literacy, and it is important to teach
them to our young students in the early stages of their development.
Phonological awareness is a broad definition of language in different
parts, word by word, and also is about listening to the syllables of the
words. Recognizing rhymes in the words, and the learning process
when kids can practice alliteration (eg. the same sound in the words,
six smiles softly spoken). According to the National Center on
Improving Literacy (2018), the alphabetic principle is the knowledge
that the letters have sounds and they are in the alphabet, for example,
when a child can identify the letter 'm' and its sound 'mmm'. This is
when a person can identify sounds and letters in a word, then can read
and write, building words with the sounds of the spoken language.
Also, the alphabetic principle has two components: alphabetic
understanding is knowing that words are made up of letters that
represent the sounds of speech, and phonological recoding is knowing
how to translate the letters in printed words into the sounds they make
to read and pronounce the words accurately. In Fluency Matters
(2014), the author explained his own definition of fluency, and he says
that reading fluency has two ends, the first one is about 'word
recognition in a text' while the person can comprehend what he/she is
reading is on the other end. This is when the person can identify
automatically words, recognize and identify them in a written text, but
with adequate speed. Stahl (2005) defines vocabulary as follows:
“Vocabulary knowledge is knowledge; the knowledge of a word not
only implies a definition but also implies how that word fits into the
world”. This part is important within the process of literacy in
children. At an early age, children should learn a complex vocabulary
during their kinder grade since this practice will help them develop
their language and to have success in their upper grades. In order to
understand the meaning of comprehension, Pardo (2004) refers that
“comprehension is the process of simultaneously extracting and
constructing meaning through interaction and involvement with
written language”. It is imperative that we, as professionals working in
educational settings, should help and revise our students when they
are reading aloud their books making sure that they are understanding
what they are reading. 02
In order to set up the knowledge of early literacy in children in their
preschool years or their early stages of learning, the authors
recommend some strategies and/or techniques to teach our kids to
write and read in their infancy. In Roskos et al. (2003) , we can find
these teaching techniques, and the first one is 'rich teacher talk'; this
technique says that teachers or adults should converse with the
students in groups or one-to-one context using 'cognitively
challenging content'. The second technique that the authors
recommend is 'storybook reading'; this technique is interesting
because we need to read aloud to our students once or twice times
daily. Then, start to make activities before, during, or after the reading
time of different books. The third technique is 'phonological
awareness activities', using activities where we can help our students
to identify the sounds of the letters. For example, use activities of
rhyming, alliteration, and sound matching. Here, students can
participate with their emergent knowledge to find rhymes, identify the
same sound in different words, and recognize when words start with
the same sound. The fourth technique is 'alphabet activities'.
Personally, I use this technique with students who are struggling with
their reading level. For example, I use magnetic letters and ask them
to set them in a rainbow form, then they need to sound loud each letter
one or two times every day. This technique helped my students to
improve their reading skills. If we use these techniques, we can
encourage our children to read and to write, but considering those
techniques, they can show how they are improving on these skills.
In conclusion, early literacy skills are an important phase of child
development. I consider that as professionals working in educational
settings, we should set up the foundations of literacy in our young
students. Different authors gave us such diverse educational resources
to use in our preschool and kinder classrooms. We can use different
teaching techniques and research-based strategies to use with our
students to help them to develop their emerging literacy skills at
younger ages.
According to Vesay and Gischar (2013), the National Reading Panel
divided literacy into five critical domains: phonemic awareness,
alphabetic principle, fluency, vocabulary, and comprehension. These
domains are the roots of good literacy, and it is important to teach
them to our young students in the early stages of their development.
Phonological awareness is a broad definition of language in different
parts, word by word, and also is about listening to the syllables of the
words. Recognizing rhymes in the words, and the learning process
when kids can practice alliteration (eg. the same sound in the words,
six smiles softly spoken). According to the National Center on
Improving Literacy (2018), the alphabetic principle is the knowledge
that the letters have sounds and they are in the alphabet, for example,
when a child can identify the letter 'm' and its sound 'mmm'. This is
when a person can identify sounds and letters in a word, then can read
and write, building words with the sounds of the spoken language.
Also, the alphabetic principle has two components: alphabetic
understanding is knowing that words are made up of letters that
represent the sounds of speech, and phonological recoding is knowing
how to translate the letters in printed words into the sounds they make
to read and pronounce the words accurately. In Fluency Matters
(2014), the author explained his own definition of fluency, and he says
that reading fluency has two ends, the first one is about 'word
recognition in a text' while the person can comprehend what he/she is
reading is on the other end. This is when the person can identify
automatically words, recognize and identify them in a written text, but
with adequate speed. Stahl (2005) defines vocabulary as follows:
“Vocabulary knowledge is knowledge; the knowledge of a word not
only implies a definition but also implies how that word fits into the
world”. This part is important within the process of literacy in
children. At an early age, children should learn a complex vocabulary
during their kinder grade since this practice will help them develop
their language and to have success in their upper grades. In order to
understand the meaning of comprehension, Pardo (2004) refers that
“comprehension is the process of simultaneously extracting and
constructing meaning through interaction and involvement with
written language”. It is imperative that we, as professionals working in
educational settings, should help and revise our students when they
are reading aloud their books making sure that they are understanding
what they are reading. 02
In order to set up the knowledge of early literacy in children in their
preschool years or their early stages of learning, the authors
recommend some strategies and/or techniques to teach our kids to
write and read in their infancy. In Roskos et al. (2003) , we can find
these teaching techniques, and the first one is 'rich teacher talk'; this
technique says that teachers or adults should converse with the
students in groups or one-to-one context using 'cognitively
challenging content'. The second technique that the authors
recommend is 'storybook reading'; this technique is interesting
because we need to read aloud to our students once or twice times
daily. Then, start to make activities before, during, or after the reading
time of different books. The third technique is 'phonological
awareness activities', using activities where we can help our students
to identify the sounds of the letters. For example, use activities of
rhyming, alliteration, and sound matching. Here, students can
participate with their emergent knowledge to find rhymes, identify the
same sound in different words, and recognize when words start with
the same sound. The fourth technique is 'alphabet activities'.
Personally, I use this technique with students who are struggling with
their reading level. For example, I use magnetic letters and ask them
to set them in a rainbow form, then they need to sound loud each letter
one or two times every day. This technique helped my students to
improve their reading skills. If we use these techniques, we can
encourage our children to read and to write, but considering those
techniques, they can show how they are improving on these skills.
In conclusion, early literacy skills are an important phase of child
development. I consider that as professionals working in educational
settings, we should set up the foundations of literacy in our young
students. Different authors gave us such diverse educational resources
to use in our preschool and kinder classrooms. We can use different
teaching techniques and research-based strategies to use with our
students to help them to develop their emerging literacy skills at
younger ages.
According to Vesay and Gischar (2013), the National Reading Panel
divided literacy into five critical domains: phonemic awareness,
alphabetic principle, fluency, vocabulary, and comprehension. These
domains are the roots of good literacy, and it is important to teach
them to our young students in the early stages of their development.
Phonological awareness is a broad definition of language in different
parts, word by word, and also is about listening to the syllables of the
words. Recognizing rhymes in the words, and the learning process
when kids can practice alliteration (eg. the same sound in the words,
six smiles softly spoken). According to the National Center on
Improving Literacy (2018), the alphabetic principle is the knowledge
that the letters have sounds and they are in the alphabet, for example,
when a child can identify the letter 'm' and its sound 'mmm'. This is
when a person can identify sounds and letters in a word, then can read
and write, building words with the sounds of the spoken language.
Also, the alphabetic principle has two components: alphabetic
understanding is knowing that words are made up of letters that
represent the sounds of speech, and phonological recoding is knowing
how to translate the letters in printed words into the sounds they make
to read and pronounce the words accurately. In Fluency Matters
(2014), the author explained his own definition of fluency, and he says
that reading fluency has two ends, the first one is about 'word
recognition in a text' while the person can comprehend what he/she is
reading is on the other end. This is when the person can identify
automatically words, recognize and identify them in a written text, but
with adequate speed. Stahl (2005) defines vocabulary as follows:
“Vocabulary knowledge is knowledge; the knowledge of a word not
only implies a definition but also implies how that word fits into the
world”. This part is important within the process of literacy in
children. At an early age, children should learn a complex vocabulary
during their kinder grade since this practice will help them develop
their language and to have success in their upper grades. In order to
understand the meaning of comprehension, Pardo (2004) refers that
“comprehension is the process of simultaneously extracting and
constructing meaning through interaction and involvement with
written language”. It is imperative that we, as professionals working in
educational settings, should help and revise our students when they
are reading aloud their books making sure that they are understanding
what they are reading. 02
In order to set up the knowledge of early literacy in children in their
preschool years or their early stages of learning, the authors
recommend some strategies and/or techniques to teach our kids to
write and read in their infancy. In Roskos et al. (2003) , we can find
these teaching techniques, and the first one is 'rich teacher talk'; this
technique says that teachers or adults should converse with the
students in groups or one-to-one context using 'cognitively
challenging content'. The second technique that the authors
recommend is 'storybook reading'; this technique is interesting
because we need to read aloud to our students once or twice times
daily. Then, start to make activities before, during, or after the reading
time of different books. The third technique is 'phonological
awareness activities', using activities where we can help our students
to identify the sounds of the letters. For example, use activities of
rhyming, alliteration, and sound matching. Here, students can
participate with their emergent knowledge to find rhymes, identify the
same sound in different words, and recognize when words start with
the same sound. The fourth technique is 'alphabet activities'.
Personally, I use this technique with students who are struggling with
their reading level. For example, I use magnetic letters and ask them
to set them in a rainbow form, then they need to sound loud each letter
one or two times every day. This technique helped my students to
improve their reading skills. If we use these techniques, we can
encourage our children to read and to write, but considering those
techniques, they can show how they are improving on these skills.
