Early Literacy Behavior

Behavior of Emergent Literacy

From the moment of birth, babies begin to acquire literacy information and they continue to build their knowledge of oral language, readingand writing as they go through their childhood.

When children attend formal education, they have been already

Equipped with many literacy concepts and

certain oral language, readingand writing competencies.

Literacy developmen

t begins with children's

first experiencewith print.

Literacy developmen

t begins with children's

first experiencewith print.

described emergent literacy as a highly a highly complex concept complex concept and that children are developing simultaneously with respect to many crucial and eventual literate behavior.

Literacy

learning begins early in life and

is ongoing

.

Literacy

learning begins early in life and

is ongoing

.

by being surrounded with materials that promote their early literacy,

When children are immersed in literacy…

by being exposed to meaningful literacy events, and

When children are immersed in literacy…

by having constant interaction with literate adults, they demonstrate that behavior as they acquire, approximate and develop their early literacy skills.

When children are immersed in literacy…

The Behavior provided for is a guide:

• to determine which behavior can be identified for acquisition – early signs of their abilities, interests and information about literacy,

The Behavior provided for is a guide:

•to identify which behavior can be linked to development – practices with scaffolding, up to minimal adult supervision or no guidance at all since they can independently perform those early literally skills.

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The Behavior provided for is a guide:

•to recognize which behavior can be associated with approximation - conditions when children are almost correct in their literacy skills, and

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MEEK MEEK (1982)(1982)MEEK MEEK (1982)(1982)

INDICATORS OF EARLY LITERACY

BEHAVIORS

PHYSICAL PHYSICAL ABILITIESABILITIES

LANGUAGE LANGUAGE SKILLSSKILLS

READING READING SKILLSSKILLS

WRITING WRITING SKILLSSKILLS

• playing toys

• manipulating clay, blocks, legos

• attempting puzzle work

• putting together toy parts

• dismantling toy parts

• holding and using pencil

• humming• imitating

familiar sound

• singing• counting• reciting• producing

pleasant sound to imitate reading voice

• browsing books and other colorful reading materials

• looking at pictures and other print materials

• eyes focused intently on books

• scribbling• squiggling• drawing• tracing• coloring• interested

in pencil and paper activities

• attempting to make marks on paper

PHYSICAL PHYSICAL ABILITIESABILITIES

LANGUAGE LANGUAGE SKILLSSKILLS

READING READING SKILLSSKILLS

WRITING WRITING SKILLSSKILLS

• holding and using crayon

• finger painting

• holding books

• turning pages of books

• attempting to use paper and pencil

• drawing• tracing• scribbling

• using incomprehensible language but perceived as reading

• using oral language

• possessing oral vocabulary

• reading aloud

• narrating familiar stories

• emulating adult reading

• enjoying story telling

• interested in reading aloud

• retelling• half

narrating• half

reading• possessing

reading vocabulary

• practicing writing strokes

• copying letters and numbers

• starting to write his name and names of the family members

PHYSICAL PHYSICAL ABILITIESABILITIES

LANGUAGE LANGUAGE SKILLSSKILLS

READING READING SKILLSSKILLS

WRITING WRITING SKILLSSKILLS

• discriminating pictures

• discriminating colors

• recognizing shapes and sizes

• identifying texture

• discriminating sounds

• imitating movements

• inquiring• commenting• using oral

language for communication

• naming objects and characters

• copying environmental print

• writing with adult supervision

• making notes