` There has been been light shed upon recently to the effects of emergent literacy in the early learning environment of children and the children’s later knowledge. It is no longer believed that a child needs to learn to read and write once they are put into school and given instructions to do so but rather during their early childhood. While they are home, they must develop appropriate skills through the reading books, communicating with friends and family, and educational activities. Emergent literacy perspectives also emphasize the effects of promoting development and preventing later reading difficulties. As these young children are guided through the reading process by their parents at an early stage, they possess a higher level of …show more content…
It is usually associated with home, childcare or preschool settings, and in the companionship of adults who are parents or child-care providers. The beginning reading phase starts with formal instruction in reading. Much of this instruction has focused upon children no younger than age 6, which our society has generally selected for reading instruction to begin. Emergent literacy refers to the idea that the acquisition of literacy is best understood as a developmental process, with its origins early in the life of a child, rather than an all-or-none phenomenon that begins when children begin school. This focuses on the dismissal of skills children need to master before they can profit from formal reading. In addition, emergent literacy has been used to refer to a point of view about the importance of social interactions in literacy-rich environments for pre readers and to advocate for related social and educational …show more content…
Adults need to be involved and act intentionally within these contexts to affect children’s learning. This guidance by adults, and careful scaffolding of opportunities for children to learn emergent literacy, is also recognized as the best practice. Development of emergent literacy in young children require attention to both code- and meaning-focused skills and their components. Shared book reading is considered effective as well as print referencing which uses verbal and nonverbal cues to draw children’s attention to print during reading and later affects children’s print knowledge and later literacy skills. Similarly, calling children’s attention to the sound structure of words during reading promotes phonological awareness. Other recommended best practices for phonological awareness include providing concrete representations for sounds and scaffolding instruction along the full continuum of sound units (e.g., words, syllables, rhymes, phonemes) and manipulations (e.g., identifying, blending, segmenting, deleting). In terms of meaning-focused skills, shared reading with embedded vocabulary instruction