In conclusion, early literacy skills are an important phase of child
development. I consider that as professionals working in educational
settings, we should set up the foundations of literacy in our young
students. Different authors gave us such diverse educational resources
to use in our preschool and kinder classrooms. We can use different
teaching techniques and research-based strategies to use with our
students to help them to develop their emerging literacy skills at
younger ages.
According to Vesay and Gischar (2013), the National Reading Panel
divided literacy into five critical domains: phonemic awareness,
alphabetic principle, fluency, vocabulary, and comprehension. These
domains are the roots of good literacy, and it is important to teach
them to our young students in the early stages of their development.
Phonological awareness is a broad definition of language in different
parts, word by word, and also is about listening to the syllables of the
words. Recognizing rhymes in the words, and the learning process
when kids can practice alliteration (eg. the same sound in the words,
six smiles softly spoken). According to the National Center on
Improving Literacy (2018), the alphabetic principle is the knowledge
that the letters have sounds and they are in the alphabet, for example,
when a child can identify the letter 'm' and its sound 'mmm'. This is
when a person can identify sounds and letters in a word, then can read
and write, building words with the sounds of the spoken language.
Also, the alphabetic principle has two components: alphabetic
understanding is knowing that words are made up of letters that
represent the sounds of speech, and phonological recoding is knowing
how to translate the letters in printed words into the sounds they make
to read and pronounce the words accurately. In Fluency Matters
(2014), the author explained his own definition of fluency, and he says
that reading fluency has two ends, the first one is about 'word
recognition in a text' while the person can comprehend what he/she is
reading is on the other end. This is when the person can identify
automatically words, recognize and identify them in a written text, but
with adequate speed. Stahl (2005) defines vocabulary as follows:
“Vocabulary knowledge is knowledge; the knowledge of a word not
only implies a definition but also implies how that word fits into the
world”. This part is important within the process of literacy in
children. At an early age, children should learn a complex vocabulary
during their kinder grade since this practice will help them develop
their language and to have success in their upper grades. In order to
understand the meaning of comprehension, Pardo (2004) refers that
“comprehension is the process of simultaneously extracting and
constructing meaning through interaction and involvement with
written language”. It is imperative that we, as professionals working in
educational settings, should help and revise our students when they
are reading aloud their books making sure that they are understanding
what they are reading. 02
In order to set up the knowledge of early literacy in children in their
preschool years or their early stages of learning, the authors
recommend some strategies and/or techniques to teach our kids to
write and read in their infancy. In Roskos et al. (2003) , we can find
these teaching techniques, and the first one is 'rich teacher talk'; this
technique says that teachers or adults should converse with the
students in groups or one-to-one context using 'cognitively
challenging content'. The second technique that the authors
recommend is 'storybook reading'; this technique is interesting
because we need to read aloud to our students once or twice times
daily. Then, start to make activities before, during, or after the reading
time of different books. The third technique is 'phonological
awareness activities', using activities where we can help our students
to identify the sounds of the letters. For example, use activities of
rhyming, alliteration, and sound matching. Here, students can
participate with their emergent knowledge to find rhymes, identify the
same sound in different words, and recognize when words start with
the same sound. The fourth technique is 'alphabet activities'.
Personally, I use this technique with students who are struggling with
their reading level. For example, I use magnetic letters and ask them
to set them in a rainbow form, then they need to sound loud each letter
one or two times every day. This technique helped my students to
improve their reading skills. If we use these techniques, we can
encourage our children to read and to write, but considering those
techniques, they can show how they are improving on these skills.
In conclusion, early literacy skills are an important phase of child
development. I consider that as professionals working in educational
settings, we should set up the foundations of literacy in our young
students. Different authors gave us such diverse educational resources
to use in our preschool and kinder classrooms. We can use different
teaching techniques and research-based strategies to use with our
students to help them to develop their emerging literacy skills at
younger ages.
According to Vesay and Gischar (2013), the National Reading Panel
divided literacy into five critical domains: phonemic awareness,
alphabetic principle, fluency, vocabulary, and comprehension. These
domains are the roots of good literacy, and it is important to teach
them to our young students in the early stages of their development.
Phonological awareness is a broad definition of language in different
parts, word by word, and also is about listening to the syllables of the
words. Recognizing rhymes in the words, and the learning process
when kids can practice alliteration (eg. the same sound in the words,
six smiles softly spoken). According to the National Center on
Improving Literacy (2018), the alphabetic principle is the knowledge
that the letters have sounds and they are in the alphabet, for example,
when a child can identify the letter 'm' and its sound 'mmm'. This is
when a person can identify sounds and letters in a word, then can read
and write, building words with the sounds of the spoken language.
Also, the alphabetic principle has two components: alphabetic
understanding is knowing that words are made up of letters that
represent the sounds of speech, and phonological recoding is knowing
how to translate the letters in printed words into the sounds they make
to read and pronounce the words accurately. In Fluency Matters
(2014), the author explained his own definition of fluency, and he says
that reading fluency has two ends, the first one is about 'word
recognition in a text' while the person can comprehend what he/she is
reading is on the other end. This is when the person can identify
automatically words, recognize and identify them in a written text, but
with adequate speed. Stahl (2005) defines vocabulary as follows:
“Vocabulary knowledge is knowledge; the knowledge of a word not
only implies a definition but also implies how that word fits into the
world”. This part is important within the process of literacy in
children. At an early age, children should learn a complex vocabulary
during their kinder grade since this practice will help them develop
their language and to have success in their upper grades. In order to
understand the meaning of comprehension, Pardo (2004) refers that
“comprehension is the process of simultaneously extracting and
constructing meaning through interaction and involvement with
written language”. It is imperative that we, as professionals working in
educational settings, should help and revise our students when they
are reading aloud their books making sure that they are understanding
what they are reading. 02
In order to set up the knowledge of early literacy in children in their
preschool years or their early stages of learning, the authors
recommend some strategies and/or techniques to teach our kids to
write and read in their infancy. In Roskos et al. (2003) , we can find
these teaching techniques, and the first one is 'rich teacher talk'; this
technique says that teachers or adults should converse with the
students in groups or one-to-one context using 'cognitively
challenging content'. The second technique that the authors
recommend is 'storybook reading'; this technique is interesting
because we need to read aloud to our students once or twice times
daily. Then, start to make activities before, during, or after the reading
time of different books. The third technique is 'phonological
awareness activities', using activities where we can help our students
to identify the sounds of the letters. For example, use activities of
rhyming, alliteration, and sound matching. Here, students can
participate with their emergent knowledge to find rhymes, identify the
same sound in different words, and recognize when words start with
the same sound. The fourth technique is 'alphabet activities'.
Personally, I use this technique with students who are struggling with
their reading level. For example, I use magnetic letters and ask them
to set them in a rainbow form, then they need to sound loud each letter
one or two times every day. This technique helped my students to
improve their reading skills. If we use these techniques, we can
encourage our children to read and to write, but considering those
techniques, they can show how they are improving on these skills.
In conclusion, early literacy skills are an important phase of child
development. I consider that as professionals working in educational
settings, we should set up the foundations of literacy in our young
students. Different authors gave us such diverse educational resources
to use in our preschool and kinder classrooms. We can use different
teaching techniques and research-based strategies to use with our
students to help them to develop their emerging literacy skills at
younger ages.
According to Vesay and Gischar (2013), the National Reading Panel
divided literacy into five critical domains: phonemic awareness,
alphabetic principle, fluency, vocabulary, and comprehension. These
domains are the roots of good literacy, and it is important to teach
them to our young students in the early stages of their development.
Phonological awareness is a broad definition of language in different
parts, word by word, and also is about listening to the syllables of the
words. Recognizing rhymes in the words, and the learning process
when kids can practice alliteration (eg. the same sound in the words,
six smiles softly spoken). According to the National Center on
Improving Literacy (2018), the alphabetic principle is the knowledge
that the letters have sounds and they are in the alphabet, for example,
when a child can identify the letter 'm' and its sound 'mmm'. This is
when a person can identify sounds and letters in a word, then can read
and write, building words with the sounds of the spoken language.
Also, the alphabetic principle has two components: alphabetic
understanding is knowing that words are made up of letters that
represent the sounds of speech, and phonological recoding is knowing
how to translate the letters in printed words into the sounds they make
to read and pronounce the words accurately. In Fluency Matters
(2014), the author explained his own definition of fluency, and he says
that reading fluency has two ends, the first one is about 'word
recognition in a text' while the person can comprehend what he/she is
reading is on the other end. This is when the person can identify
automatically words, recognize and identify them in a written text, but
with adequate speed. Stahl (2005) defines vocabulary as follows:
“Vocabulary knowledge is knowledge; the knowledge of a word not
only implies a definition but also implies how that word fits into the
world”. This part is important within the process of literacy in
children. At an early age, children should learn a complex vocabulary
during their kinder grade since this practice will help them develop
their language and to have success in their upper grades. In order to
understand the meaning of comprehension, Pardo (2004) refers that
“comprehension is the process of simultaneously extracting and
constructing meaning through interaction and involvement with
written language”. It is imperative that we, as professionals working in
educational settings, should help and revise our students when they
are reading aloud their books making sure that they are understanding
what they are reading. 02
In order to set up the knowledge of early literacy in children in their
preschool years or their early stages of learning, the authors
recommend some strategies and/or techniques to teach our kids to
write and read in their infancy. In Roskos et al. (2003) , we can find
these teaching techniques, and the first one is 'rich teacher talk'; this
technique says that teachers or adults should converse with the
students in groups or one-to-one context using 'cognitively
challenging content'. The second technique that the authors
recommend is 'storybook reading'; this technique is interesting
because we need to read aloud to our students once or twice times
daily. Then, start to make activities before, during, or after the reading
time of different books. The third technique is 'phonological
awareness activities', using activities where we can help our students
to identify the sounds of the letters. For example, use activities of
rhyming, alliteration, and sound matching. Here, students can
participate with their emergent knowledge to find rhymes, identify the
same sound in different words, and recognize when words start with
the same sound. The fourth technique is 'alphabet activities'.
Personally, I use this technique with students who are struggling with
their reading level. For example, I use magnetic letters and ask them
to set them in a rainbow form, then they need to sound loud each letter
one or two times every day. This technique helped my students to
improve their reading skills. If we use these techniques, we can
encourage our children to read and to write, but considering those
techniques, they can show how they are improving on these skills.
In conclusion, early literacy skills are an important phase of child
development. I consider that as professionals working in educational
settings, we should set up the foundations of literacy in our young
students. Different authors gave us such diverse educational resources
to use in our preschool and kinder classrooms. We can use different
teaching techniques and research-based strategies to use with our
students to help them to develop their emerging literacy skills at
younger ages.
According to Vesay and Gischar (2013), the National Reading Panel
divided literacy into five critical domains: phonemic awareness,
alphabetic principle, fluency, vocabulary, and comprehension. These
domains are the roots of good literacy, and it is important to teach
them to our young students in the early stages of their development.
Phonological awareness is a broad definition of language in different
parts, word by word, and also is about listening to the syllables of the
words. Recognizing rhymes in the words, and the learning process
when kids can practice alliteration (eg. the same sound in the words,
six smiles softly spoken). According to the National Center on
Improving Literacy (2018), the alphabetic principle is the knowledge
that the letters have sounds and they are in the alphabet, for example,
when a child can identify the letter 'm' and its sound 'mmm'. This is
when a person can identify sounds and letters in a word, then can read
and write, building words with the sounds of the spoken language.
Also, the alphabetic principle has two components: alphabetic
understanding is knowing that words are made up of letters that
represent the sounds of speech, and phonological recoding is knowing
how to translate the letters in printed words into the sounds they make
to read and pronounce the words accurately. In Fluency Matters
(2014), the author explained his own definition of fluency, and he says
that reading fluency has two ends, the first one is about 'word
recognition in a text' while the person can comprehend what he/she is
reading is on the other end. This is when the person can identify
automatically words, recognize and identify them in a written text, but
with adequate speed. Stahl (2005) defines vocabulary as follows:
“Vocabulary knowledge is knowledge; the knowledge of a word not
only implies a definition but also implies how that word fits into the
world”. This part is important within the process of literacy in
children. At an early age, children should learn a complex vocabulary
during their kinder grade since this practice will help them develop
their language and to have success in their upper grades. In order to
understand the meaning of comprehension, Pardo (2004) refers that
“comprehension is the process of simultaneously extracting and
constructing meaning through interaction and involvement with
written language”. It is imperative that we, as professionals working in
educational settings, should help and revise our students when they
are reading aloud their books making sure that they are understanding
what they are reading. 02
In order to set up the knowledge of early literacy in children in their
preschool years or their early stages of learning, the authors
recommend some strategies and/or techniques to teach our kids to
write and read in their infancy. In Roskos et al. (2003) , we can find
these teaching techniques, and the first one is 'rich teacher talk'; this
technique says that teachers or adults should converse with the
students in groups or one-to-one context using 'cognitively
challenging content'. The second technique that the authors
recommend is 'storybook reading'; this technique is interesting
because we need to read aloud to our students once or twice times
daily. Then, start to make activities before, during, or after the reading
time of different books. The third technique is 'phonological
awareness activities', using activities where we can help our students
to identify the sounds of the letters. For example, use activities of
rhyming, alliteration, and sound matching. Here, students can
participate with their emergent knowledge to find rhymes, identify the
same sound in different words, and recognize when words start with
the same sound. The fourth technique is 'alphabet activities'.
Personally, I use this technique with students who are struggling with
their reading level. For example, I use magnetic letters and ask them
to set them in a rainbow form, then they need to sound loud each letter
one or two times every day. This technique helped my students to
improve their reading skills. If we use these techniques, we can
encourage our children to read and to write, but considering those
techniques, they can show how they are improving on these skills.
In conclusion, early literacy skills are an important phase of child
development. I consider that as professionals working in educational
settings, we should set up the foundations of literacy in our young
students. Different authors gave us such diverse educational resources
to use in our preschool and kinder classrooms. We can use different
teaching techniques and research-based strategies to use with our
students to help them to develop their emerging literacy skills at
younger ages.
According to Vesay and Gischar (2013), the National Reading Panel
divided literacy into five critical domains: phonemic awareness,
alphabetic principle, fluency, vocabulary, and comprehension. These
domains are the roots of good literacy, and it is important to teach
them to our young students in the early stages of their development.
Phonological awareness is a broad definition of language in different
parts, word by word, and also is about listening to the syllables of the
words. Recognizing rhymes in the words, and the learning process
when kids can practice alliteration (eg. the same sound in the words,
six smiles softly spoken). According to the National Center on
Improving Literacy (2018), the alphabetic principle is the knowledge
that the letters have sounds and they are in the alphabet, for example,
when a child can identify the letter 'm' and its sound 'mmm'. This is
when a person can identify sounds and letters in a word, then can read
and write, building words with the sounds of the spoken language.
Also, the alphabetic principle has two components: alphabetic
understanding is knowing that words are made up of letters that
represent the sounds of speech, and phonological recoding is knowing
how to translate the letters in printed words into the sounds they make
to read and pronounce the words accurately. In Fluency Matters
(2014), the author explained his own definition of fluency, and he says
that reading fluency has two ends, the first one is about 'word
recognition in a text' while the person can comprehend what he/she is
reading is on the other end. This is when the person can identify
automatically words, recognize and identify them in a written text, but
with adequate speed. Stahl (2005) defines vocabulary as follows:
“Vocabulary knowledge is knowledge; the knowledge of a word not
only implies a definition but also implies how that word fits into the
world”. This part is important within the process of literacy in
children. At an early age, children should learn a complex vocabulary
during their kinder grade since this practice will help them develop
their language and to have success in their upper grades. In order to
understand the meaning of comprehension, Pardo (2004) refers that
“comprehension is the process of simultaneously extracting and
constructing meaning through interaction and involvement with
written language”. It is imperative that we, as professionals working in
educational settings, should help and revise our students when they
are reading aloud their books making sure that they are understanding
what they are reading. 02
In order to set up the knowledge of early literacy in children in their
preschool years or their early stages of learning, the authors
recommend some strategies and/or techniques to teach our kids to
write and read in their infancy. In Roskos et al. (2003) , we can find
these teaching techniques, and the first one is 'rich teacher talk'; this
technique says that teachers or adults should converse with the
students in groups or one-to-one context using 'cognitively
challenging content'. The second technique that the authors
recommend is 'storybook reading'; this technique is interesting
because we need to read aloud to our students once or twice times
daily. Then, start to make activities before, during, or after the reading
time of different books. The third technique is 'phonological
awareness activities', using activities where we can help our students
to identify the sounds of the letters. For example, use activities of
rhyming, alliteration, and sound matching. Here, students can
participate with their emergent knowledge to find rhymes, identify the
same sound in different words, and recognize when words start with
the same sound. The fourth technique is 'alphabet activities'.
Personally, I use this technique with students who are struggling with
their reading level. For example, I use magnetic letters and ask them
to set them in a rainbow form, then they need to sound loud each letter
one or two times every day. This technique helped my students to
improve their reading skills. If we use these techniques, we can
encourage our children to read and to write, but considering those
techniques, they can show how they are improving on these skills.
In conclusion, early literacy skills are an important phase of child
development. I consider that as professionals working in educational
settings, we should set up the foundations of literacy in our young
students. Different authors gave us such diverse educational resources
to use in our preschool and kinder classrooms. We can use different
teaching techniques and research-based strategies to use with our
students to help them to develop their emerging literacy skills at
younger ages.
According to Vesay and Gischar (2013), the National Reading Panel
divided literacy into five critical domains: phonemic awareness,
alphabetic principle, fluency, vocabulary, and comprehension. These
domains are the roots of good literacy, and it is important to teach
them to our young students in the early stages of their development.
Phonological awareness is a broad definition of language in different
parts, word by word, and also is about listening to the syllables of the
words. Recognizing rhymes in the words, and the learning process
when kids can practice alliteration (eg. the same sound in the words,
six smiles softly spoken). According to the National Center on
Improving Literacy (2018), the alphabetic principle is the knowledge
that the letters have sounds and they are in the alphabet, for example,
when a child can identify the letter 'm' and its sound 'mmm'. This is
when a person can identify sounds and letters in a word, then can read
and write, building words with the sounds of the spoken language.
Also, the alphabetic principle has two components: alphabetic
understanding is knowing that words are made up of letters that
represent the sounds of speech, and phonological recoding is knowing
how to translate the letters in printed words into the sounds they make
to read and pronounce the words accurately. In Fluency Matters
(2014), the author explained his own definition of fluency, and he says
that reading fluency has two ends, the first one is about 'word
recognition in a text' while the person can comprehend what he/she is
reading is on the other end. This is when the person can identify
automatically words, recognize and identify them in a written text, but
with adequate speed. Stahl (2005) defines vocabulary as follows:
“Vocabulary knowledge is knowledge; the knowledge of a word not
only implies a definition but also implies how that word fits into the
world”. This part is important within the process of literacy in
children. At an early age, children should learn a complex vocabulary
during their kinder grade since this practice will help them develop
their language and to have success in their upper grades. In order to
understand the meaning of comprehension, Pardo (2004) refers that
“comprehension is the process of simultaneously extracting and
constructing meaning through interaction and involvement with
written language”. It is imperative that we, as professionals working in
educational settings, should help and revise our students when they
are reading aloud their books making sure that they are understanding
what they are reading. 02
In order to set up the knowledge of early literacy in children in their
preschool years or their early stages of learning, the authors
recommend some strategies and/or techniques to teach our kids to
write and read in their infancy. In Roskos et al. (2003) , we can find
these teaching techniques, and the first one is 'rich teacher talk'; this
technique says that teachers or adults should converse with the
students in groups or one-to-one context using 'cognitively
challenging content'. The second technique that the authors
recommend is 'storybook reading'; this technique is interesting
because we need to read aloud to our students once or twice times
daily. Then, start to make activities before, during, or after the reading
time of different books. The third technique is 'phonological
awareness activities', using activities where we can help our students
to identify the sounds of the letters. For example, use activities of
rhyming, alliteration, and sound matching. Here, students can
participate with their emergent knowledge to find rhymes, identify the
same sound in different words, and recognize when words start with
the same sound. The fourth technique is 'alphabet activities'.
Personally, I use this technique with students who are struggling with
their reading level. For example, I use magnetic letters and ask them
to set them in a rainbow form, then they need to sound loud each letter
one or two times every day. This technique helped my students to
improve their reading skills. If we use these techniques, we can
encourage our children to read and to write, but considering those
techniques, they can show how they are improving on these skills.
In conclusion, early literacy skills are an important phase of child
development. I consider that as professionals working in educational
settings, we should set up the foundations of literacy in our young
students. Different authors gave us such diverse educational resources
to use in our preschool and kinder classrooms. We can use different
teaching techniques and research-based strategies to use with our
students to help them to develop their emerging literacy skills at
younger ages.
According to Vesay and Gischar (2013), the National Reading Panel
divided literacy into five critical domains: phonemic awareness,
alphabetic principle, fluency, vocabulary, and comprehension. These
domains are the roots of good literacy, and it is important to teach
them to our young students in the early stages of their development.
Phonological awareness is a broad definition of language in different
parts, word by word, and also is about listening to the syllables of the
words. Recognizing rhymes in the words, and the learning process
when kids can practice alliteration (eg. the same sound in the words,
six smiles softly spoken). According to the National Center on
Improving Literacy (2018), the alphabetic principle is the knowledge
that the letters have sounds and they are in the alphabet, for example,
when a child can identify the letter 'm' and its sound 'mmm'. This is
when a person can identify sounds and letters in a word, then can read
and write, building words with the sounds of the spoken language.
Also, the alphabetic principle has two components: alphabetic
understanding is knowing that words are made up of letters that
represent the sounds of speech, and phonological recoding is knowing
how to translate the letters in printed words into the sounds they make
to read and pronounce the words accurately. In Fluency Matters
(2014), the author explained his own definition of fluency, and he says
that reading fluency has two ends, the first one is about 'word
recognition in a text' while the person can comprehend what he/she is
reading is on the other end. This is when the person can identify
automatically words, recognize and identify them in a written text, but
with adequate speed. Stahl (2005) defines vocabulary as follows:
“Vocabulary knowledge is knowledge; the knowledge of a word not
only implies a definition but also implies how that word fits into the
world”. This part is important within the process of literacy in
children. At an early age, children should learn a complex vocabulary
during their kinder grade since this practice will help them develop
their language and to have success in their upper grades. In order to
understand the meaning of comprehension, Pardo (2004) refers that
“comprehension is the process of simultaneously extracting and
constructing meaning through interaction and involvement with
written language”. It is imperative that we, as professionals working in
educational settings, should help and revise our students when they
are reading aloud their books making sure that they are understanding
what they are reading. 02
In order to set up the knowledge of early literacy in children in their
preschool years or their early stages of learning, the authors
recommend some strategies and/or techniques to teach our kids to
write and read in their infancy. In Roskos et al. (2003) , we can find
these teaching techniques, and the first one is 'rich teacher talk'; this
technique says that teachers or adults should converse with the
students in groups or one-to-one context using 'cognitively
challenging content'. The second technique that the authors
recommend is 'storybook reading'; this technique is interesting
because we need to read aloud to our students once or twice times
daily. Then, start to make activities before, during, or after the reading
time of different books. The third technique is 'phonological
awareness activities', using activities where we can help our students
to identify the sounds of the letters. For example, use activities of
rhyming, alliteration, and sound matching. Here, students can
participate with their emergent knowledge to find rhymes, identify the
same sound in different words, and recognize when words start with
the same sound. The fourth technique is 'alphabet activities'.
Personally, I use this technique with students who are struggling with
their reading level. For example, I use magnetic letters and ask them
to set them in a rainbow form, then they need to sound loud each letter
one or two times every day. This technique helped my students to
improve their reading skills. If we use these techniques, we can
encourage our children to read and to write, but considering those
techniques, they can show how they are improving on these skills.
In conclusion, early literacy skills are an important phase of child
development. I consider that as professionals working in educational
settings, we should set up the foundations of literacy in our young
students. Different authors gave us such diverse educational resources
to use in our preschool and kinder classrooms. We can use different
teaching techniques and research-based strategies to use with our
students to help them to develop their emerging literacy skills at
younger ages.
According to Vesay and Gischar (2013), the National Reading Panel
divided literacy into five critical domains: phonemic awareness,
alphabetic principle, fluency, vocabulary, and comprehension. These
domains are the roots of good literacy, and it is important to teach
them to our young students in the early stages of their development.
Phonological awareness is a broad definition of language in different
parts, word by word, and also is about listening to the syllables of the
words. Recognizing rhymes in the words, and the learning process
when kids can practice alliteration (eg. the same sound in the words,
six smiles softly spoken). According to the National Center on
Improving Literacy (2018), the alphabetic principle is the knowledge
that the letters have sounds and they are in the alphabet, for example,
when a child can identify the letter 'm' and its sound 'mmm'. This is
when a person can identify sounds and letters in a word, then can read
and write, building words with the sounds of the spoken language.
Also, the alphabetic principle has two components: alphabetic
understanding is knowing that words are made up of letters that
represent the sounds of speech, and phonological recoding is knowing
how to translate the letters in printed words into the sounds they make
to read and pronounce the words accurately. In Fluency Matters
(2014), the author explained his own definition of fluency, and he says
that reading fluency has two ends, the first one is about 'word
recognition in a text' while the person can comprehend what he/she is
reading is on the other end. This is when the person can identify
automatically words, recognize and identify them in a written text, but
with adequate speed. Stahl (2005) defines vocabulary as follows:
“Vocabulary knowledge is knowledge; the knowledge of a word not
only implies a definition but also implies how that word fits into the
world”. This part is important within the process of literacy in
children. At an early age, children should learn a complex vocabulary
during their kinder grade since this practice will help them develop
their language and to have success in their upper grades. In order to
understand the meaning of comprehension, Pardo (2004) refers that
“comprehension is the process of simultaneously extracting and
constructing meaning through interaction and involvement with
written language”. It is imperative that we, as professionals working in
educational settings, should help and revise our students when they
are reading aloud their books making sure that they are understanding
what they are reading. 02
In order to set up the knowledge of early literacy in children in their
preschool years or their early stages of learning, the authors
recommend some strategies and/or techniques to teach our kids to
write and read in their infancy. In Roskos et al. (2003) , we can find
these teaching techniques, and the first one is 'rich teacher talk'; this
technique says that teachers or adults should converse with the
students in groups or one-to-one context using 'cognitively
challenging content'. The second technique that the authors
recommend is 'storybook reading'; this technique is interesting
because we need to read aloud to our students once or twice times
daily. Then, start to make activities before, during, or after the reading
time of different books. The third technique is 'phonological
awareness activities', using activities where we can help our students
to identify the sounds of the letters. For example, use activities of
rhyming, alliteration, and sound matching. Here, students can
participate with their emergent knowledge to find rhymes, identify the
same sound in different words, and recognize when words start with
the same sound. The fourth technique is 'alphabet activities'.
Personally, I use this technique with students who are struggling with
their reading level. For example, I use magnetic letters and ask them
to set them in a rainbow form, then they need to sound loud each letter
one or two times every day. This technique helped my students to
improve their reading skills. If we use these techniques, we can
encourage our children to read and to write, but considering those
techniques, they can show how they are improving on these skills.
In conclusion, early literacy skills are an important phase of child
development. I consider that as professionals working in educational
settings, we should set up the foundations of literacy in our young
students. Different authors gave us such diverse educational resources
to use in our preschool and kinder classrooms. We can use different
teaching techniques and research-based strategies to use with our
students to help them to develop their emerging literacy skills at
younger ages.
According to Vesay and Gischar (2013), the National Reading Panel
divided literacy into five critical domains: phonemic awareness,
alphabetic principle, fluency, vocabulary, and comprehension. These
domains are the roots of good literacy, and it is important to teach
them to our young students in the early stages of their development.
Phonological awareness is a broad definition of language in different
parts, word by word, and also is about listening to the syllables of the
words. Recognizing rhymes in the words, and the learning process
when kids can practice alliteration (eg. the same sound in the words,
six smiles softly spoken). According to the National Center on
Improving Literacy (2018), the alphabetic principle is the knowledge
that the letters have sounds and they are in the alphabet, for example,
when a child can identify the letter 'm' and its sound 'mmm'. This is
when a person can identify sounds and letters in a word, then can read
and write, building words with the sounds of the spoken language.
Also, the alphabetic principle has two components: alphabetic
understanding is knowing that words are made up of letters that
represent the sounds of speech, and phonological recoding is knowing
how to translate the letters in printed words into the sounds they make
to read and pronounce the words accurately. In Fluency Matters
(2014), the author explained his own definition of fluency, and he says
that reading fluency has two ends, the first one is about 'word
recognition in a text' while the person can comprehend what he/she is
reading is on the other end. This is when the person can identify
automatically words, recognize and identify them in a written text, but
with adequate speed. Stahl (2005) defines vocabulary as follows:
“Vocabulary knowledge is knowledge; the knowledge of a word not
only implies a definition but also implies how that word fits into the
world”. This part is important within the process of literacy in
children. At an early age, children should learn a complex vocabulary
during their kinder grade since this practice will help them develop
their language and to have success in their upper grades. In order to
understand the meaning of comprehension, Pardo (2004) refers that
“comprehension is the process of simultaneously extracting and
constructing meaning through interaction and involvement with
written language”. It is imperative that we, as professionals working in
educational settings, should help and revise our students when they
are reading aloud their books making sure that they are understanding
what they are reading. 02
In order to set up the knowledge of early literacy in children in their
preschool years or their early stages of learning, the authors
recommend some strategies and/or techniques to teach our kids to
write and read in their infancy. In Roskos et al. (2003) , we can find
these teaching techniques, and the first one is 'rich teacher talk'; this
technique says that teachers or adults should converse with the
students in groups or one-to-one context using 'cognitively
challenging content'. The second technique that the authors
recommend is 'storybook reading'; this technique is interesting
because we need to read aloud to our students once or twice times
daily. Then, start to make activities before, during, or after the reading
time of different books. The third technique is 'phonological
awareness activities', using activities where we can help our students
to identify the sounds of the letters. For example, use activities of
rhyming, alliteration, and sound matching. Here, students can
participate with their emergent knowledge to find rhymes, identify the
same sound in different words, and recognize when words start with
the same sound. The fourth technique is 'alphabet activities'.
Personally, I use this technique with students who are struggling with
their reading level. For example, I use magnetic letters and ask them
to set them in a rainbow form, then they need to sound loud each letter
one or two times every day. This technique helped my students to
improve their reading skills. If we use these techniques, we can
encourage our children to read and to write, but considering those
techniques, they can show how they are improving on these skills.
In conclusion, early literacy skills are an important phase of child
development. I consider that as professionals working in educational
settings, we should set up the foundations of literacy in our young
students. Different authors gave us such diverse educational resources
to use in our preschool and kinder classrooms. We can use different
teaching techniques and research-based strategies to use with our
students to help them to develop their emerging literacy skills at
younger ages.
According to Vesay and Gischar (2013), the National Reading Panel
divided literacy into five critical domains: phonemic awareness,
alphabetic principle, fluency, vocabulary, and comprehension. These
domains are the roots of good literacy, and it is important to teach
them to our young students in the early stages of their development.
Phonological awareness is a broad definition of language in different
parts, word by word, and also is about listening to the syllables of the
words. Recognizing rhymes in the words, and the learning process
when kids can practice alliteration (eg. the same sound in the words,
six smiles softly spoken). According to the National Center on
Improving Literacy (2018), the alphabetic principle is the knowledge
that the letters have sounds and they are in the alphabet, for example,
when a child can identify the letter 'm' and its sound 'mmm'. This is
when a person can identify sounds and letters in a word, then can read
and write, building words with the sounds of the spoken language.
Also, the alphabetic principle has two components: alphabetic
understanding is knowing that words are made up of letters that
represent the sounds of speech, and phonological recoding is knowing
how to translate the letters in printed words into the sounds they make
to read and pronounce the words accurately. In Fluency Matters
(2014), the author explained his own definition of fluency, and he says
that reading fluency has two ends, the first one is about 'word
recognition in a text' while the person can comprehend what he/she is
reading is on the other end. This is when the person can identify
automatically words, recognize and identify them in a written text, but
with adequate speed. Stahl (2005) defines vocabulary as follows:
“Vocabulary knowledge is knowledge; the knowledge of a word not
only implies a definition but also implies how that word fits into the
world”. This part is important within the process of literacy in
children. At an early age, children should learn a complex vocabulary
during their kinder grade since this practice will help them develop
their language and to have success in their upper grades. In order to
understand the meaning of comprehension, Pardo (2004) refers that
“comprehension is the process of simultaneously extracting and
constructing meaning through interaction and involvement with
written language”. It is imperative that we, as professionals working in
educational settings, should help and revise our students when they
are reading aloud their books making sure that they are understanding
what they are reading. 02
In order to set up the knowledge of early literacy in children in their
preschool years or their early stages of learning, the authors
recommend some strategies and/or techniques to teach our kids to
write and read in their infancy. In Roskos et al. (2003) , we can find
these teaching techniques, and the first one is 'rich teacher talk'; this
technique says that teachers or adults should converse with the
students in groups or one-to-one context using 'cognitively
challenging content'. The second technique that the authors
recommend is 'storybook reading'; this technique is interesting
because we need to read aloud to our students once or twice times
daily. Then, start to make activities before, during, or after the reading
time of different books. The third technique is 'phonological
awareness activities', using activities where we can help our students
to identify the sounds of the letters. For example, use activities of
rhyming, alliteration, and sound matching. Here, students can
participate with their emergent knowledge to find rhymes, identify the
same sound in different words, and recognize when words start with
the same sound. The fourth technique is 'alphabet activities'.
Personally, I use this technique with students who are struggling with
their reading level. For example, I use magnetic letters and ask them
to set them in a rainbow form, then they need to sound loud each letter
one or two times every day. This technique helped my students to
improve their reading skills. If we use these techniques, we can
encourage our children to read and to write, but considering those
techniques, they can show how they are improving on these skills.
In conclusion, early literacy skills are an important phase of child
development. I consider that as professionals working in educational
settings, we should set up the foundations of literacy in our young
students. Different authors gave us such diverse educational resources
to use in our preschool and kinder classrooms. We can use different
teaching techniques and research-based strategies to use with our
students to help them to develop their emerging literacy skills at
younger ages.
According to Vesay and Gischar (2013), the National Reading Panel
divided literacy into five critical domains: phonemic awareness,
alphabetic principle, fluency, vocabulary, and comprehension. These
domains are the roots of good literacy, and it is important to teach
them to our young students in the early stages of their development.
Phonological awareness is a broad definition of language in different
parts, word by word, and also is about listening to the syllables of the
words. Recognizing rhymes in the words, and the learning process
when kids can practice alliteration (eg. the same sound in the words,
six smiles softly spoken). According to the National Center on
Improving Literacy (2018), the alphabetic principle is the knowledge
that the letters have sounds and they are in the alphabet, for example,
when a child can identify the letter 'm' and its sound 'mmm'. This is
when a person can identify sounds and letters in a word, then can read
and write, building words with the sounds of the spoken language.
Also, the alphabetic principle has two components: alphabetic
understanding is knowing that words are made up of letters that
represent the sounds of speech, and phonological recoding is knowing
how to translate the letters in printed words into the sounds they make
to read and pronounce the words accurately. In Fluency Matters
(2014), the author explained his own definition of fluency, and he says
that reading fluency has two ends, the first one is about 'word
recognition in a text' while the person can comprehend what he/she is
reading is on the other end. This is when the person can identify
automatically words, recognize and identify them in a written text, but
with adequate speed. Stahl (2005) defines vocabulary as follows:
“Vocabulary knowledge is knowledge; the knowledge of a word not
only implies a definition but also implies how that word fits into the
world”. This part is important within the process of literacy in
children. At an early age, children should learn a complex vocabulary
during their kinder grade since this practice will help them develop
their language and to have success in their upper grades. In order to
understand the meaning of comprehension, Pardo (2004) refers that
“comprehension is the process of simultaneously extracting and
constructing meaning through interaction and involvement with
written language”. It is imperative that we, as professionals working in
educational settings, should help and revise our students when they
are reading aloud their books making sure that they are understanding
what they are reading. 02
In order to set up the knowledge of early literacy in children in their
preschool years or their early stages of learning, the authors
recommend some strategies and/or techniques to teach our kids to
write and read in their infancy. In Roskos et al. (2003) , we can find
these teaching techniques, and the first one is 'rich teacher talk'; this
technique says that teachers or adults should converse with the
students in groups or one-to-one context using 'cognitively
challenging content'. The second technique that the authors
recommend is 'storybook reading'; this technique is interesting
because we need to read aloud to our students once or twice times
daily. Then, start to make activities before, during, or after the reading
time of different books. The third technique is 'phonological
awareness activities', using activities where we can help our students
to identify the sounds of the letters. For example, use activities of
rhyming, alliteration, and sound matching. Here, students can
participate with their emergent knowledge to find rhymes, identify the
same sound in different words, and recognize when words start with
the same sound. The fourth technique is 'alphabet activities'.
Personally, I use this technique with students who are struggling with
their reading level. For example, I use magnetic letters and ask them
to set them in a rainbow form, then they need to sound loud each letter
one or two times every day. This technique helped my students to
improve their reading skills. If we use these techniques, we can
encourage our children to read and to write, but considering those
techniques, they can show how they are improving on these skills.
In conclusion, early literacy skills are an important phase of child
development. I consider that as professionals working in educational
settings, we should set up the foundations of literacy in our young
students. Different authors gave us such diverse educational resources
to use in our preschool and kinder classrooms. We can use different
teaching techniques and research-based strategies to use with our
students to help them to develop their emerging literacy skills at
younger ages.
According to Vesay and Gischar (2013), the National Reading Panel
divided literacy into five critical domains: phonemic awareness,
alphabetic principle, fluency, vocabulary, and comprehension. These
domains are the roots of good literacy, and it is important to teach
them to our young students in the early stages of their development.
Phonological awareness is a broad definition of language in different
parts, word by word, and also is about listening to the syllables of the
words. Recognizing rhymes in the words, and the learning process
when kids can practice alliteration (eg. the same sound in the words,
six smiles softly spoken). According to the National Center on
Improving Literacy (2018), the alphabetic principle is the knowledge
that the letters have sounds and they are in the alphabet, for example,
when a child can identify the letter 'm' and its sound 'mmm'. This is
when a person can identify sounds and letters in a word, then can read
and write, building words with the sounds of the spoken language.
Also, the alphabetic principle has two components: alphabetic
understanding is knowing that words are made up of letters that
represent the sounds of speech, and phonological recoding is knowing
how to translate the letters in printed words into the sounds they make
to read and pronounce the words accurately. In Fluency Matters
(2014), the author explained his own definition of fluency, and he says
that reading fluency has two ends, the first one is about 'word
recognition in a text' while the person can comprehend what he/she is
reading is on the other end. This is when the person can identify
automatically words, recognize and identify them in a written text, but
with adequate speed. Stahl (2005) defines vocabulary as follows:
“Vocabulary knowledge is knowledge; the knowledge of a word not
only implies a definition but also implies how that word fits into the
world”. This part is important within the process of literacy in
children. At an early age, children should learn a complex vocabulary
during their kinder grade since this practice will help them develop
their language and to have success in their upper grades. In order to
understand the meaning of comprehension, Pardo (2004) refers that
“comprehension is the process of simultaneously extracting and
constructing meaning through interaction and involvement with
written language”. It is imperative that we, as professionals working in
educational settings, should help and revise our students when they
are reading aloud their books making sure that they are understanding
what they are reading. 02
In order to set up the knowledge of early literacy in children in their
preschool years or their early stages of learning, the authors
recommend some strategies and/or techniques to teach our kids to
write and read in their infancy. In Roskos et al. (2003) , we can find
these teaching techniques, and the first one is 'rich teacher talk'; this
technique says that teachers or adults should converse with the
students in groups or one-to-one context using 'cognitively
challenging content'. The second technique that the authors
recommend is 'storybook reading'; this technique is interesting
because we need to read aloud to our students once or twice times
daily. Then, start to make activities before, during, or after the reading
time of different books. The third technique is 'phonological
awareness activities', using activities where we can help our students
to identify the sounds of the letters. For example, use activities of
rhyming, alliteration, and sound matching. Here, students can
participate with their emergent knowledge to find rhymes, identify the
same sound in different words, and recognize when words start with
the same sound. The fourth technique is 'alphabet activities'.
Personally, I use this technique with students who are struggling with
their reading level. For example, I use magnetic letters and ask them
to set them in a rainbow form, then they need to sound loud each letter
one or two times every day. This technique helped my students to
improve their reading skills. If we use these techniques, we can
encourage our children to read and to write, but considering those
techniques, they can show how they are improving on these skills.
In conclusion, early literacy skills are an important phase of child
development. I consider that as professionals working in educational
settings, we should set up the foundations of literacy in our young
students. Different authors gave us such diverse educational resources
to use in our preschool and kinder classrooms. We can use different
teaching techniques and research-based strategies to use with our
students to help them to develop their emerging literacy skills at
younger ages.
According to Vesay and Gischar (2013), the National Reading Panel
divided literacy into five critical domains: phonemic awareness,
alphabetic principle, fluency, vocabulary, and comprehension. These
domains are the roots of good literacy, and it is important to teach
them to our young students in the early stages of their development.
Phonological awareness is a broad definition of language in different
parts, word by word, and also is about listening to the syllables of the
words. Recognizing rhymes in the words, and the learning process
when kids can practice alliteration (eg. the same sound in the words,
six smiles softly spoken). According to the National Center on
Improving Literacy (2018), the alphabetic principle is the knowledge
that the letters have sounds and they are in the alphabet, for example,
when a child can identify the letter 'm' and its sound 'mmm'. This is
when a person can identify sounds and letters in a word, then can read
and write, building words with the sounds of the spoken language.
Also, the alphabetic principle has two components: alphabetic
understanding is knowing that words are made up of letters that
represent the sounds of speech, and phonological recoding is knowing
how to translate the letters in printed words into the sounds they make
to read and pronounce the words accurately. In Fluency Matters
(2014), the author explained his own definition of fluency, and he says
that reading fluency has two ends, the first one is about 'word
recognition in a text' while the person can comprehend what he/she is
reading is on the other end. This is when the person can identify
automatically words, recognize and identify them in a written text, but
with adequate speed. Stahl (2005) defines vocabulary as follows:
“Vocabulary knowledge is knowledge; the knowledge of a word not
only implies a definition but also implies how that word fits into the
world”. This part is important within the process of literacy in
children. At an early age, children should learn a complex vocabulary
during their kinder grade since this practice will help them develop
their language and to have success in their upper grades. In order to
understand the meaning of comprehension, Pardo (2004) refers that
“comprehension is the process of simultaneously extracting and
constructing meaning through interaction and involvement with
written language”. It is imperative that we, as professionals working in
educational settings, should help and revise our students when they
are reading aloud their books making sure that they are understanding
what they are reading. 02
In order to set up the knowledge of early literacy in children in their
preschool years or their early stages of learning, the authors
recommend some strategies and/or techniques to teach our kids to
write and read in their infancy. In Roskos et al. (2003) , we can find
these teaching techniques, and the first one is 'rich teacher talk'; this
technique says that teachers or adults should converse with the
students in groups or one-to-one context using 'cognitively
challenging content'. The second technique that the authors
recommend is 'storybook reading'; this technique is interesting
because we need to read aloud to our students once or twice times
daily. Then, start to make activities before, during, or after the reading
time of different books. The third technique is 'phonological
awareness activities', using activities where we can help our students
to identify the sounds of the letters. For example, use activities of
rhyming, alliteration, and sound matching. Here, students can
participate with their emergent knowledge to find rhymes, identify the
same sound in different words, and recognize when words start with
the same sound. The fourth technique is 'alphabet activities'.
Personally, I use this technique with students who are struggling with
their reading level. For example, I use magnetic letters and ask them
to set them in a rainbow form, then they need to sound loud each letter
one or two times every day. This technique helped my students to
improve their reading skills. If we use these techniques, we can
encourage our children to read and to write, but considering those
techniques, they can show how they are improving on these skills.
In conclusion, early literacy skills are an important phase of child
development. I consider that as professionals working in educational
settings, we should set up the foundations of literacy in our young
students. Different authors gave us such diverse educational resources
to use in our preschool and kinder classrooms. We can use different
teaching techniques and research-based strategies to use with our
students to help them to develop their emerging literacy skills at
younger ages.
According to Vesay and Gischar (2013), the National Reading Panel
divided literacy into five critical domains: phonemic awareness,
alphabetic principle, fluency, vocabulary, and comprehension. These
domains are the roots of good literacy, and it is important to teach
them to our young students in the early stages of their development.
Phonological awareness is a broad definition of language in different
parts, word by word, and also is about listening to the syllables of the
words. Recognizing rhymes in the words, and the learning process
when kids can practice alliteration (eg. the same sound in the words,
six smiles softly spoken). According to the National Center on
Improving Literacy (2018), the alphabetic principle is the knowledge
that the letters have sounds and they are in the alphabet, for example,
when a child can identify the letter 'm' and its sound 'mmm'. This is
when a person can identify sounds and letters in a word, then can read
and write, building words with the sounds of the spoken language.
Also, the alphabetic principle has two components: alphabetic
understanding is knowing that words are made up of letters that
represent the sounds of speech, and phonological recoding is knowing
how to translate the letters in printed words into the sounds they make
to read and pronounce the words accurately. In Fluency Matters
(2014), the author explained his own definition of fluency, and he says
that reading fluency has two ends, the first one is about 'word
recognition in a text' while the person can comprehend what he/she is
reading is on the other end. This is when the person can identify
automatically words, recognize and identify them in a written text, but
with adequate speed. Stahl (2005) defines vocabulary as follows:
“Vocabulary knowledge is knowledge; the knowledge of a word not
only implies a definition but also implies how that word fits into the
world”. This part is important within the process of literacy in
children. At an early age, children should learn a complex vocabulary
during their kinder grade since this practice will help them develop
their language and to have success in their upper grades. In order to
understand the meaning of comprehension, Pardo (2004) refers that
“comprehension is the process of simultaneously extracting and
constructing meaning through interaction and involvement with
written language”. It is imperative that we, as professionals working in
educational settings, should help and revise our students when they
are reading aloud their books making sure that they are understanding
what they are reading. 02
In order to set up the knowledge of early literacy in children in their
preschool years or their early stages of learning, the authors
recommend some strategies and/or techniques to teach our kids to
write and read in their infancy. In Roskos et al. (2003) , we can find
these teaching techniques, and the first one is 'rich teacher talk'; this
technique says that teachers or adults should converse with the
students in groups or one-to-one context using 'cognitively
challenging content'. The second technique that the authors
recommend is 'storybook reading'; this technique is interesting
because we need to read aloud to our students once or twice times
daily. Then, start to make activities before, during, or after the reading
time of different books. The third technique is 'phonological
awareness activities', using activities where we can help our students
to identify the sounds of the letters. For example, use activities of
rhyming, alliteration, and sound matching. Here, students can
participate with their emergent knowledge to find rhymes, identify the
same sound in different words, and recognize when words start with
the same sound. The fourth technique is 'alphabet activities'.
Personally, I use this technique with students who are struggling with
their reading level. For example, I use magnetic letters and ask them
to set them in a rainbow form, then they need to sound loud each letter
one or two times every day. This technique helped my students to
improve their reading skills. If we use these techniques, we can
encourage our children to read and to write, but considering those
techniques, they can show how they are improving on these skills.
In conclusion, early literacy skills are an important phase of child
development. I consider that as professionals working in educational
settings, we should set up the foundations of literacy in our young
students. Different authors gave us such diverse educational resources
to use in our preschool and kinder classrooms. We can use different
teaching techniques and research-based strategies to use with our
students to help them to develop their emerging literacy skills at
younger ages.
According to Vesay and Gischar (2013), the National Reading Panel
divided literacy into five critical domains: phonemic awareness,
alphabetic principle, fluency, vocabulary, and comprehension. These
domains are the roots of good literacy, and it is important to teach
them to our young students in the early stages of their development.
Phonological awareness is a broad definition of language in different
parts, word by word, and also is about listening to the syllables of the
words. Recognizing rhymes in the words, and the learning process
when kids can practice alliteration (eg. the same sound in the words,
six smiles softly spoken). According to the National Center on
Improving Literacy (2018), the alphabetic principle is the knowledge
that the letters have sounds and they are in the alphabet, for example,
when a child can identify the letter 'm' and its sound 'mmm'. This is
when a person can identify sounds and letters in a word, then can read
and write, building words with the sounds of the spoken language.
Also, the alphabetic principle has two components: alphabetic
understanding is knowing that words are made up of letters that
represent the sounds of speech, and phonological recoding is knowing
how to translate the letters in printed words into the sounds they make
to read and pronounce the words accurately. In Fluency Matters
(2014), the author explained his own definition of fluency, and he says
that reading fluency has two ends, the first one is about 'word
recognition in a text' while the person can comprehend what he/she is
reading is on the other end. This is when the person can identify
automatically words, recognize and identify them in a written text, but
with adequate speed. Stahl (2005) defines vocabulary as follows:
“Vocabulary knowledge is knowledge; the knowledge of a word not
only implies a definition but also implies how that word fits into the
world”. This part is important within the process of literacy in
children. At an early age, children should learn a complex vocabulary
during their kinder grade since this practice will help them develop
their language and to have success in their upper grades. In order to
understand the meaning of comprehension, Pardo (2004) refers that
“comprehension is the process of simultaneously extracting and
constructing meaning through interaction and involvement with
written language”. It is imperative that we, as professionals working in
educational settings, should help and revise our students when they
are reading aloud their books making sure that they are understanding
what they are reading. 02
In order to set up the knowledge of early literacy in children in their
preschool years or their early stages of learning, the authors
recommend some strategies and/or techniques to teach our kids to
write and read in their infancy. In Roskos et al. (2003) , we can find
these teaching techniques, and the first one is 'rich teacher talk'; this
technique says that teachers or adults should converse with the
students in groups or one-to-one context using 'cognitively
challenging content'. The second technique that the authors
recommend is 'storybook reading'; this technique is interesting
because we need to read aloud to our students once or twice times
daily. Then, start to make activities before, during, or after the reading
time of different books. The third technique is 'phonological
awareness activities', using activities where we can help our students
to identify the sounds of the letters. For example, use activities of
rhyming, alliteration, and sound matching. Here, students can
participate with their emergent knowledge to find rhymes, identify the
same sound in different words, and recognize when words start with
the same sound. The fourth technique is 'alphabet activities'.
Personally, I use this technique with students who are struggling with
their reading level. For example, I use magnetic letters and ask them
to set them in a rainbow form, then they need to sound loud each letter
one or two times every day. This technique helped my students to
improve their reading skills. If we use these techniques, we can
encourage our children to read and to write, but considering those
techniques, they can show how they are improving on these skills.
In conclusion, early literacy skills are an important phase of child
development. I consider that as professionals working in educational
settings, we should set up the foundations of literacy in our young
students. Different authors gave us such diverse educational resources
to use in our preschool and kinder classrooms. We can use different
teaching techniques and research-based strategies to use with our
students to help them to develop their emerging literacy skills at
younger ages.
According to Vesay and Gischar (2013), the National Reading Panel
divided literacy into five critical domains: phonemic awareness,
alphabetic principle, fluency, vocabulary, and comprehension. These
domains are the roots of good literacy, and it is important to teach
them to our young students in the early stages of their development.
Phonological awareness is a broad definition of language in different
parts, word by word, and also is about listening to the syllables of the
words. Recognizing rhymes in the words, and the learning process
when kids can practice alliteration (eg. the same sound in the words,
six smiles softly spoken). According to the National Center on
Improving Literacy (2018), the alphabetic principle is the knowledge
that the letters have sounds and they are in the alphabet, for example,
when a child can identify the letter 'm' and its sound 'mmm'. This is
when a person can identify sounds and letters in a word, then can read
and write, building words with the sounds of the spoken language.
Also, the alphabetic principle has two components: alphabetic
understanding is knowing that words are made up of letters that
represent the sounds of speech, and phonological recoding is knowing
how to translate the letters in printed words into the sounds they make
to read and pronounce the words accurately. In Fluency Matters
(2014), the author explained his own definition of fluency, and he says
that reading fluency has two ends, the first one is about 'word
recognition in a text' while the person can comprehend what he/she is
reading is on the other end. This is when the person can identify
automatically words, recognize and identify them in a written text, but
with adequate speed. Stahl (2005) defines vocabulary as follows:
“Vocabulary knowledge is knowledge; the knowledge of a word not
only implies a definition but also implies how that word fits into the
world”. This part is important within the process of literacy in
children. At an early age, children should learn a complex vocabulary
during their kinder grade since this practice will help them develop
their language and to have success in their upper grades. In order to
understand the meaning of comprehension, Pardo (2004) refers that
“comprehension is the process of simultaneously extracting and
constructing meaning through interaction and involvement with
written language”. It is imperative that we, as professionals working in
educational settings, should help and revise our students when they
are reading aloud their books making sure that they are understanding
what they are reading. 02
In order to set up the knowledge of early literacy in children in their
preschool years or their early stages of learning, the authors
recommend some strategies and/or techniques to teach our kids to
write and read in their infancy. In Roskos et al. (2003) , we can find
these teaching techniques, and the first one is 'rich teacher talk'; this
technique says that teachers or adults should converse with the
students in groups or one-to-one context using 'cognitively
challenging content'. The second technique that the authors
recommend is 'storybook reading'; this technique is interesting
because we need to read aloud to our students once or twice times
daily. Then, start to make activities before, during, or after the reading
time of different books. The third technique is 'phonological
awareness activities', using activities where we can help our students
to identify the sounds of the letters. For example, use activities of
rhyming, alliteration, and sound matching. Here, students can
participate with their emergent knowledge to find rhymes, identify the
same sound in different words, and recognize when words start with
the same sound. The fourth technique is 'alphabet activities'.
Personally, I use this technique with students who are struggling with
their reading level. For example, I use magnetic letters and ask them
to set them in a rainbow form, then they need to sound loud each letter
one or two times every day. This technique helped my students to
improve their reading skills. If we use these techniques, we can
encourage our children to read and to write, but considering those
techniques, they can show how they are improving on these skills.
In conclusion, early literacy skills are an important phase of child
development. I consider that as professionals working in educational
settings, we should set up the foundations of literacy in our young
students. Different authors gave us such diverse educational resources
to use in our preschool and kinder classrooms. We can use different
teaching techniques and research-based strategies to use with our
students to help them to develop their emerging literacy skills at
younger ages.
According to Vesay and Gischar (2013), the National Reading Panel
divided literacy into five critical domains: phonemic awareness,
alphabetic principle, fluency, vocabulary, and comprehension. These
domains are the roots of good literacy, and it is important to teach
them to our young students in the early stages of their development.
Phonological awareness is a broad definition of language in different
parts, word by word, and also is about listening to the syllables of the
words. Recognizing rhymes in the words, and the learning process
when kids can practice alliteration (eg. the same sound in the words,
six smiles softly spoken). According to the National Center on
Improving Literacy (2018), the alphabetic principle is the knowledge
that the letters have sounds and they are in the alphabet, for example,
when a child can identify the letter 'm' and its sound 'mmm'. This is
when a person can identify sounds and letters in a word, then can read
and write, building words with the sounds of the spoken language.
Also, the alphabetic principle has two components: alphabetic
understanding is knowing that words are made up of letters that
represent the sounds of speech, and phonological recoding is knowing
how to translate the letters in printed words into the sounds they make
to read and pronounce the words accurately. In Fluency Matters
(2014), the author explained his own definition of fluency, and he says
that reading fluency has two ends, the first one is about 'word
recognition in a text' while the person can comprehend what he/she is
reading is on the other end. This is when the person can identify
automatically words, recognize and identify them in a written text, but
with adequate speed. Stahl (2005) defines vocabulary as follows:
“Vocabulary knowledge is knowledge; the knowledge of a word not
only implies a definition but also implies how that word fits into the
world”. This part is important within the process of literacy in
children. At an early age, children should learn a complex vocabulary
during their kinder grade since this practice will help them develop
their language and to have success in their upper grades. In order to
understand the meaning of comprehension, Pardo (2004) refers that
“comprehension is the process of simultaneously extracting and
constructing meaning through interaction and involvement with
written language”. It is imperative that we, as professionals working in
educational settings, should help and revise our students when they
are reading aloud their books making sure that they are understanding
what they are reading. 02
In order to set up the knowledge of early literacy in children in their
preschool years or their early stages of learning, the authors
recommend some strategies and/or techniques to teach our kids to
write and read in their infancy. In Roskos et al. (2003) , we can find
these teaching techniques, and the first one is 'rich teacher talk'; this
technique says that teachers or adults should converse with the
students in groups or one-to-one context using 'cognitively
challenging content'. The second technique that the authors
recommend is 'storybook reading'; this technique is interesting
because we need to read aloud to our students once or twice times
daily. Then, start to make activities before, during, or after the reading
time of different books. The third technique is 'phonological
awareness activities', using activities where we can help our students
to identify the sounds of the letters. For example, use activities of
rhyming, alliteration, and sound matching. Here, students can
participate with their emergent knowledge to find rhymes, identify the
same sound in different words, and recognize when words start with
the same sound. The fourth technique is 'alphabet activities'.
Personally, I use this technique with students who are struggling with
their reading level. For example, I use magnetic letters and ask them
to set them in a rainbow form, then they need to sound loud each letter
one or two times every day. This technique helped my students to
improve their reading skills. If we use these techniques, we can
encourage our children to read and to write, but considering those
techniques, they can show how they are improving on these skills.
In conclusion, early literacy skills are an important phase of child
development. I consider that as professionals working in educational
settings, we should set up the foundations of literacy in our young
students. Different authors gave us such diverse educational resources
to use in our preschool and kinder classrooms. We can use different
teaching techniques and research-based strategies to use with our
students to help them to develop their emerging literacy skills at
younger ages.
According to Vesay and Gischar (2013), the National Reading Panel
divided literacy into five critical domains: phonemic awareness,
alphabetic principle, fluency, vocabulary, and comprehension. These
domains are the roots of good literacy, and it is important to teach
them to our young students in the early stages of their development.
Phonological awareness is a broad definition of language in different
parts, word by word, and also is about listening to the syllables of the
words. Recognizing rhymes in the words, and the learning process
when kids can practice alliteration (eg. the same sound in the words,
six smiles softly spoken). According to the National Center on
Improving Literacy (2018), the alphabetic principle is the knowledge
that the letters have sounds and they are in the alphabet, for example,
when a child can identify the letter 'm' and its sound 'mmm'. This is
when a person can identify sounds and letters in a word, then can read
and write, building words with the sounds of the spoken language.
Also, the alphabetic principle has two components: alphabetic
understanding is knowing that words are made up of letters that
represent the sounds of speech, and phonological recoding is knowing
how to translate the letters in printed words into the sounds they make
to read and pronounce the words accurately. In Fluency Matters
(2014), the author explained his own definition of fluency, and he says
that reading fluency has two ends, the first one is about 'word
recognition in a text' while the person can comprehend what he/she is
reading is on the other end. This is when the person can identify
automatically words, recognize and identify them in a written text, but
with adequate speed. Stahl (2005) defines vocabulary as follows:
“Vocabulary knowledge is knowledge; the knowledge of a word not
only implies a definition but also implies how that word fits into the
world”. This part is important within the process of literacy in
children. At an early age, children should learn a complex vocabulary
during their kinder grade since this practice will help them develop
their language and to have success in their upper grades. In order to
understand the meaning of comprehension, Pardo (2004) refers that
“comprehension is the process of simultaneously extracting and
constructing meaning through interaction and involvement with
written language”. It is imperative that we, as professionals working in
educational settings, should help and revise our students when they
are reading aloud their books making sure that they are understanding
what they are reading. 02
In order to set up the knowledge of early literacy in children in their
preschool years or their early stages of learning, the authors
recommend some strategies and/or techniques to teach our kids to
write and read in their infancy. In Roskos et al. (2003) , we can find
these teaching techniques, and the first one is 'rich teacher talk'; this
technique says that teachers or adults should converse with the
students in groups or one-to-one context using 'cognitively
challenging content'. The second technique that the authors
recommend is 'storybook reading'; this technique is interesting
because we need to read aloud to our students once or twice times
daily. Then, start to make activities before, during, or after the reading
time of different books. The third technique is 'phonological
awareness activities', using activities where we can help our students
to identify the sounds of the letters. For example, use activities of
rhyming, alliteration, and sound matching. Here, students can
participate with their emergent knowledge to find rhymes, identify the
same sound in different words, and recognize when words start with
the same sound. The fourth technique is 'alphabet activities'.
Personally, I use this technique with students who are struggling with
their reading level. For example, I use magnetic letters and ask them
to set them in a rainbow form, then they need to sound loud each letter
one or two times every day. This technique helped my students to
improve their reading skills. If we use these techniques, we can
encourage our children to read and to write, but considering those
techniques, they can show how they are improving on these skills.
In conclusion, early literacy skills are an important phase of child
development. I consider that as professionals working in educational
settings, we should set up the foundations of literacy in our young
students. Different authors gave us such diverse educational resources
to use in our preschool and kinder classrooms. We can use different
teaching techniques and research-based strategies to use with our
students to help them to develop their emerging literacy skills at
younger ages.
According to Vesay and Gischar (2013), the National Reading Panel
divided literacy into five critical domains: phonemic awareness,
alphabetic principle, fluency, vocabulary, and comprehension. These
domains are the roots of good literacy, and it is important to teach
them to our young students in the early stages of their development.
Phonological awareness is a broad definition of language in different
parts, word by word, and also is about listening to the syllables of the
words. Recognizing rhymes in the words, and the learning process
when kids can practice alliteration (eg. the same sound in the words,
six smiles softly spoken). According to the National Center on
Improving Literacy (2018), the alphabetic principle is the knowledge
that the letters have sounds and they are in the alphabet, for example,
when a child can identify the letter 'm' and its sound 'mmm'. This is
when a person can identify sounds and letters in a word, then can read
and write, building words with the sounds of the spoken language.
Also, the alphabetic principle has two components: alphabetic
understanding is knowing that words are made up of letters that
represent the sounds of speech, and phonological recoding is knowing
how to translate the letters in printed words into the sounds they make
to read and pronounce the words accurately. In Fluency Matters
(2014), the author explained his own definition of fluency, and he says
that reading fluency has two ends, the first one is about 'word
recognition in a text' while the person can comprehend what he/she is
reading is on the other end. This is when the person can identify
automatically words, recognize and identify them in a written text, but
with adequate speed. Stahl (2005) defines vocabulary as follows:
“Vocabulary knowledge is knowledge; the knowledge of a word not
only implies a definition but also implies how that word fits into the
world”. This part is important within the process of literacy in
children. At an early age, children should learn a complex vocabulary
during their kinder grade since this practice will help them develop
their language and to have success in their upper grades. In order to
understand the meaning of comprehension, Pardo (2004) refers that
“comprehension is the process of simultaneously extracting and
constructing meaning through interaction and involvement with
written language”. It is imperative that we, as professionals working in
educational settings, should help and revise our students when they
are reading aloud their books making sure that they are understanding
what they are reading. 02
In order to set up the knowledge of early literacy in children in their
preschool years or their early stages of learning, the authors
recommend some strategies and/or techniques to teach our kids to
write and read in their infancy. In Roskos et al. (2003) , we can find
these teaching techniques, and the first one is 'rich teacher talk'; this
technique says that teachers or adults should converse with the
students in groups or one-to-one context using 'cognitively
challenging content'. The second technique that the authors
recommend is 'storybook reading'; this technique is interesting
because we need to read aloud to our students once or twice times
daily. Then, start to make activities before, during, or after the reading
time of different books. The third technique is 'phonological
awareness activities', using activities where we can help our students
to identify the sounds of the letters. For example, use activities of
rhyming, alliteration, and sound matching. Here, students can
participate with their emergent knowledge to find rhymes, identify the
same sound in different words, and recognize when words start with
the same sound. The fourth technique is 'alphabet activities'.
Personally, I use this technique with students who are struggling with
their reading level. For example, I use magnetic letters and ask them
to set them in a rainbow form, then they need to sound loud each letter
one or two times every day. This technique helped my students to
improve their reading skills. If we use these techniques, we can
encourage our children to read and to write, but considering those
techniques, they can show how they are improving on these skills.
In conclusion, early literacy skills are an important phase of child
development. I consider that as professionals working in educational
settings, we should set up the foundations of literacy in our young
students. Different authors gave us such diverse educational resources
to use in our preschool and kinder classrooms. We can use different
teaching techniques and research-based strategies to use with our
students to help them to develop their emerging literacy skills at
younger ages.
According to Vesay and Gischar (2013), the National Reading Panel
divided literacy into five critical domains: phonemic awareness,
alphabetic principle, fluency, vocabulary, and comprehension. These
domains are the roots of good literacy, and it is important to teach
them to our young students in the early stages of their development.
Phonological awareness is a broad definition of language in different
parts, word by word, and also is about listening to the syllables of the
words. Recognizing rhymes in the words, and the learning process
when kids can practice alliteration (eg. the same sound in the words,
six smiles softly spoken). According to the National Center on
Improving Literacy (2018), the alphabetic principle is the knowledge
that the letters have sounds and they are in the alphabet, for example,
when a child can identify the letter 'm' and its sound 'mmm'. This is
when a person can identify sounds and letters in a word, then can read
and write, building words with the sounds of the spoken language.
Also, the alphabetic principle has two components: alphabetic
understanding is knowing that words are made up of letters that
represent the sounds of speech, and phonological recoding is knowing
how to translate the letters in printed words into the sounds they make
to read and pronounce the words accurately. In Fluency Matters
(2014), the author explained his own definition of fluency, and he says
that reading fluency has two ends, the first one is about 'word
recognition in a text' while the person can comprehend what he/she is
reading is on the other end. This is when the person can identify
automatically words, recognize and identify them in a written text, but
with adequate speed. Stahl (2005) defines vocabulary as follows:
“Vocabulary knowledge is knowledge; the knowledge of a word not
only implies a definition but also implies how that word fits into the
world”. This part is important within the process of literacy in
children. At an early age, children should learn a complex vocabulary
during their kinder grade since this practice will help them develop
their language and to have success in their upper grades. In order to
understand the meaning of comprehension, Pardo (2004) refers that
“comprehension is the process of simultaneously extracting and
constructing meaning through interaction and involvement with
written language”. It is imperative that we, as professionals working in
educational settings, should help and revise our students when they
are reading aloud their books making sure that they are understanding
what they are reading. 02
In order to set up the knowledge of early literacy in children in their
preschool years or their early stages of learning, the authors
recommend some strategies and/or techniques to teach our kids to
write and read in their infancy. In Roskos et al. (2003) , we can find
these teaching techniques, and the first one is 'rich teacher talk'; this
technique says that teachers or adults should converse with the
students in groups or one-to-one context using 'cognitively
challenging content'. The second technique that the authors
recommend is 'storybook reading'; this technique is interesting
because we need to read aloud to our students once or twice times
daily. Then, start to make activities before, during, or after the reading
time of different books. The third technique is 'phonological
awareness activities', using activities where we can help our students
to identify the sounds of the letters. For example, use activities of
rhyming, alliteration, and sound matching. Here, students can
participate with their emergent knowledge to find rhymes, identify the
same sound in different words, and recognize when words start with
the same sound. The fourth technique is 'alphabet activities'.
Personally, I use this technique with students who are struggling with
their reading level. For example, I use magnetic letters and ask them
to set them in a rainbow form, then they need to sound loud each letter
one or two times every day. This technique helped my students to
improve their reading skills. If we use these techniques, we can
encourage our children to read and to write, but considering those
techniques, they can show how they are improving on these skills.
In conclusion, early literacy skills are an important phase of child
development. I consider that as professionals working in educational
settings, we should set up the foundations of literacy in our young
students. Different authors gave us such diverse educational resources
to use in our preschool and kinder classrooms. We can use different
teaching techniques and research-based strategies to use with our
students to help them to develop their emerging literacy skills at
younger ages.
